Temporal connectives and verbal tenses as processing instructions

2017 ◽  
Vol 24 (3) ◽  
pp. 404-440 ◽  
Author(s):  
Cristina Grisot ◽  
Joanna Blochowiak
Keyword(s):  
Linguistic Knowledge ◽  
Theoretical Studies ◽  
World Knowledge ◽  
Reading Task ◽  
Past Time ◽  
Lexical Aspect ◽  
Evaluation Task ◽  
Significant Difference ◽  
Temporal Connectives ◽  
Implicit And Explicit

AbstractIn this paper, we aim to enhance our understanding about the processing of implicit and explicit temporal chronological relations by investigating the roles of temporal connectives and verbal tenses, separately and in interaction. In particular, we investigate how two temporal connectives (ensuiteandpuis, both meaning ‘then’) and two verbal tenses expressing past time (the simple and compound past) act as processing instructions for chronological relations in French. Theoretical studies have suggested that the simple past encodes the instruction to relate events sequentially, unlike the more flexible compound past, which does not. Using an online experiment with a self-paced reading task, we show that these temporal connectives facilitate the processing of chronological relations when they are expressed with both verbal tenses, and that no significant difference is found between the two verbal tenses, nor between the two connectives. By means of an offline experiment with an evaluation task, we find, contrary to previous studies, that comprehenders prefer chronological relations to be overtly marked rather than implicitly expressed, and prefer to use the connectivepuisin particular. Furthermore, comprehenders prefer it when these relations are expressed using the compound past, rather than the simple past. Instead of using thecontinuityhypothesis (Segal et al. 1991,Murray 1997) to explain the processing of temporal relations, we conclude that a more accurate explanation considers a cluster of factors including linguistic knowledge (connectives, tenses, grammatical and lexical aspect) and world knowledge.

Implicit and explicit corrective feedback and feedback exposure conditions

2020 ◽  
Vol 4 (1) ◽  
pp. 3-48
Author(s):  
Takehiro Iizuka ◽  
Kimi Nakatsukasa
Keyword(s):  
Explicit Knowledge ◽  
Corrective Feedback ◽  
Significant Difference ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Picture Description ◽  
Potential Factors ◽  
Implicit And Explicit ◽  
Instructional Settings ◽  
The Impact

This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.

scholarly journals Особенности расчета и исследования вольт-эрстедной характеристики анизотропного магниторезистивного датчика

2021 ◽  
Vol 47 (10) ◽  
pp. 19
Author(s):  
В.В. Амеличев ◽  
Д.А. Жуков ◽  
С.И. Касаткин ◽  
Д.В. Костюк ◽  
О.П. Поляков ◽  
...  
Keyword(s):  
Magnetic Field ◽  
Theoretical Calculation ◽  
Supply Voltage ◽  
Magnetization Distribution ◽  
Theoretical Studies ◽  
Magnetic Field Sensors ◽  
One Dimensional ◽  
Significant Difference ◽  
Current Value ◽  
Experimental And Theoretical Studies

The results of experimental and theoretical studies of the influence of the current value on the characteristics of anisotropic magnetoresistive magnetic field sensors based on FeNiCo alloy with a "barber-polе" structure are presented. A significant difference was found between the volt-oersted characteristics of the forward and reverse strokes with an increase in the intrinsic current caused by the input supply voltage at sufficiently high external magnetic fields. A theoretical calculation of the volt-oersted characteristic was carried out within the framework of the model of one-dimensional heterogeneity of the magnetization distribution, which coincides with the experimental curves of the forward path.

