scholarly journals Combining statistics: The effects of phonotactics on cross-situational word learning

2021 ◽  
Author(s):  
Rodrigo Dal Ben ◽  
Débora de Hollanda Souza ◽  
Jessica Hay
Keyword(s):  
Word Learning ◽  
Learning Opportunities ◽  
Brazilian Portuguese ◽  
Facilitative Effect ◽  
Learning Paradigm ◽  
Learning Opportunity ◽  
Exploratory Investigation

Regularities in speech can both help listeners make sense of their noisy world and support word learning. Two types of regularities that influence word learning are word-object co-occurrences and phonotactic probabilities. Here we conduct an exploratory investigation of the effects of phonotactics on word learning in ambiguous contexts. Brazilian-Portuguese speaking adults (N = 62) participated. Using a cross-situational word learning paradigm, we conducted two experiments in which sets of words with different phonotactic probabilities were presented in parallel, during the same learning opportunity, or sequentially, split across two learning opportunities. We found no effect of phonotactics on word learning in the first experiment, but we found a facilitative effect for the words with the highest phonotactics in the second experiment. Our results suggest that phonotactics and co-occurrence statistics can be combined to aid word learning, but only when learning opportunities highlight PP differences.

Service-Learning Opportunities for Preservice Music Teachers within Community Music Settings

2019 ◽  
pp. 641-667
Author(s):  
Jared R. Rawlings
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Teacher Development ◽  
Learning Opportunities ◽  
Music Teacher ◽  
Teacher Preparation Program ◽  
Community Music ◽  
Learning Program ◽  
Learning Opportunity ◽  
Learning Programs

Authentic teaching opportunities are important for all preservice teachers, and service-learning opportunities within community music settings support preservice music teacher development. The purpose of this chapter is to document a service-learning opportunity within a community music school and showcase the benefits and challenges of a partnership between a music teacher preparation program and this school. After defining service learning and describing how it is utilized in music teacher education, the chapter uncovers the following topics: establishing a community music partnership, designing a service-learning opportunity, and evaluating the outcomes of service-learning programs. The chapter concludes with a discussion of the implications of and recommendations for utilizing a multi-tier service-learning program alongside a preservice music teacher curriculum.

scholarly journals Examining Performance on a Process-Based Assessment of Word Learning in Relation to Vocabulary Knowledge and Learning in Vocabulary Intervention

2019 ◽  
Vol 40 (05) ◽  
pp. 344-358
Author(s):  
Elizabeth Spencer Kelley ◽  
Howard Goldstein
Keyword(s):  
Reading Comprehension ◽  
Preschool Children ◽  
Young Children ◽  
Word Learning ◽  
Exploratory Study ◽  
Semantic Knowledge ◽  
Learning Opportunities ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
Knowledge Based

AbstractVocabulary knowledge of young children, as a well-established predictor of later reading comprehension, is an important domain for assessment and intervention. Standardized, knowledge-based measures are commonly used by speech-language pathologists (SLPs) to describe existing vocabulary knowledge and to provide comparisons to same-age peers. Process-based assessments of word learning can be helpful to provide information about how children may respond to learning opportunities and to inform treatment decisions. This article presents an exploratory study of the relation among vocabulary knowledge, word learning, and learning in vocabulary intervention in preschool children. The study examines the potential of a process-based assessment of word learning to predict response to vocabulary intervention. Participants completed a static, knowledge-based measure of vocabulary knowledge, a process-based assessment of word learning, and between 3 and 11 weeks of vocabulary intervention. Vocabulary knowledge, performance on the process-based assessment of word learning, and learning in vocabulary intervention were strongly related. SLPs might make use of the information provided by a process-based assessment of word learning to determine the appropriate intensity of intervention and to identify areas of phonological and semantic knowledge to target during intervention.

scholarly journals Non-native phonemes in adult word learning: evidence from the N400m

2009 ◽  
Vol 364 (1536) ◽  
pp. 3697-3709 ◽  
Author(s):  
Christian Dobel ◽  
Lothar Lagemann ◽  
Pienie Zwitserlood
Keyword(s):  
Statistical Learning ◽  
Word Learning ◽  
Native Language ◽  
The Novel ◽  
Learning Paradigm ◽  
Minimal Pairs ◽  
Lexical Activation ◽  
Semantic Access ◽  
Novel Words

Newborns are equipped with a large phonemic inventory that becomes tuned to one's native language early in life. We review and add new data about how learning of a non-native phoneme can be accomplished in adults and how the efficiency of word learning can be assessed by neurophysiological measures. For this purpose, we studied the acquisition of the voiceless, bilabial fricative /Φ/ via a statistical-learning paradigm. Phonemes were embedded in minimal pairs of pseudowords, differing only with respect to the fricative (/aΦo/ versus /afo/). During learning, pseudowords were combined with pictures of objects with some combinations of pseudowords and pictures occurring more frequently than others. Behavioural data and the N400m component, as an index of lexical activation/semantic access, showed that participants had learned to associate the pseudowords with the pictures. However, they could not discriminate within the minimal pairs. Importantly, before learning, the novel words with the sound /Φ/ showed smaller N400 amplitudes than those with native phonemes, evidencing their non-word status. Learning abolished this difference indicating that /Φ/ had become integrated into the native category /f/, instead of establishing a novel category. Our data and review demonstrate that native phonemic categories are powerful attractors hampering the mastery of non-native contrasts.

