Language-dependent knowledge acquisition: investigating bilingual arithmetic learning

2017 ◽  
Vol 22 (1) ◽  
pp. 47-57
Author(s):  
CHRISTIAN G. K. HAHN ◽  
HENRIK SAALBACH ◽  
ROLAND H. GRABNER
Keyword(s):  
University Students ◽  
Knowledge Acquisition ◽  
Switching Costs ◽  
Learning Task ◽  
Language Switching ◽  
Response Latencies ◽  
Auditory Learning ◽  
Arithmetic Fact ◽  
Fact Learning ◽  
Bilingual Learning

Previous studies revealed language-switching costs (LSC) in bilingual learning settings, consisting of performance decreases when problems are solved in a language different from that of instruction. Strong costs have been found for arithmetic fact knowledge. The aim of the present study was to investigate whether LSC in arithmetic also emerge in an auditory learning task and in pure fact learning. Furthermore, we tested whether LSC are influenced by the direction of language-switching. Thirty-three university students learned arithmetic facts of three different operations (i.e., multiplication, subtraction, artificial facts) over a period of four days. The training was either in German or English. On day five, participants solved problems in both languages. Results revealed LSC in response latencies for all three types of problems, independent of the direction of language-switching. These findings suggest that LSC are modality-unspecific and occur independent of the type of arithmetic fact knowledge.

The influenced factors of bilinguals' language switching costs

2017 ◽  
Vol 25 (9) ◽  
pp. 1469
Author(s):  
Xin CHANG ◽  
He BAI ◽  
Pei WANG
Keyword(s):  
Switching Costs ◽  
Language Switching

Knowledge Acquired from Learning: New Evidence of Hierarchical Conceptualization

1994 ◽  
Vol 79 (2) ◽  
pp. 975-993 ◽  
Author(s):  
Alberto Montare
Keyword(s):  
Sex Differences ◽  
Knowledge Acquisition ◽  
Reversal Learning ◽  
Concept Formation ◽  
Learning Task ◽  
Learning Rates ◽  
Level 3 ◽  
Level 1 ◽  
New Evidence ◽  
Level 2

Following successful inductive acquisition of procedural cognition of a discrimination-reversal learning task, 50 female and 50 male undergraduates articulated declarative cognizance of knowledge acquired from learning. Tests of four hypotheses showed that (1) increasingly higher levels of declarative cognizance were associated with faster learning rates, (2) six new cases of cognition-without-cognizance were observed, (3) students presumably using secondary signalization learned faster than those presumably using primary signalization, and (4) no sex differences in learning rates or declarative cognizance were observed. The notion that explicit levels of declarative cognizance may represent implicit hierarchical conceptualization comprised of four systems of knowledge acquisition led to the conclusions that primary signalization may account for inductive senscept formation at Level 1 and for inductive percept formation at Level 2, whereas emergent secondary signalization may account for inductive precept formation at Level 3 and for inductive concept formation at Level 4.

The effect of inhibitory control and its training on L1 and a new learned language switching

2017 ◽  
Vol 22 (6) ◽  
pp. 653-674 ◽  
Author(s):  
Huanhuan Liu ◽  
Susan Dunlap ◽  
Lijuan Liang ◽  
Baoguo Chen
Keyword(s):  
Language Learning ◽  
Inhibitory Control ◽  
Repeated Measures ◽  
Initial Period ◽  
Naming Task ◽  
Event Related Potential ◽  
Language Switching ◽  
Response Latencies ◽  
Late Positive Component ◽  
Switch Costs