Computational Semantics

2018 ◽  
Author(s):  
Katrin Erk
Keyword(s):  
Machine Learning ◽  
Natural Language ◽  
Semantic Information ◽  
Semantic Analysis ◽  
Supervised Machine Learning ◽  
Linguistic Knowledge ◽  
Semantic Role Labeling ◽  
World Knowledge ◽  
Computational Semantics ◽  
Lexical Knowledge

Computational semantics performs automatic meaning analysis of natural language. Research in computational semantics designs meaning representations and develops mechanisms for automatically assigning those representations and reasoning over them. Computational semantics is not a single monolithic task but consists of many subtasks, including word sense disambiguation, multi-word expression analysis, semantic role labeling, the construction of sentence semantic structure, coreference resolution, and the automatic induction of semantic information from data. The development of manually constructed resources has been vastly important in driving the field forward. Examples include WordNet, PropBank, FrameNet, VerbNet, and TimeBank. These resources specify the linguistic structures to be targeted in automatic analysis, and they provide high-quality human-generated data that can be used to train machine learning systems. Supervised machine learning based on manually constructed resources is a widely used technique. A second core strand has been the induction of lexical knowledge from text data. For example, words can be represented through the contexts in which they appear (called distributional vectors or embeddings), such that semantically similar words have similar representations. Or semantic relations between words can be inferred from patterns of words that link them. Wide-coverage semantic analysis always needs more data, both lexical knowledge and world knowledge, and automatic induction at least alleviates the problem. Compositionality is a third core theme: the systematic construction of structural meaning representations of larger expressions from the meaning representations of their parts. The representations typically use logics of varying expressivity, which makes them well suited to performing automatic inferences with theorem provers. Manual specification and automatic acquisition of knowledge are closely intertwined. Manually created resources are automatically extended or merged. The automatic induction of semantic information is guided and constrained by manually specified information, which is much more reliable. And for restricted domains, the construction of logical representations is learned from data. It is at the intersection of manual specification and machine learning that some of the current larger questions of computational semantics are located. For instance, should we build general-purpose semantic representations, or is lexical knowledge simply too domain-specific, and would we be better off learning task-specific representations every time? When performing inference, is it more beneficial to have the solid ground of a human-generated ontology, or is it better to reason directly with text snippets for more fine-grained and gradual inference? Do we obtain a better and deeper semantic analysis as we use better and deeper manually specified linguistic knowledge, or is the future in powerful learning paradigms that learn to carry out an entire task from natural language input and output alone, without pre-specified linguistic knowledge?

INPUT, INTAKE, AND RETENTION

1997 ◽  
Vol 19 (3) ◽  
pp. 287-307 ◽  
Author(s):  
Yuichi Watanabe
Keyword(s):  
Foreign Language ◽  
Incidental Learning ◽  
Multiple Choice ◽  
Vocabulary Test ◽  
Reading Task ◽  
Initial Learning ◽  
Significant Difference ◽  
Affect Processing ◽  
Better Than ◽  
And Task

This study investigated the effects of text modification and task on incidental learning of foreign language vocabulary by reading. The focus of the study was on how different cue types (appositives and single and multiple-choice marginal glosses) and a task (translation) would affect processing of input, initial learning, and retention of the meaning of target words in a text. Two hundred thirty-one students in Japanese universities were randomly assigned to 10 condition groups. After a pretest, a reading task, and a cloze test, they were given a surprise vocabulary test. A week later, two unexpected delayed posttests were also given. The results indicated that (a) both single and multiple-choice marginal gloss conditions performed significantly better than the no cue and the appositive conditions, (b) no statistically significant difference existed between the single and the multiple-choice gloss conditions nor between the appositive and the no cue conditions, and (c) the translation task had no effect.

From Interlanguage grammar to target grammar in L2 processing of definiteness as uniqueness

2019 ◽  
Vol 37 (1) ◽  
pp. 91-119 ◽  
Author(s):  
Hyunah Ahn
Keyword(s):  
Second Language ◽  
Real World ◽  
Regression Models ◽  
Reading Time ◽  
First Language ◽  
World Knowledge ◽  
Time Data ◽  
Reading Task ◽  
L2 Processing ◽  
English Articles

