Statistical Learning and Spelling

2018 ◽  
Vol 49 (3S) ◽  
pp. 644-652 ◽  
Author(s):  
Rebecca Treiman
Keyword(s):  
Statistical Learning ◽  
Early Age ◽  
Writing Systems ◽  
Learning Skills ◽  
Visual Characteristics ◽  
Similarities And Differences ◽  
Alphabetic Writing

Purpose The purpose of this article is to provide a tutorial on statistical learning and its role in learning to spell and to discuss the implications of the research for educators. Method The tutorial begins with a discussion of statistical learning and its characteristics. It then discusses research on how statistical learning plays out in learning to spell, how spelling should be taught, and similarities and differences among learners. The focus is on the learning of English, although studies of other alphabetic writing systems are also considered. Research shows that, from an early age, children use their statistical learning skills to learn about the visual characteristics of written words. Children also use their statistical learning skills to help learn about the relations between visual units and units of language, supplementing what they are explicitly taught in school. Conclusion Statistical learning plays an important role in learning to spell, and this can help to explain why some aspects of spelling are more difficult to learn than others. If children are to learn to spell effectively and efficiently, structured instruction is also important.

The Alphabet and its Legacy

2019 ◽  
pp. 240-255
Author(s):  
Madadh Richey
Keyword(s):  
Mediterranean Basin ◽  
Technological Development ◽  
Greek Language ◽  
Writing Systems ◽  
Present Contribution ◽  
Generative Power ◽  
The Mediterranean ◽  
Alphabetic Writing ◽  
The Mediterranean Basin

The alphabet employed by the Phoenicians was the inheritor of a long tradition of alphabetic writing and was itself adapted for use throughout the Mediterranean basin by numerous populations speaking many languages. The present contribution traces the origins of the alphabet in Sinai and the Levant before discussing different alphabetic standardizations in Ugarit and Phoenician Tyre. The complex adaptation of the latter for representation of the Greek language is described in detail, then some brief attention is given to likely—Etruscan and other Italic alphabets—and possible (Iberian and Berber) descendants of the Phoenician alphabet. Finally, it is stressed that current research does not view the Phoenician and other alphabets as inherently simpler, more easily learned, or more democratic than other writing systems. The Phoenician alphabet remains, nevertheless, an impressive technological development worthy, especially by virtue of its generative power, of detailed study ranging from paleographic and orthographic specifications to social and political contextualization.

scholarly journals Reading acquisition reorganizes the phonological awareness network only in alphabetic writing systems

2012 ◽  
Vol 34 (12) ◽  
pp. 3354-3368 ◽  
Author(s):  
Christine Brennan ◽  
Fan Cao ◽  
Nicole Pedroarena-Leal ◽  
Chris McNorgan ◽  
James R. Booth
Keyword(s):  
Phonological Awareness ◽  
Reading Acquisition ◽  
Writing Systems ◽  
Alphabetic Writing

scholarly journals Neurocognitive Basis of Dyslexia in Different Writing Systems

2019 ◽  
Author(s):  
Li Liu ◽  
James R. Booth
Keyword(s):  
Developmental Dyslexia ◽  
Writing System ◽  
Writing Systems ◽  
Neural Basis ◽  
Chinese Writing System ◽  
Chinese Writing ◽  
Alphabetic Writing

An important issue in dyslexia research is whether developmental dyslexia in different writing systems has a common neurocognitive basis across writing systems or whether there are specific neurocognitive alterations. In this chapter, we review studies that investigate the neurocognitive basis of dyslexia in Chinese, a logographic writing system, and compare the findings of these studies with dyslexia in alphabetic writing systems. We begin with a brief review of the characteristics of the Chinese writing system because to fully understand the commonality and specificity in the neural basis of Chinese dyslexia one must understand how logographic writing systems are structured differently than alphabetic systems.

scholarly journals Developmental Dyslexia, Reading Acquisition, and Statistical Learning: A Sceptic’s Guide