Aims: This study aimed to investigate how individuals’ inhibitory control (IC) ability affects language switching in the initial period of language learning. Design: Using a pretest/posttest design and event-related potential (ERP) methodology, we investigated the effect of IC on Chinese–English bilinguals during their language switching between Chinese (L1) and Korean (a language new to the participants, Lnew). All participants were required to name pictures (picture-naming task) in their L1 and Lnew in the pretest and posttest. Low-IC participants received an IC task training between the pretest and the posttest, while the high-IC group did not. Data and analysis: Analyses of both response latencies and ERP data were conducted by repeated-measures ANOVA. Findings: Results showed that the high-IC group exhibited symmetrical switch costs in both the pretest and the posttest. Besides, a more obvious late positive component (LPC) was observed when the high-IC participants switched from L1 to Lnew than the other way around, indicating their ability to inhibit cross-language interference. In contrast, the low-IC group exhibited asymmetrical switch costs, and no amplitude difference when switching between Lnew and L1 in the pretest. However, in the posttest, the switch costs pattern and the LPC results of the low-IC group became similar to those of the high-IC group. Innovation: The present study was a first attempt to provide electrophysiological evidence that IC ability plays an important role during L1–Lnew switching. Significance: These findings support the hypothesis that individuals’ IC ability plays a role of suppressing the non-target lexical access during language switching in the initial period of second language learning. The results also indicate that the relevant training in IC ability could contribute to the improvement of the language-switching efficiency in the initial period of language learning.

scholarly journals Good Language-Switchers are Good Task-Switchers: Evidence from Spanish–English and Mandarin–English Bilinguals

2011 ◽  
Vol 17 (4) ◽  
pp. 682-691 ◽  
Author(s):  
Anat Prior ◽  
Tamar H. Gollan
Keyword(s):  
Parent Education ◽  
Task Switching ◽  
Executive Control ◽  
Switching Costs ◽  
Daily Life ◽  
Education Level ◽  
Group Differences ◽  
Language Switching ◽  
Dominant Language

AbstractBilingual advantages in executive control tasks are well documented, but it is not yet clear what degree or type of bilingualism leads to these advantages. To investigate this issue, we compared the performance of two bilingual groups and monolingual speakers in task-switching and language-switching paradigms. Spanish–English bilinguals, who reported switching between languages frequently in daily life, exhibited smaller task-switching costs than monolinguals after controlling for between-group differences in speed and parent education level. By contrast, Mandarin–English bilinguals, who reported switching languages less frequently than Spanish–English bilinguals, did not exhibit a task-switching advantage relative to monolinguals. Comparing the two bilingual groups in language-switching, Spanish–English bilinguals exhibited smaller costs than Mandarin–English bilinguals, even after matching for fluency in the non-dominant language. These results demonstrate an explicit link between language-switching and bilingual advantages in task-switching, while also illustrating some limitations on bilingual advantages. (JINS, 2011, 17, 682–691)

Examining language switching in bilinguals: The role of preparation time

2015 ◽  
Vol 19 (2) ◽  
pp. 415-424 ◽  
Author(s):  
MICHELA MOSCA ◽  
HARALD CLAHSEN
Keyword(s):  
Switching Costs ◽  
Language Switching ◽  
Preparation Time ◽  
Language Control ◽  
Mixing Costs

Much research on language control in bilinguals has relied on the interpretation of the costs of switching between two languages. Of the two types of costs that are linked to language control, switching costs are assumed to be transient in nature and modulated by trial-specific manipulations (e.g., by preparation time), while mixing costs are supposed to be more stable and less affected by trial-specific manipulations. The present study investigated the effect of preparation time on switching and mixing costs, revealing that both types of costs can be influenced by trial-specific manipulations.

REM Bursts and REM Sleep following Visual and Auditory Learning

1984 ◽  
Vol 14 (3) ◽  
pp. 69-74 ◽  
Author(s):  
G.J. Verschoor ◽  
T.L Holdstock
Keyword(s):  
Eye Movement ◽  
Rem Sleep ◽  
Sleep Stage ◽  
Visual Learning ◽  
Learning Task ◽  
Rapid Eye Movement ◽  
Auditory Learning ◽  
Learning Group ◽  
The Third ◽  
Student Volunteers

In the investigation of pre-sleep variables that affect sleep stage distribution and eye movement bursts during the rapid eye movement (REM) stage of sleep, 24 paid student volunteers slept three nights in the laboratory. Preceding sleep on the third night they underwent a four-hour learning task which involved either visual learning (Group VL), minimal visual learning (Group MVL), auditory learning (Group AL) or minimal auditory learning (Group MAL). Groups VL and AL showed significantly greater increases in percentage REM sleep than groups MVL and MAL from the control to the experimental night, while groups VL and MVL showed greater increases in rapid eye movement bursts occurring during REM than groups AL and MAL from control to experimental night. These results were interpreted to support the notion that memory consolidation occurs during REM sleep. It was speculated that actual eye movements represent a sensory scanning process of pre-sleep events.