scholarly journals The Eccoe Approach to Quality Reviewing Online Descriptions of Learning Opportunities

2020 ◽  
pp. 66-75
Author(s):  
Deborah Arnold ◽  
Alessandra Antonaci ◽  
Lisa Marie Blaschke ◽  
Gérard Casanova ◽  
Ada Giannatelli ◽  
...  
Keyword(s):  
Quality Criteria ◽  
Learning Opportunities ◽  
Online Information ◽  
Actual Process ◽  
The European Union ◽  
Major Step ◽  
Flexible Learning ◽  
Learning Opportunity ◽  
Stakeholder Consultation ◽  
Future Work

As learners seek more flexible learning opportunities, and employers become gradually more open to accepting alternative forms of credentials, there is a need to improve the visibility and quality of the online information available about such opportunities. This information includes not only the descriptions of formal and non-formal learning opportunities, from full degree programmes to optional courses and MOOCs, but also the credentials learning opportunities can lead to and by whom these credentials are recognised. The new Europass initiative of the European Union is a major step forward in this respect, offering the possibility to search for both learning and employment opportunities via a platform that will support a variety of different credentials. Building on the Europass Learning Model, the Erasmus+ ECCOE project makes a significant contribution to this future platform, by defining specific quality criteria for evaluating both learning opportunities and their credentials. This paper describes the methodology applied for the quality review of online descriptions with the ultimate aim of developing a catalogue showcasing learning opportunities that meet the criteria defined by the project. This methodology concerns two levels: (a) the actual process designed and implemented transnationally for the first iteration of over 100 learning opportunity descriptions, and (b) the two PDCA (Plan, Do, Check, Act) quality improvement cycles applied to refining the process itself. The paper also presents the results of this first iteration and formulates recommendations relevant for learning opportunity providers. Future work involving stakeholder consultation is also presented, as are the synergistic interactions between this research and the overall ECCOE project outcomes within the wider context of European work on Digital Credentials and open, online and flexible learning.

scholarly journals Analysis of Classroom Interaction Using IRF Pattern: A Case Study of EFL Conversation Class

2019 ◽  
Vol 3 (1) ◽  
pp. 29
Author(s):  
Risna Saswati
Keyword(s):  
Data Collection ◽  
Key Words ◽  
Qualitative Method ◽  
Classroom Observation ◽  
Classroom Interaction ◽  
Learning Opportunities ◽  
Teacher Talk ◽  
Learning Opportunity ◽  
Conversation Class

<p>This study sheds lights on whether the use of Initiation, Response and Feedback (IRF) in teaching facilitates learner-initiated communication and gives learning opportunity for learners to engage in classroom interaction. This study applies the IRF framework proposed by Sinclair and Coulthard (1975), Initiation from (Mackey (2012) and teacher talk by CUllen (1988). The method applied for this study is qualitative method by classroom observation as the technique for data collection. The video records the classroom observation. The data are taken from classroom interaction of conversation class. The result of this study is the IRF pattern which mostly occurs in classroom interaction can be used to analyze classroom interaction. Additionally, the teaching using IRF pattern can facilitate learner-initiated communication and give learning opportunities for leaners to engage more in classroom interaction.</p><p>Key words: IRF Pattern, learner-initiated communication, classroom interaction</p><p> </p>

scholarly journals EP.TU.44Improving Access to Surgery: The F1 ‘Theatre Day’ Programme

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Rebecca Nunn ◽  
Santhini Jeyarajah
Keyword(s):  
General Hospital ◽  
General Surgery ◽  
Elective Surgery ◽  
Working Hours ◽  
District General Hospital ◽  
Learning Opportunities ◽  
Learning Opportunity ◽  
Access To Surgery ◽  
Common Barriers

