scholarly journals Depth-Bounded Statistical PCFG Induction as a Model of Human Grammar Acquisition

2021 ◽  
Vol 47 (1) ◽  
pp. 181-216
Author(s):  
Lifeng Jin ◽  
Lane Schwartz ◽  
Finale Doshi-Velez ◽  
Timothy Miller ◽  
William Schuler

Abstract This article describes a simple PCFG induction model with a fixed category domain that predicts a large majority of attested constituent boundaries, and predicts labels consistent with nearly half of attested constituent labels on a standard evaluation data set of child-directed speech. The article then explores the idea that the difference between simple grammars exhibited by child learners and fully recursive grammars exhibited by adult learners may be an effect of increasing working memory capacity, where the shallow grammars are constrained images of the recursive grammars. An implementation of these memory bounds as limits on center embedding in a depth-specific transform of a recursive grammar yields a significant improvement over an equivalent but unbounded baseline, suggesting that this arrangement may indeed confer a learning advantage.

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Catherine V. Barnes-Scheufler ◽  
Caroline Passow ◽  
Lara Rösler ◽  
Jutta S. Mayer ◽  
Viola Oertel ◽  
...  

Abstract Background Impaired working memory is a core cognitive deficit in both bipolar disorder and schizophrenia. Its study might yield crucial insights into the underpinnings of both disorders on the cognitive and neurophysiological level. Visual working memory capacity is a particularly promising construct for such translational studies. However, it has not yet been investigated across the full spectrum of both disorders. The aim of our study was to compare the degree of reductions of visual working memory capacity in patients with bipolar disorder (PBD) and patients with schizophrenia (PSZ) using a paradigm well established in cognitive neuroscience. Methods 62 PBD, 64 PSZ, and 70 healthy controls (HC) completed a canonical visual change detection task. Participants had to encode the color of four circles and indicate after a short delay whether the color of one of the circles had changed or not. We estimated working memory capacity using Pashler’s K. Results Working memory capacity was significantly reduced in both PBD and PSZ compared to HC. We observed a small effect size (r = .202) for the difference between HC and PBD and a medium effect size (r = .370) for the difference between HC and PSZ. Working memory capacity in PSZ was also significantly reduced compared to PBD with a small effect size (r = .201). Thus, PBD showed an intermediate level of impairment. Conclusions These findings provide evidence for a gradient of reduced working memory capacity in bipolar disorder and schizophrenia, with PSZ showing the strongest degree of impairment. This underscores the importance of disturbed information processing for both bipolar disorder and schizophrenia. Our results are compatible with the cognitive manifestation of a neurodevelopmental gradient affecting bipolar disorder to a lesser degree than schizophrenia. They also highlight the relevance of visual working memory capacity for the development of both behavior- and brain-based transdiagnostic biomarkers.


2020 ◽  
Author(s):  
Catherine Barnes-Scheufler ◽  
Caroline Passow ◽  
Lara Rösler ◽  
Jutta Mayer ◽  
Viola Oertel ◽  
...  

Abstract BackgroundImpaired working memory is a core cognitive deficit in both bipolar disorder and schizophrenia. Its study might yield crucial insights into the underpinnings of both disorders on the cognitive and neurophysiological level. Visual working memory capacity is a particularly promising construct for such translational studies. However, it has not yet been investigated across the full spectrum of both disorders. The aim of our study was to compare the degree of reductions of visual working memory capacity in patients with bipolar disorder (PBD) and patients with schizophrenia (PSZ) using a paradigm well established in cognitive neuroscience. Methods62 PBD, 64 PSZ, and 70 healthy controls (HC) completed a canonical visual change detection task. Participants had to encode the color of four circles and indicate after a short delay whether the color of one of the circles had changed or not. We estimated working memory capacity using Pashler’s K. ResultsWorking memory capacity was significantly reduced in both PBD and PSZ compared to HC. We observed a small effect size (r = .202) for the difference between HC and PBD and a medium effect size (r = .370) for the difference between HC and PSZ. Working memory capacity in PSZ was also significantly reduced compared to PBD with a small effect size (r = .201). Thus, PBD showed an intermediate level of impairment. ConclusionsThese findings provide evidence for a gradient of reduced working memory capacity in bipolar disorder and schizophrenia, with PSZ showing the strongest degree of impairment. This underscores the importance of disturbed information processing for both bipolar disorder and schizophrenia. Our results are compatible with the cognitive manifestation of a neurodevelopmental gradient affecting bipolar disorder to a lesser degree than schizophrenia. They also highlight the relevance of visual working memory capacity for the development of both behavior- and brain-based transdiagnostic biomarkers.


