Environmental and genetic influences on neurocognitive development: the importance of multiple methodologies and time-dependent intervention

Genetic mutations and environmental factors dynamically influence gene expression and developmental trajectories at the neural, cognitive, and behavioral levels. The examples in this article cover different periods of neurocognitive development—early childhood, adolescence, and adulthood—and focus on studies in which researchers have used a variety of methodologies to illustrate the early effects of socioeconomic status and stress on brain function, as well as how allelic differences explain why some individuals respond to intervention and others do not. These studies highlight how similar behaviors can be driven by different underlying neural processes and show how a neurocomputational model of early development can account for neurodevelopmental syndromes, such as autism spectrum disorders, with novel implications for intervention. Finally, these studies illustrate the importance of the timing of environmental and genetic factors on development, consistent with our view that phenotypes are emergent, not predetermined

The development of the passé composé in lower-intermediate learners of French as a second language

In this study we tracked the development of the passe compose in second-language learners of French whose first language is English. Although the passe compose is a highly used tense among native speakers of French and it appears to present particular difficulty for first-language English speakers, its second-language development has been surprisingly under-researched. In order to trace developmental patterns of the passe compose we obtained a corpus of obligatory context use of this tense by 30 Year-12 (lower-intermediate) students at two time points six months apart and analysed the data both quantitatively and qualitatively. Our findings suggest that these students used remarkably few memorized formulas, that they passed through five distinct stages in their acquisition of the passe compose, that those early stages were characterized by transfer errors, and that the presence of the auxiliary, whether correct or incorrect, formed a crucial stage in the development of the tense. Theoretical explanations for the findings are presented together with some tentative pedagogical implications

Relationship between downwelling surface shortwave radiative fluxes and sea surface temperature over the tropical Pacific: AMIP II models versus satellite estimates

Incident shortwave radiation at the Earth's surface is the driving force of the climate system. Understanding the relationship between this forcing and the sea surface temperature, in particular, over the tropical Pacific Ocean is a topic of great interest because of possible climatic implications. The objective of this study is to investigate the relationship between downwelling shortwave radiative fluxes and sea surface temperature by using available data on radiative fluxes. We assess first the shortwave radiation from three General Circulation Models that participated in the second phase of the Atmospheric Model Intercomparison Project (AMIP II) against estimates of such fluxes from satellites. The shortwave radiation estimated from the satellite is based on observations from the International Satellite Cloud Climatology Project D1 data and the University of Maryland Shortwave Radiation Budget model (UMD/SRB). Model and satellite estimates of surface radiative fluxes are found to be in best agreement in the central equatorial Pacific, according to mean climatology and spatial correlations. We apply a Canonical Correlation Analysis to determine the interrelated areas where shortwave fluxes and sea surface temperature are most sensitive to climate forcing. Model simulations and satellite estimates of shortwave fluxes both capture well the interannual signal of El Niño-like variability. The tendency for an increase in shortwave radiation from the UMD/SRB model is not captured by the AMIP II models

Classifying the Arithmetical Complexity of Teaching Models

This paper classifies the complexity of various teaching models by their position in the arithmetical hierarchy. In particular, we determine the arithmetical complexity of the index sets of the following classes: (1) the class of uniformly r.e. families with finite teaching dimension, and (2) the class of uniformly r.e. families with finite positive recursive teaching dimension witnessed by a uniformly r.e. teaching sequence. We also derive the arithmetical complexity of several other decision problems in teaching, such as the problem of deciding, given an effective coding $\{\mathcal L_0,\mathcal L_1,\mathcal L_2,\ldots\}$ of all uniformly r.e. families, any $e$ such that $\mathcal L_e = \{L^e_0,L^e_1,\ldots,\}$, any $i$ and $d$, whether or not the teaching dimension of $L^e_i$ with respect to $\mathcal L_e$ is upper bounded by $d$.Comment: 15 pages in International Conference on Algorithmic Learning Theory, 201

The use of ICT in the assessment of modern languages: the English context and European viewpoints

The ever increasing explosion of highly attractive multimedia resources on offer has boosted the use of information and communication technology (ICT) in the teaching and learning of modern languages. The use of ICT to assess languages is less frequent, however, although online testing is starting to develop. This paper examines the national context for the assessment of modern foreign language proficiency in England, outlines the kinds of assessment currently available and the development of electronic forms of assessment and compares the above with the survey results of a European Union (EU) funded project on current good practice in online assessment of languages in other European countries. The findings indicate that speaking is inadequately served by online testing as tests currently focus primarily on receptive language skills. The implications for future successful online testing include the incorporation of interactive skills and effective formative feedback

Can a connectionist model explain the processing of regularly and irregularly inflected words in German as L1 and L2?

The connectionist model is a prevailing model of the structure and functioning of the cognitive system of the processing of morphology. According to this model, the morphology of regularly and irregularly inflected words (e.g., verb participles and noun plurals) is processed in the same cognitive network. A validation of the connectionist model of the processing of morphology in German as L2 has yet to be achieved. To investigate L2-specific aspects, we compared a group of L1 speakers of German with speakers of German as L2. L2 and L1 speakers of German were assigned to their respective group by their reaction times in picture naming prior to the central task. The reaction times in the lexical decision task of verb participles and noun plurals were largely consistent with the assumption of the connectionist model. Interestingly, speakers of German as L2 showed a specific advantage for irregular compared with regular verb participles