Abstract Aims To identify barriers in theatre attendance, facilitate access and maximise learning opportunities for surgical F1s (Foundation Year 1 Doctors) at a DGH (District General Hospital). Methods Between December 2019- December 2020, each F1 doctor was offered a day to spend in elective theatre during their General Surgery rotation (excluding emergency COVID rota periods). This was following feedback from the August- December 2019 cohort. Each ‘Theatre Day’ was scheduled during normal working hours when there was sufficient staff. Post-participation questionnaires were completed. Results Prior to implementation of the Programme, 3/8 F1s surveyed had not attended any elective surgery lists (1 had not attended theatre at all). All indicated that they would have been interested in attending a timetabled elective theatre day; 88% highlighted a ‘lack of staff’ and 63% indicated that ‘feeling guilty’ were barriers in attending theatre. 21 F1s were offered a ‘Theatre Day’: 17 agreed to participate and 16 completed post-participation questionnaires. Only 47% confirmed that they were considering a career in surgery prior to participation: all agreed that spending time in theatre was a useful learning opportunity and 94% agreed that the Programme should be continued. Conclusions Spending time in theatre appears to be valued as a useful learning opportunity for F1s, whether or not they are aspiring surgeons. Common barriers to self-organised theatre attendance appear to be an anticipated ‘lack of staff’ or feelings of ‘guilt’. A senior-led scheduling of one day in theatre should circumnavigate these barriers and ensure that access is available to all.

scholarly journals question of syllable structure: contextual acquisition of English /p/ and /k/ in a laboratory setting

2020 ◽  
Vol 1 (1) ◽  
pp. 126-144
Author(s):  
Paul John ◽  
Walcir Cardoso
Keyword(s):  
Word Learning ◽  
Syllable Structure ◽  
Brazilian Portuguese ◽  
The Other ◽  
Final Position ◽  
Laboratory Setting ◽  
Learning Tasks ◽  
Government Phonology ◽  
The Government ◽  
Statistical Results

Using a laboratory approach, this study investigates the acquisition of the stops /p k/ by Brazilian Portuguese (BP) learners of English in three contexts: in word-medial position before (1) /t/ or (2) /n/ and (3) in word-final position. Because BP allows only /S r l N/ in these positions, learners tend to resort to a process of i-epenthesis (e.g., cha[pi]ter, te[ki]nique, magi[ki]). While /p k/ clearly syllabify as onsets after i-epenthesis, there is no consensus on their syllabic ailiation in the target contexts. Three views can be distinguished. According to orthodox phonology, /p k/ syllabify as codas in all three locations. From the Government Phonology view, however, /p k/ are codas only word-medially before /t/; in the other two contexts, they syllabify as onsets of empty nuclei. Finally, Strict CV proposes that /p k/ in all three cases are onsets of empty nuclei. In previous research, we established that /p k/ are acquired diferentially in medial position before /t/ and in final position, the latter being the more challenging context. This finding provides tentative support for the Government Phonology claim that /p k/ instantiate a diferent syllabification in these two contexts and hence constitute a distinct learning challenge. To explore the matter further, we include here the context of /p k/ in word-medial position before /n/. A set of non-word-learning tasks and pre/post production tests determine that this context patterns with word-final consonants, as the Government Phonology view predicts. Statistical results support the prediction.

scholarly journals Do children go for the nice guys? The influence of speaker benevolence and certainty on selective word learning

2018 ◽  
Vol 45 (4) ◽  
pp. 900-916 ◽  
Author(s):  
Myrthe BERGSTRA ◽  
Hannah N. M. DE MULDER ◽  
Peter COOPMANS
Keyword(s):  
Word Learning ◽  
Linguistic Competence ◽  
Learning Paradigm ◽  
Significant Preference ◽  
Selective Learning ◽  
Emotional Cues ◽  
Label Object

AbstractThis study investigated how speaker certainty (a rational cue) and speaker benevolence (an emotional cue) influence children's willingness to learn words in a selective learning paradigm. In two experiments four- to six-year-olds learnt novel labels from two speakers and, after a week, their memory for these labels was reassessed. Results demonstrated that children retained the label–object pairings for at least a week. Furthermore, children preferred to learn from certain over uncertain speakers, but they had no significant preference for nice over nasty speakers. When the cues were combined, children followed certain speakers, even if they were nasty. However, children did prefer to learn from nice and certain speakers over nasty and certain speakers. These results suggest that rational cues regarding a speaker's linguistic competence trump emotional cues regarding a speaker's affective status in word learning. However, emotional cues were found to have a subtle influence on this process.

Using a Mock Trial: An Experiential Learning Opportunity

2020 ◽  
Vol 14 (1) ◽  
pp. 58-60
Author(s):  
John Miller ◽  
Todd Seidler
Keyword(s):  
Experiential Learning ◽  
Learning Opportunities ◽  
Learning Methods ◽  
Traditional Lecture ◽  
Learning Opportunity ◽  
Mock Trial ◽  
Trial Experience ◽  
Lecture Format ◽  
Mock Trials

Experiential learning opportunities are significant supplements to the traditional lecture format. Among experiential learning methods, mock trials have been proven to be effective. Experiential learning provides the students with a platform from which they can integrate and apply concepts gleaned from class. Students are challenged to write and orally communicate these concepts at a level that would be clear to those involved in the experience. Kolb’s model of experiential learning provides four stages through which students may become genuine learners. This study illustrates how the authors implemented a mock trial experience into their classes to create an experiential learning opportunity.

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