Role of top-down language control in bilingual production and comprehension: Evidence from induced oscillations

2018 ◽  
Vol 23 (5) ◽  
pp. 1041-1063
Author(s):  
Ning Xie ◽  
Baike Li ◽  
Man Zhang ◽  
Huanhuan Liu
Keyword(s):  
Cognitive Skills ◽  
Theta Oscillations ◽  
Language Switching ◽  
Top Down ◽  
Response Latencies ◽  
Language Background ◽  
Language Control ◽  
Cross Language ◽  
Switching Task

Aims: The present study was designed to investigate the role of language control during simultaneous production and comprehension. Design: Participants completed a set of language background and cognitive skills questionnaires and were randomly divided into pairs. Then, the pairs of participants were asked to finish a joint language switching task while their electroencephalogram was recorded. When one participant was naming pictures, the other one was listening. The language to be used in each trial was specified by cues. Data and Analysis: Response latencies were obtained. An analysis was conducted on induced oscillations in a cue-locked period and a stimulus-locked period. Findings: An analysis of induced oscillations showed that production and comprehension exhibited different delta and theta oscillations, suggesting that cross-modality interference may be caused by joint language switching, and bilinguals employed different degrees of language control in comprehension and production. Furthermore, the cross-person condition exhibited stronger oscillations than the within-person condition, indicating that joint language switching involves cross-person interference and that bilinguals use additional oscillations to inhibit such interference. Importantly, the stimulus-locked period showed larger delta and theta oscillations in second language switch trials than in first language switch trials in the within-person condition, indicating that delta and theta may index the inhibition of cross-language interference. Originality: The current study revealed the top-down language control mechanism by analysing induced oscillations, which reflected a mainly cognitively driven process. Significance: Bilinguals’ language control might be used to inhibit complex interference during daily life.

The contribution of grammar and lexicon to language switching costs: Examining contact-induced languages and their implications for theories of language representation

2020 ◽  
Vol 23 (5) ◽  
pp. 992-1007 ◽  
Author(s):  
Isabel Deibel
Keyword(s):  
Language Contact ◽  
Switching Costs ◽  
Mental Representations ◽  
Language Switching ◽  
Comprehension Task ◽  
Relative Contribution ◽  
Language Representation ◽  
Insight Into ◽  
Mixed Languages

AbstractMany language pairs chosen in language switching studies differ randomly on multiple linguistic levels, thus obscuring the nature of switching costs. Contact-induced languages, i.e., creoles (e.g., Spanish-based Palenquero) and mixed languages (e.g., Media Lengua), having arisen in intense language contact scenarios, relate systematically to their source languages by displaying high proportions of cognates or shared grammar. This configuration can speak to the relative contribution of lexicon and grammar to switching costs. Results from a production and comprehension task show that switching costs are systematically tied to a language pair's grammatical distance. This suggests that switching costs may result from the re-generation of the morphosyntactic frame on switch trials. Emphasizing the value of testing psycholinguistic theories outside of the usual Western populations, the current study provides insight into the degree of shared mental representations between contact-induced languages and their source languages.

scholarly journals Prototype of software and technological support quality management of knowledge acquisition by university students

2020 ◽  
pp. 57-70
Author(s):  
A. D. Rybakina ◽  
V. N. Dobrinin
Keyword(s):  
University Students ◽  
Knowledge Acquisition ◽  
Learning Process ◽  
Process Analysis ◽  
Control Analysis ◽  
Testing Device ◽  
Technological Support ◽  
The Right ◽  
Audio Video

Currently there are a large number of services and platform for organizing remote learning and manag-ing the quality of knowledge acquisition by university students. For example, Moodle, Ispring, Edmodo, Ёстади. All of them have a testing device, the ability to store and present theoretical material in different formats: in the form of audio, video, test, etc.Despite this, some areas are developing related to the improvement of tools and tools for knowledge control, analysis ofthe quality of the learning process, analysis of the quality of educational and methodological materials. There is a need for mobile components that allow students to evaluate and analyze the acquired knowledge in the learning process, actively identify missing knowledge, receive recommendations and advice at the right time, and thus effectively use classroom and extracurricular time.

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