scholarly journals In-the-Moment Visual Information from the Infant's Egocentric View Determines the Success of Infant Word Learning: A Computational Study

2021 ◽  
Author(s):  
Andrei Amatuni ◽  
Sara Schroer ◽  
Yayun Zhang ◽  
Ryan Ernest Peters ◽  
Alimoor Reza ◽  
...  
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Word Learning ◽  
Visual Information ◽  
Sensory Input ◽  
Computational Study ◽  
Learning Differences ◽  
Sensory Evidence ◽  
The Moment ◽  
Label Object

Infants learn the meaning of words from accumulated experiences of real-time interactions with their caregivers. To study the effects of visual sensory input on word learning, we recorded infant's view of the world using head-mounted eye trackers during free-flowing play with a caregiver. While playing, infants were exposed to novel label-object mappings and later learning outcomes for these items were tested after the play session. In this study we use a classification based approach to link properties of infants' visual scenes during naturalistic labeling moments to their word learning outcomes. We find that a model which integrates both highly informative and ambiguous sensory evidence is a better fit to infants' individual learning outcomes than models where either type of evidence is taken alone, and that raw labeling frequency is unable to account for the word learning differences we observe. Here we demonstrate how a computational model, using only raw pixels taken from the egocentric scene image, can derive insights on human language learning.

scholarly journals Multimodal attention creates the visual input for infant word learning

2021 ◽  
Author(s):  
Sara E Schroer ◽  
Chen Yu
Keyword(s):  
Learning Outcomes ◽  
Word Learning ◽  
The Body ◽  
Field Of View ◽  
Object Size ◽  
New Words ◽  
Hand Eye Coordination ◽  
The Moment ◽  
Infant Language ◽  
Multimodal Attention

Infant language acquisition is fundamentally an embodied process, relying on the body to select information from the learning environment. Infants show their attention to an object not merely by gazing at the object, but also through orienting their body towards the object and generating various types of manual actions on the object, such as holding, touching, and shaking. The goal of the present study was to examine how multimodal attention shapes infant word learning in real-time. Infants and their parents played in a home-like lab with unfamiliar objects with assigned labels. While playing, participants wore wireless head-mounted eye trackers to capture visual attention. Infants were then tested on their knowledge of the new words. We identified all the utterances in which parents labeled the learned or not learned objects and analyzed infant multimodal attention during and around labeling. We found that proportion of time spent in hand-eye coordination predicted learning outcomes. To understand the learning advantage hand-eye coordination creates, we compared the size of objects in the infant’s field of view. Although there were no differences in object size between learned and not learned labeling utterances, hand-eye coordination created the most informative views. Together, these results suggest that in-the-moment word learning may be driven by the greater access to informative object views that hand-eye coordination affords.

scholarly journals Do Shy Preschoolers Interact Differently When Learning Language With a Social Robot? An Analysis of Interactional Behavior and Word Learning

2021 ◽  
Vol 8 ◽  
Author(s):  
Nils F. Tolksdorf ◽  
Franziska E. Viertel ◽  
Katharina J. Rohlfing
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Word Learning ◽  
Interaction Design ◽  
Social Robots ◽  
Social Robot ◽  
Educational Settings ◽  
Learning Gain ◽  
Robot Interaction

Temperamental traits can decisively influence how children enter into social interaction with their environment. Yet, in the field of child–robot interaction, little is known about how individual differences such as shyness impact on how children interact with social robots in educational settings. The present study systematically assessed the temperament of 28 preschool children aged 4–5 years in order to investigate the role of shyness within a dyadic child–robot interaction. Over the course of four consecutive sessions, we observed how shy compared to nonshy children interacted with a social robot during a word-learning educational setting and how shyness influenced children’s learning outcomes. Overall, results suggested that shy children not only interacted differently with a robot compared to nonshy children, but also changed their behavior over the course of the sessions. Critically, shy children interacted less expressively with the robot in general. With regard to children’s language learning outcomes, shy children scored lower on an initial posttest, but were able to close this gap on a later test, resulting in all children retrieving the learned words on a similar level. When intertest learning gain was considered, regression analyses even confirmed a positive predictive role of shyness on language learning gains. Findings are discussed with regard to the role of shyness in educational settings with social robots and the implications for future interaction design.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