2018 ◽  
Vol 61 (3) ◽  
pp. 762-775 ◽  
Author(s):  
Adriana A. Zekveld ◽  
Marieke Pronk ◽  
Henrik Danielsson ◽  
Jerker Rönnberg

Purpose The visual Text Reception Threshold (TRT) test (Zekveld et al., 2007) has been designed to assess modality-general factors relevant for speech perception in noise. In the last decade, the test has been adopted in audiology labs worldwide. The 1st aim of this study was to examine which factors best predict interindividual differences in the TRT. Second, we aimed to assess the relationships between the TRT and the speech reception thresholds (SRTs) estimated in various conditions. Method First, we reviewed studies reporting relationships between the TRT and the auditory and/or cognitive factors and formulated specific hypotheses regarding the TRT predictors. These hypotheses were tested using a prediction model applied to a rich data set of 180 hearing aid users. In separate association models, we tested the relationships between the TRT and the various SRTs and subjective hearing difficulties, while taking into account potential confounding variables. Results The results of the prediction model indicate that the TRT is predicted by the ability to fill in missing words in incomplete sentences, by lexical access speed, and by working memory capacity. Furthermore, in line with previous studies, a moderate association between higher age, poorer pure-tone hearing acuity, and poorer TRTs was observed. Better TRTs were associated with better SRTs for the correct perception of 50% of Hagerman matrix sentences in a 4-talker babble, as well as with better subjective ratings of speech perception. Age and pure-tone hearing thresholds significantly confounded these associations. The associations of the TRT with SRTs estimated in other conditions and with subjective qualities of hearing were not statistically significant when adjusting for age and pure-tone average. Conclusions We conclude that the abilities tapped into by the TRT test include processes relevant for speeded lexical decision making when completing partly masked sentences and that these processes require working memory capacity. Furthermore, the TRT is associated with the SRT of hearing aid users as estimated in a challenging condition that includes informational masking and with experienced difficulties with speech perception in daily-life conditions. The current results underline the value of using the TRT test in studies involving speech perception and aid in the interpretation of findings acquired using the test.


2014 ◽  
Vol 14 (2) ◽  
pp. 441-462
Author(s):  
Gicele Vergine Vieira Prebianca ◽  
Kyria Rebeca Finardi ◽  
Janaina Weissheimer

This study investigates whether working memory capacity (WMC) varies across languages and in the course of L2 speech proficiency levels. Following suggestions in Finardi and Weissheimer (2009) and Prebianca (2010), who found that WMC varied as a function of L2 speech proficiency, the present study assessed three proficiency levels (elementary, intermediate and advanced) and two languages (L1-Portuguese and L2-English). Two WM tests were used, one in the L1 and another in the L2, both in the speaking mode. Sixty adult learners of English as a foreign language participated in the study: 19 elementary, 19 intermediate and 22 advanced learners. Results of Kruskal-Wallis and Mann-Whitney tests corroborate Finardi and Weissheimer (2009) and Prebianca (2010) suggesting that WMC measured with a speaking span test in L2 seems to conflate the relationship between speech proficiency levels and WMC.


Author(s):  
Kenny Hicks ◽  
Randall W. Engle

Working memory training is an emergent field aimed at improving general cognitive abilities through targeted brain exercises. The prospect of improving cognitive abilities, such as attention control, comprehension, and reasoning, has piqued the interest of the scientific community and the general public alike. If cognitive abilities like working memory capacity can be improved, it is assumed that this improvement will result in benefits to a broad range of real-world abilities associated with working memory capacity, including reading comprehension, math performance, and attention control. Thus, the goal of working memory training is to demonstrate broad transfer to tasks that involve the same components of working memory that were targeted during training. Therefore, improvements should be observed on a broad range of tasks that tap the ability being trained. This is measured by observing the difference between pre- and posttest performance on cognitive tasks that subjects have not practiced. The aim of this chapter is to summarize the extant literature on working memory training and then to pose a series of questions to researchers investigating the efficacy of working memory training.


