scholarly journals Modeling the Interaction Between Perception-Based and Production-Based Learning in Children's Early Acquisition of Semantic Knowledge

2021 ◽  
Author(s):  
Mitja Nikolaus ◽  
Abdellah Fourtassi
Keyword(s):  
Language Learning ◽  
Social Interactions ◽  
Semantic Knowledge ◽  
Linguistic Knowledge ◽  
Modeling Language ◽  
Sentence Level ◽  
Wide Range ◽  
Early Acquisition ◽  
Situational Learning ◽  
Large Corpus

Children learn the meaning of words and sentences in their native language at an impressive speed and from highly ambiguous input. To account for this learning, previous computational modeling has focused mainly on the study of perception-based mechanisms like cross-situational learning. However, children do not learn only by exposure to the input. As soon as they start to talk, they practice their knowledge in social interactions and they receive feedback from their caregivers. In this work, we propose a model integrating both perception- and production-based learning using artificial neural networks which we train on a large corpus of crowd-sourced images with corresponding descriptions. We found that production-based learning improves performance above and beyond perception-based learning across a wide range of semantic tasks including both word- and sentence-level semantics. In addition, we documented a synergy between these two mechanisms, where their alternation allows the model to converge on more balanced semantic knowledge. The broader impact of this work is to highlight the importance of modeling language learning in the context of social interactions where children are not only understood as passively absorbing the input, but also as actively participating in the construction of their linguistic knowledge.

scholarly journals Evaluating the Acquisition of Semantic Knowledge from Cross-situational Learning in Artificial Neural Networks

2021 ◽  
Author(s):  
Mitja Nikolaus ◽  
Abdellah Fourtassi
Keyword(s):  
Neural Networks ◽  
Artificial Neural Networks ◽  
Laboratory Experiments ◽  
Semantic Knowledge ◽  
Laboratory Studies ◽  
Large Dataset ◽  
Sentence Level ◽  
Early Acquisition ◽  
Artificial Neural ◽  
Situational Learning

When learning their native language, children acquire the meanings of words and sentences from highly ambiguous input without much explicit supervision. One possible learning mechanism is cross-situational learning, which has been successfully tested in laboratory experiments with children. Here we use Artificial Neural Networks to test if this mechanism scales up to more natural language and visual scenes using a large dataset of crowd-sourced images with corresponding descriptions. We evaluate learning using a series of tasks inspired by methods commonly used in laboratory studies of language acquisition. We show that the model acquires rich semantic knowledge both at the word- and sentence-level, mirroring the patterns and trajectory of learning in early childhood. Our work highlights the usefulness of low-level co-occurrence statistics across modalities in facilitating the early acquisition of higher-level semantic knowledge.

scholarly journals Corpus Wide Argument Mining—A Working Solution

2020 ◽  
Vol 34 (05) ◽  
pp. 7683-7691
Author(s):  
Liat Ein-Dor ◽  
Eyal Shnarch ◽  
Lena Dankin ◽  
Alon Halfon ◽  
Benjamin Sznajder ◽  
...  
Keyword(s):  
High Precision ◽  
Real World ◽  
Sample Space ◽  
Annotation Scheme ◽  
Mining System ◽  
Sentence Level ◽  
Wide Range ◽  
Working Solution ◽  
Initial Source ◽  
Large Corpus

One of the main tasks in argument mining is the retrieval of argumentative content pertaining to a given topic. Most previous work addressed this task by retrieving a relatively small number of relevant documents as the initial source for such content. This line of research yielded moderate success, which is of limited use in a real-world system. Furthermore, for such a system to yield a comprehensive set of relevant arguments, over a wide range of topics, it requires leveraging a large and diverse corpus in an appropriate manner. Here we present a first end-to-end high-precision, corpus-wide argument mining system. This is made possible by combining sentence-level queries over an appropriate indexing of a very large corpus of newspaper articles, with an iterative annotation scheme. This scheme addresses the inherent label bias in the data and pinpoints the regions of the sample space whose manual labeling is required to obtain high-precision among top-ranked candidates.

Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

2019 ◽  
Vol 50 (4) ◽  
pp. 693-702 ◽  
Author(s):  
Christine Holyfield ◽  
Sydney Brooks ◽  
Allison Schluterman
Keyword(s):  
Language Learning ◽  
Augmentative And Alternative Communication ◽  
Visual Analysis ◽  
Multiple Disabilities ◽  
Visual Scene ◽  
Future Research ◽  
High Tech ◽  
Single Subject ◽  
Wide Range ◽  
The Difference

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

scholarly journals A Bacterial Tower of Babel: Quorum-Sensing Signaling Diversity and Its Evolution