This study investigated the processing of English articles by second language (L2) speakers whose first language (L1) is Korean. Previous studies in L2 English article use had some issues unresolved such as using offline tasks, conflating definiteness with real-world knowledge, and operationalizing definiteness and relevant constructs in ways that participants can be primed or get metalinguistic cues. To revisit such issues, the construct ‘definiteness’ was operationalized as unique identifiability, a self-paced reading task was used to collect data, and regression models were employed to analyse logarithm residuals of raw reading time data, which can detect subtle differences that are otherwise buried. The results show that L1 speakers show sensitivity to the use of definite and indefinite articles in response to given contexts and that both advanced and intermediate L2 speakers first resort to their non-target-like Interlanguage grammar, but the advanced group later revises their initial interpretation and eventually shows the effect of target grammar. The L2 behavior is discussed in terms of its theoretical implications.

scholarly journals Assessment of serotonergic system in formation of memory and learning

2017 ◽  
Vol 78 (3) ◽  
pp. 501-504 ◽  
Author(s):  
J. C. da Silva ◽  
C. A. M. Amorim ◽  
G. P. Rodrigues ◽  
J. Dal Pai ◽  
L. I. Zambrano ◽  
...  
Keyword(s):  
Explicit Memory ◽  
Wistar Rats ◽  
Memory Formation ◽  
Serotonergic System ◽  
Electrolytic Lesion ◽  
Memory Tests ◽  
Significant Difference ◽  
Implicit And Explicit Memory ◽  
Continuous Current ◽  
Implicit And Explicit

Abstract We evaluated the involvement of the serotonergic system on memory formation and learning processes in healthy adults Wistar rats. Fifty-seven rats of 5 groups had one serotonergic nuclei damaged by an electric current. Electrolytic lesion was carried out using a continuous current of 2mA during two seconds by stereotactic surgery. Animals were submitted to learning and memory tests. Rats presented different responses in the memory tests depending on the serotonergic nucleus involved. Both explicit and implicit memory may be affected after lesion although some groups showed significant difference and others did not. A damage in the serotonergic nucleus was able to cause impairment in the memory of Wistar. The formation of implicit and explicit memory is impaired after injury in some serotonergic nuclei.

scholarly journals Sampling rate influences saccade detection in mobile eye tracking of a reading task

2017 ◽  
Vol 10 (3) ◽  
Author(s):  
Alexander Leube ◽  
Katharina Rifai ◽  
Siegfried Wahl
Keyword(s):  
Detection Rate ◽  
Sampling Rate ◽  
Eye Tracker ◽  
Reading Task ◽  
Fixation Durations ◽  
Significant Difference ◽  
The Mean ◽  
Detection Characteristics ◽  
Saccade Duration ◽  
Mobile Eye Tracking

The purpose of this study was to compare saccade detection characteristics in two mobile eye trackers with different sampling rates in a natural task. Gaze data of 11 participants were recorded in one 60 Hz and one 120 Hz mobile eye tracker and compared directly to the saccades detected by a 1000 HZ stationary tracker while a reading task was performed. Saccades and fixations were detected using a velocity based algorithm and their properties analyzed. Results showed that there was no significant difference in the number of detected fixations but mean fixation durations differed between the 60 Hz mobile and the stationary eye tracker. The 120 Hz mobile eye tracker showed a significant increase in the detection rate of saccades and an improved estimation of the mean saccade duration, compared to the 60 Hz eye tracker. To conclude, for the detection and analysis of fast eye movements, such as saccades, it is better to use a 120 Hz mobile eye tracker.

No Sex Differences in Memory Formation during General Anesthesia

2006 ◽  
Vol 105 (5) ◽  
pp. 920-926 ◽  
Author(s):  
Christopher A. Stonell ◽  
Kate Leslie ◽  
Cheng He ◽  
Leonard Lee
Keyword(s):  
Sex Differences ◽  
General Anesthesia ◽  
Bispectral Index ◽  
Explicit Memory ◽  
Memory Performance ◽  
Memory Formation ◽  
Hit Rate ◽  
Significant Difference ◽  
Implicit And Explicit Memory ◽  
Implicit And Explicit