Organon ◽  
2011 ◽  
Vol 26 (51) ◽  
Author(s):  
Joara Martin Bergsleithner

! is study investigates how noticing of L2 instances in input re-lates to working memory (WM) capacity and to grammatical accuracy inL2 oral tasks. Participants were 30 Brazilian adult learners of English whowere required to perform " ve tasks aimed at assessing (a) WM capacity,(b) grammatical accuracy in oral performance, and (c) noticing of formalaspects of a target structure. ! e results show that there are statisticallysigni" cant relationships among noticing of L2 formal features, grammati-cal accuracy in L2 oral performance and WM capacity. Together, the re-sults can be taken as evidence that learners with a larger WM capacityare also more prone to noticing L2 formal aspects and to performing moregrammatically accurate speech in the L2.


2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Asim Nazir

The aim of this study was to find out the influence of working memory on secondary school students’ attitude towards mathematics. The sample of the study was comprised of 1303 students of age 14-15. Digit backward test was used to measure the working memory capacity of the students while questionnaire was used for the measurement of their attitude towards mathematics. Data were analyzed using the chi-square test to find the effect of working memory capacity on students’ attitude towards mathematics at secondary level. Independent sample t-test was used to find the difference between students’ working memory capacity based on gender, grades, school type, residential area, and elective subjects. Results suggest that the working memory of the students is consistent with their age. Female students have higher working memory capacity than male students. Urban students have higher memory than rural students. Overall results revealed that students with higher working memory have better attitude towards mathematics than the students with low working memory capacity at secondary level. It was recommended that there is a need of giving attention towards the working memory capacity of students for developing positive attitude towards mathematics.


Interpreting ◽  
2019 ◽  
Vol 21 (2) ◽  
pp. 165-195 ◽  
Author(s):  
Christopher D. Mellinger ◽  
Thomas A. Hanson

Abstract This article adopts a meta-analytic research framework to examine the strength of the relationship between working memory and simultaneous interpreting. This quantitative analysis utilizes a random effects model to combine multiple studies in an examination of differences between professional interpreters and various comparison groups as well as the relationship between working memory capacity and interpreter performance. Moderating and control variables are discussed, and a classification scheme for work on these topics is proposed. Two moderating variables are examined by testing the difference between working memory tests relying on auditory and visual stimuli as well as storage tasks (short-term memory) and processing tasks (working memory). Published studies were collected from several field-specific databases by querying working memory and simultaneous interpreting as key terms, and then supplemented by reviewing references, searching Google Scholar, and reviewing the work of scholars known to work in the area. Results are indicative of differences between professional and comparison groups, with professional interpreters exhibiting greater working memory capacity. Additionally, an overall positive correlation was observed between working memory capacity and measures of the quality of simultaneous interpreting.


Author(s):  
ChangSun Song ◽  
YongSik Yoon ◽  
YoungWoo Sohn

This research examined air traffic controller performance on situation awareness (SA) tasks for routine and non-routine situations. Additionally, the difference of working memory capacity between novices and experts was analyzed. To assess SA performance, participants were asked to answer the query after the simulation was frozen. We employed 2*2*2 mixed factorial design including the between-subjects variable of air traffic controller expertise (novices, experts) and the within-subjects variables of the normality of situation (routine, non-routine), and the distracter task (yes, no) and then assessed the capacity of working memory. The results suggest that experts' performance significantly remained higher than novices for non-routine situations. When the distracter task was given, experts' SA accuracy was significantly higher than novices for both routine and non-routine situations. However, there is no difference in working memory capacity between experts and novices. These findings suggest that the performance on SA task was affected by the expertise of the professional development and training.


2006 ◽  
Vol 27 (1) ◽  
pp. 95-97 ◽  
Author(s):  
Matthew J. Traxler

In this article, the authors lay out an impressive body of evidence that supports two main claims. First, they favor the continuity hypothesis, according to which children's parsing mechanisms are essentially the same as adults'. Parsing strategies change little over time, and those changes that occur are attributed to differences in lexical processing efficiency and working memory capacity. Second, they suggest that there are substantial differences in the parsing strategies adopted by native speakers and adult learners of second languages.


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