2020 ◽  
Vol 74 (1) ◽  
pp. 587-606 ◽  
Author(s):  
Nitzan Aframian ◽  
Avigdor Eldar
Keyword(s):  
Quorum Sensing ◽  
Social Interactions ◽  
Signal Molecules ◽  
Allelic Polymorphism ◽  
Dependent Manner ◽  
Tower Of Babel ◽  
Cognate Receptor ◽  
Wide Range ◽  
Family Code ◽  
Bacterial Groups

Quorum sensing is a process in which bacteria secrete and sense a diffusible molecule, thereby enabling bacterial groups to coordinate their behavior in a density-dependent manner. Quorum sensing has evolved multiple times independently, utilizing different molecular pathways and signaling molecules. A common theme among many quorum-sensing families is their wide range of signaling diversity—different variants within a family code for different signal molecules with a cognate receptor specific to each variant. This pattern of vast allelic polymorphism raises several questions—How do different signaling variants interact with one another? How is this diversity maintained? And how did it come to exist in the first place? Here we argue that social interactions between signaling variants can explain the emergence and persistence of signaling diversity throughout evolution. Finally, we extend the discussion to include cases where multiple diverse systems work in concert in a single bacterium.

scholarly journals Lexical Semantic Knowledge of Children with ASD—a Review Study

2021 ◽  
Author(s):  
Nufar Sukenik ◽  
Laurice Tuller
Keyword(s):  
Children With Autism ◽  
Semantic Knowledge ◽  
Future Studies ◽  
Lexical Semantic ◽  
Children With Asd ◽  
Wide Range ◽  
Lexical Semantic Knowledge ◽  
Review Study ◽  
Linguistic Impairment ◽  
Semantic Skills

AbstractStudies on the lexical semantic abilities of children with autism have yielded contradicting results. The aim of the current review was to explore studies that have specifically focused on the lexical semantic abilities of children with ASD and try to find an explanation for these contradictions. In the 32 studies reviewed, no single factor was found to affect lexical semantic skills, although children with broader linguistic impairment generally, but not universally, also showed impaired lexical semantic skills. The need for future studies with young ASD participants, with differing intellectual functioning, longitudinal studies, and studies assessing a wide range of language domains are discussed.

Issues and Applications of Sensory Integration Theory and Treatment With Children With Language Disorders

1999 ◽  
Vol 30 (4) ◽  
pp. 383-392 ◽  
Author(s):  
Daria M. Mauer
Keyword(s):  
Academic Success ◽  
Language Learning ◽  
Sensory Integration ◽  
Language Disorders ◽  
Integration Theory ◽  
School Settings ◽  
Wide Range

Sensory integration (SI) intervention is used with children with a wide range of learning and developmental challenges. Research both supports and questions the constructs of SI and the efficacy of SI intervention. Therefore, the purpose of this article is to facilitate an understanding of SI theory and intervention; delineate strategies that can enhance language, learning, and academic success for students; and provide suggestions for ways to contribute to our knowledge through further research in school settings.

scholarly journals Typological Shift in Bilinguals’ L1: Word Order and Case Marking in Two Varieties of Child Quechua

Languages ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 42 ◽  
Author(s):  
Susan E. Kalt ◽  
Jonathan A. Geary
Keyword(s):  
Children And Adolescents ◽  
Speech Production ◽  
Word Order ◽  
Noun Phrases ◽  
Case Marking ◽  
New Information ◽  
Sentence Level ◽  
Wide Range ◽  
Case Morphology ◽  
Grammatical Roles

We compare speech production and find morphosyntactic change among children and adolescents speaking two closely related varieties of Quechua in Cuzco, Peru, and Chuquisaca, Bolivia. Quechua languages traditionally employ Object-Verb (OV) word order in main clauses, but robust case marking permits other orders, especially to focalize new information through constituent fronting. In Chuquisaca, but not Cuzco, we find that schoolchildren often omit the accusative suffix -ta from direct objects while retaining a prosodic trace of -ta. In other varieties, loss of accusative marking is associated with a shift towards Verb-Object (VO) word order, as in Spanish. However, we find that Chuquisaqueños use more canonical OV and possessor-possessed order in declarative sentences than do Cuzqueños, who employ a wide range of word orders at the sentence level and deviate from the possessor-possessed norm for Quechua noun phrases. Our finding of more rigid word order in Chuquisaca highlights the complex factors contributing to typological shift in word order and morphology: Omission of case morphology places a greater burden on word order to identify grammatical roles. Further, we find that Chuquisaqueño schoolchildren alone have begun to use huk, “one,” to mark indefiniteness, perhaps to replace determiner-like functions ascribed to -ta and to obsolescent markers such as evidentials.