Background Women respond differently to anesthesia than men, initially recovering more rapidly, but having more postoperative morbidity. Studies on surgical patients report evidence of memory formation during anesthesia. However, sex differences in memory formation have not been explored. Therefore, the authors investigated sex differences in the implicit and explicit memory formation during general anesthesia. Methods With ethics committee approval, 120 consenting adult patients scheduled to undergo surgery during general anesthesia were recruited. Intraoperatively, 16 target words were presented to patients via headphones, and the Bispectral Index was recorded. Postoperatively, memory for presented words was tested using a word stem completion test. The test was divided into inclusion and exclusion parts, to delineate implicit and explicit memory contributions. Results Target and distracter hit rates were similar in men and women. For the whole study group, there was a significant difference between inclusion target hit rate (0.42) and base hit rate (0.39) (P = 0.01). Buchner's model suggested that this memory formation was attributable to both implicit and explicit memory. A Bispectral Index value greater than 50 was the only significant predictor of inclusion target hit rate. None of the patients were able to consciously recall the words presented during surgery. Conclusions Patients showed greater memory performance for words presented during general anesthesia than for words not presented. However, sex differences in memory formation were not observed. A relation between hypnotic state and memory during sevoflurane anesthesia was also established, suggesting that memory formation is possible even at hypnotic depths considered to be adequate anesthesia.

MEASURING UNIVERSITY-LEVEL L2 LEARNERS’ IMPLICIT AND EXPLICIT LINGUISTIC KNOWLEDGE

2014 ◽  
Vol 37 (3) ◽  
pp. 457-486 ◽  
Author(s):  
Runhan Zhang
Keyword(s):  
Second Language ◽  
Explicit Knowledge ◽  
Empirical Studies ◽  
Linguistic Knowledge ◽  
First Year ◽  
L2 Acquisition ◽  
Two Factors ◽  
University Level ◽  
Implicit And Explicit ◽  
Language Context

Although many theoretical issues revolving around implicit and explicit knowledge in second language (L2) acquisition hinge on the ability to measure these two types of knowledge, few empirical studies have attempted to do so. However, R. Ellis (2005) did develop a battery of tests intended to provide relatively separate measures. This study aims to validate the use of Ellis’s test battery in an English as a foreign language context and to investigate the extent of Chinese first-year university students’ implicit and explicit L2 knowledge. Test scores loaded on two factors, as in R. Ellis (2005), thus demonstrating construct validity for the tests as measures of implicit and explicit knowledge in a population of Chinese university-level learners of English in a Chinese (as opposed to English as a second language) context. These learners were found to have higher scores on measures of explicit knowledge than on those of implicit knowledge because of the instruction they had received and their English learning environment.

scholarly journals The effects of background music on neural responses during reading comprehension

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Meng Du ◽  
Jun Jiang ◽  
Zhemin Li ◽  
Dongrui Man ◽  
Cunmei Jiang
Keyword(s):  
Reading Comprehension ◽  
Event Related Potentials ◽  
Semantic Integration ◽  
Background Music ◽  
Cognitive Tasks ◽  
World Knowledge ◽  
Neural Responses ◽  
Significant Difference ◽  
Related Potentials ◽  
Visually Based

Abstract The effects of background speech or noise on visually based cognitive tasks has been widely investigated; however, little is known about how the brain works during such cognitive tasks when music, having a powerful function of evoking emotions, is used as the background sound. The present study used event-related potentials to examine the effects of background music on neural responses during reading comprehension and their modulation by musical arousal. Thirty-nine postgraduates judged the correctness of sentences about world knowledge without or with background music (high-arousal music and low-arousal music). The participants’ arousal levels were reported during the experiment. The results showed that the N400 effect, elicited by world knowledge violations versus correct controls, was significantly smaller for silence than those for high- and low-arousal music backgrounds, with no significant difference between the two musical backgrounds. This outcome might have occurred because the arousal levels of the participants were not affected by the high- and low-arousal music throughout the experiment. These findings suggest that background music affects neural responses during reading comprehension by increasing the difficulty of semantic integration, and thus extend the irrelevant sound effect to suggest that the neural processing of visually based cognitive tasks can also be affected by music.

Sign in / Sign up

Export Citation Format

Share Document