2021 ◽  
Vol 11 (9) ◽  
pp. 1143
Author(s):  
Xenia Schmalz ◽  
Barbara Treccani ◽  
Claudio Mulatti
Keyword(s):  
Statistical Learning ◽  
Developmental Dyslexia ◽  
Individual Variation ◽  
Reading Ability ◽  
Causal Chain ◽  
Learning Ability ◽  
Learning Skills ◽  
Low Level ◽  
Underlying Processes ◽  
Theoretical Issues

Many theories have been put forward that propose that developmental dyslexia is caused by low-level neural, cognitive, or perceptual deficits. For example, statistical learning is a cognitive mechanism that allows the learner to detect a probabilistic pattern in a stream of stimuli and to generalise the knowledge of this pattern to similar stimuli. The link between statistical learning and reading ability is indirect, with intermediate skills, such as knowledge of frequently co-occurring letters, likely being causally dependent on statistical learning skills and, in turn, causing individual variation in reading ability. We discuss theoretical issues regarding what a link between statistical learning and reading ability actually means and review the evidence for such a deficit. We then describe and simulate the “noisy chain hypothesis”, where each intermediary link between a proposed cause and the end-state of reading ability reduces the correlation coefficient between the low-level deficit and the end-state outcome of reading. We draw the following conclusions: (1) Empirically, there is evidence for a correlation between statistical learning ability and reading ability, but there is no evidence to suggest that this relationship is causal, (2) theoretically, focussing on a complete causal chain between a distal cause and developmental dyslexia, rather than the two endpoints of the distal cause and reading ability only, is necessary for understanding the underlying processes, (3) statistically, the indirect nature of the link between statistical learning and reading ability means that the magnitude of the correlation is diluted by other influencing variables, yielding most studies to date underpowered, and (4) practically, it is unclear what can be gained from invoking the concept of statistical learning in teaching children to read.

scholarly journals Reply

2005 ◽  
Vol 133 (12) ◽  
pp. 3724-3729 ◽  
Author(s):  
Vladimir M. Krasnopolsky ◽  
Michael S. Fox-Rabinovitz ◽  
Dmitry V. Chalikov
Keyword(s):  
Statistical Learning ◽  
Numerical Models ◽  
Interdisciplinary Field ◽  
Learning Techniques ◽  
Statistical Learning Techniques ◽  
Speed Up ◽  
Network Application ◽  
Similarities And Differences ◽  
Methodological Aspects ◽  
Modern Machine

Abstract This reply is aimed at clarifying and further discussing the methodological aspects of this neural network application for a better understanding of the technique by the journal readership. The similarities and differences of two approaches and their areas of application are discussed. These two approaches outline a new interdisciplinary field based on application of neural networks (and probably other modern machine or statistical learning techniques) to significantly speed up calculations of time-consuming components of atmospheric and oceanic numerical models.

scholarly journals KONSEP PENDIDIKAN AKHLAK MENURUT IBN MISKAWAIH DAN ARISTOTELES (STUDI KOMPARATIF)

2018 ◽  
Vol 9 (2) ◽  
pp. 127-142
Author(s):  
Bunyamin Bunyamin
Keyword(s):  
Literature Review ◽  
Qualitative Methods ◽  
Everyday Life ◽  
Moral Education ◽  
Early Age ◽  
Main Aspect ◽  
Library Research ◽  
Self Development ◽  
Similarities And Differences ◽  
The Difference

This research focuses to explore the concept of moral education according to ibn Miskawih and Aristoteles. What are the similarities and differences in their opinions about morals education?. The main aspect of human self development is morality, namely the source of human behaviour that applied in everyday life. This research uses qualitative methods while the type of research is library research. Research is carried out based on the literature review. The results of the study is that the concept of ahlak education according to Ibn Miskawih an Aristoteles is related to character, soul and virtue, goodness and happiness, virtue and midpoint, early age education and akhlak purpose. The equality of the two concepts is that akhlak education is based on the soul of each individual. The difference is in describing the character, a tool to measure the middle attitude and middle position. Keywords; concept of Education, Morality, Ibn Miskawaih, Aristoteles

scholarly journals The “Wear and Tear” of African Americans in Louisiana with HIV/AIDs: More Than HIV.