A web-based language learning environment: general architecture

ReCALL ◽  
1999 ◽  
Vol 11 (S1) ◽  
pp. 31-39
Author(s):  
Pierre-Yves Foucou ◽  
Natalie Kübler
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Computer Science ◽  
Subject Area ◽  
Point Of View ◽  
Learning Activities ◽  
Web Based ◽  
Wide Range ◽  
General Architecture ◽  
The Web

In this paper, we present the Web-based CALL environment (or WALL) which is currently being experimented with at the University of Paris 13 in the Computer Science Department of the Institut Universitaire de Technologie. Our environment is being developed to teach computer science (CS) English to CS French-speaking students, and will be extended to other languages for specific purposes such as, for example, English or French for banking, law, economics or medicine, where on-line resources are available.English, and more precisely CS English is, for our students, a necessary tool, and not an object of study. The learning activities must therefore stimulate the students' interest and reflection about language phenomena. Our pedagogical objective, relying on research acquisition (Wokusch 1997) consists in linking various texts together with other documents, such as different types of dictionaries or other types of texts, so that knowledge can be acquired using various appropriate contexts.Language teachers are not supposed to be experts in fields such as computer sciences or economics. We aim at helping them to make use of the authentic documents that are related to the subject area in which they teach English. As shown in Foucou and Kübler (1998) the wide range of resources available on the Web can be processed to obtain corpora, i.e. teaching material. Our Web-based environment therefore provides teachers with a series of tools which enable them to access information about the selected specialist subject, select appropriate specialised texts, produce various types of learning activities and evaluate students' progress.Commonly used textbooks Tor specialised English offer a wide range of learning activities, but they are based on documents that very quickly become obsolete, and that are sometimes widely modified. Moreover, they are not adaptable to the various levels of language of the students. From the students' point of view, working on obsolete texts that are either too easy or too difficult can quickly become demotivating, not to say boring.In the next section, we present the general architecture of the teaching/learning environment; the method of accessing and using it, for teachers as well as for students, is then described. The following section deals with the actual production of exercises and their limits. We conclude and present some possible research directions.

scholarly journals Exploring Interactions between the Gut Microbiota and Social Behavior through Nutrition

Genes ◽  
2018 ◽  
Vol 9 (11) ◽  
pp. 534 ◽  
Author(s):  
Cristian Pasquaretta ◽  
Tamara Gómez-Moracho ◽  
Philipp Heeb ◽  
Mathieu Lihoreau
Keyword(s):  
Social Behavior ◽  
Gut Microbiota ◽  
Social Interactions ◽  
Nutritional Ecology ◽  
Social Consequences ◽  
Complex Interactions ◽  
Wide Range ◽  
Nutritional Geometry ◽  
Social Animals

Microbes influence a wide range of host social behaviors and vice versa. So far, however, the mechanisms underpinning these complex interactions remain poorly understood. In social animals, where individuals share microbes and interact around foods, the gut microbiota may have considerable consequences on host social interactions by acting upon the nutritional behavior of individual animals. Here we illustrate how conceptual advances in nutritional ecology can help the study of these processes and allow the formulation of new empirically testable predictions. First, we review key evidence showing that gut microbes influence the nutrition of individual animals, through modifications of their nutritional state and feeding decisions. Next, we describe how these microbial influences and their social consequences can be studied by modelling populations of hosts and their gut microbiota into a single conceptual framework derived from nutritional geometry. Our approach raises new perspectives for the study of holobiont nutrition and will facilitate theoretical and experimental research on the role of the gut microbiota in the mechanisms and evolution of social behavior.

scholarly journals Understanding Syntactic and Semantic Errors in the Composition Writing of Jordanian EFL Learners

2017 ◽  
Vol 6 (6) ◽  
pp. 158
Author(s):  
Yazan Shaker Almahameed ◽  
May Al-Shaikhli
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Semantic Knowledge ◽  
Resumptive Pronouns ◽  
Foreign Language Learners ◽  
Word Level ◽  
Sentence Level ◽  
Native Speakers Of English ◽  
Semantic Errors ◽  
Verb Tense

The current study aimed at investigating the salient syntactic and semantic errors made by Jordanian English foreign language learners as writing in English. Writing poses a great challenge for both native and non-native speakers of English, since writing involves employing most language sub-systems such as grammar, vocabulary, spelling and punctuation. A total of 30 Jordanian English foreign language learners participated in the study. The participants were instructed to write a composition of no more than one hundred and fifty words on a selected topic. Essays were collected and analyzed statistically to obtain the needed results. The results of the study displayed that syntactic errors produced by the participants were varied, in that eleven types of syntactic errors were committed as follows; verb-tense, agreement, auxiliary, conjunctions, word order, resumptive pronouns, null-subject, double-subject, superlative, comparative and possessive pronouns. Amongst syntactic errors, verb tense errors were the most frequent with 33%. The results additionally revealed that two types of semantic errors were made; errors at sentence level and errors at word level. Errors at word level outstripped by far errors at sentence level, scoring respectively 82% and 18%. It can be concluded that the syntactic and semantic knowledge of Jordanian learners of English is still insufficient.

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