2020 ◽  
pp. 1-15
Keyword(s):  
African Americans ◽  
Sex Education ◽  
The State ◽  
Early Age ◽  
Policy Choices ◽  
Dramatic Difference ◽  
Wear And Tear ◽  
Similarities And Differences ◽  
Abstinence Only ◽  
Educational Deprivation

Abstract This article examines the results of a 2010 sample of HIV+ African Americans in Louisiana within the larger context of health, educational, economic and incarceration disparities in the state. Similarities and differences between the sample and the general population of African Americans in the state were noted with the numbers incarcerated in the sample being the most dramatic difference. Over half of the sample had been incarcerated in a state recognized for its penchant for using the police and incarceration to control African Americans. The article concluded with attempts to connect the dots between vulnerability to HIV due to childhood trauma, a weathering from racism from an early age, educational deprivation, and policy choices such as abstinence-only sex education that raise the risks for young African Americans in Louisiana.

scholarly journals Effects of word predictability on eye movements during Arabic reading

2021 ◽  
Author(s):  
Maryam A. AlJassmi ◽  
Kayleigh L. Warrington ◽  
Victoria A. McGowan ◽  
Sarah J. White ◽  
Kevin B. Paterson
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Morphological Characteristics ◽  
Movement Control ◽  
Writing Systems ◽  
Eye Fixations ◽  
Varying Length ◽  
Word Predictability ◽  
Word Skipping ◽  
Alphabetic Writing

AbstractContextual predictability influences both the probability and duration of eye fixations on words when reading Latinate alphabetic scripts like English and German. However, it is unknown whether word predictability influences eye movements in reading similarly for Semitic languages like Arabic, which are alphabetic languages with very different visual and linguistic characteristics. Such knowledge is nevertheless important for establishing the generality of mechanisms of eye-movement control across different alphabetic writing systems. Accordingly, we investigated word predictability effects in Arabic in two eye-movement experiments. Both produced shorter fixation times for words with high compared to low predictability, consistent with previous findings. Predictability did not influence skipping probabilities for (four- to eight-letter) words of varying length and morphological complexity (Experiment 1). However, it did for short (three- to four-letter) words with simpler structures (Experiment 2). We suggest that word-skipping is reduced, and affected less by contextual predictability, in Arabic compared to Latinate alphabetic reading, because of specific orthographic and morphological characteristics of the Arabic script.

scholarly journals What drives individual differences in statistical learning? The role of perceptual fluency and familiarity

2018 ◽  
Author(s):  
Amy Perfors ◽  
Evan Kidd
Keyword(s):  
Individual Differences ◽  
Statistical Learning ◽  
Learning Task ◽  
Perceptual Fluency ◽  
Learning Performance ◽  
Visual Modality ◽  
Learning Skills ◽  
Domain Specific ◽  
Different Levels

Humans have the ability to learn surprisingly complicated statistical information in a variety of modalities and situations, often based on relatively little input. These statistical learning (SL) skills appear to underlie many kinds of learning, but despite their ubiquity, we still do not fully understand precisely what SL is and what individual differences on SL tasks reflect. Here we present experimental work suggesting that at least some individual differences arise from variation in perceptual fluency — the ability to rapidly or efficiently code and remember the stimuli that statistical learning occurs over. We show that performance on a standard SL task varies substantially within the same (visual) modality as a function of whether the stimuli involved are familiar or not, independent of stimulus complexity. Moreover, we find that test-retest correlations of performance in a statistical learning task using stimuli of the same level of familiarity (but distinct items) are stronger than correlations across the same task with different levels of familiarity. Finally, we demonstrate that statistical learning performance is predicted by an independent measure of stimulus-specific perceptual fluency which contains no statistical learning component at all. Our results suggest that a key component of SL performance may be unrelated to either domain-specific statistical learning skills or modality-specific perceptual processing.

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