Visual Anticipatory Information Modulates Multisensory Interactions of Artificial Audiovisual Stimuli

2010 ◽  
Vol 22 (7) ◽  
pp. 1583-1596 ◽  
Author(s):  
Jean Vroomen ◽  
Jeroen J. Stekelenburg
Keyword(s):  
Visual Information ◽  
Speech Sound ◽  
Human Action ◽  
Visual Signal ◽  
Multisensory Interactions ◽  
Temporal Occurrence ◽  
Audiovisual Stimuli ◽  
The Moment ◽  
Integrative Processing ◽  
Audiovisual Interaction

The neural activity of speech sound processing (the N1 component of the auditory ERP) can be suppressed if a speech sound is accompanied by concordant lip movements. Here we demonstrate that this audiovisual interaction is neither speech specific nor linked to humanlike actions but can be observed with artificial stimuli if their timing is made predictable. In Experiment 1, a pure tone synchronized with a deformation of a rectangle induced a smaller auditory N1 than auditory-only presentations if the temporal occurrence of this audiovisual event was made predictable by two moving disks that touched the rectangle. Local autoregressive average source estimation indicated that this audiovisual interaction may be related to integrative processing in auditory areas. When the moving disks did not precede the audiovisual stimulus—making the onset unpredictable—there was no N1 reduction. In Experiment 2, the predictability of the leading visual signal was manipulated by introducing a temporal asynchrony between the audiovisual event and the collision of moving disks. Audiovisual events occurred either at the moment, before (too “early”), or after (too “late”) the disks collided on the rectangle. When asynchronies varied from trial to trial—rendering the moving disks unreliable temporal predictors of the audiovisual event—the N1 reduction was abolished. These results demonstrate that the N1 suppression is induced by visual information that both precedes and reliably predicts audiovisual onset, without a necessary link to human action-related neural mechanisms.

Emulsion Stability Evaluation Using Fractal Dimensions Approach

2007 ◽  
Vol 555 ◽  
pp. 177-182 ◽  
Author(s):  
Snezana Pašalić ◽  
P.B. Jovanić ◽  
B. Bugarski
Keyword(s):  
Visual Information ◽  
Emulsion Stability ◽  
Fractal Dimensions ◽  
Ccd Camera ◽  
Point Of View ◽  
Stable Region ◽  
Stability Evaluation ◽  
Water Emulsion ◽  
The Moment ◽  
Oil In Water Emulsion

There are many developed strategies for evaluating emulsion stability, aimed at determining the life circle of emulsions. Most of them are based on rheological properties of emulsions. There are, however, very few based on direct emulsion observations. In this paper we present a developed method for the emulsion stability evaluation by direct observation of optical emulsion properties. We propose the fractal dimension approach as a stability quantification measure. The method is based on the measure of emulsion transmittance properties, which are directly dependent on the emulsion stability at the moment of measurement. The oil in water emulsion was used as a test emulsion. The system is classified as stable emulsion and our intention was to find the moment when it starts to break. Emulsion transmittance properties were measure applying a system for acquisition of visual information, which is based on a CCD camera and a fast PC configuration equipped with the capturing software. The acquired sets of visual information were analyzed by the OZARIA software package. The fractal dimensions were determined by the box counting method. For these experiments, 100 boxes of different sizes were used. Experimental emulsions were measured after 7, 14, 21 and 28 days from the moment of creation. A slight increase in fractal dimensions was observed, which indicates that the emulsions are still in the stable region, or from the fractal point of view emulsion are still regular and no significant irregularities were observed. From the first experiments the applied methodology proved to be sensitive enough to be used for emulsions stability evaluation.

scholarly journals IMPROVING INDONESIAN LANGUAGE LEARNING OUTCOMES USING INQUIRY MODELS IN CLASS IX STUDENTS OF SATAP SUNGAI BERTAM

2019 ◽  
Vol 20 (1) ◽  
pp. 12
Author(s):  
Susianingsih Susianingsih
Keyword(s):  
High School ◽  
Student Success ◽  
Language Learning ◽  
Learning Outcomes ◽  
Junior High School ◽  
Junior High ◽  
Inquiry Learning ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Average Score

Junior high school SATAP Sungai Bertam set KKM indonesian language subject class IX of 78 with the provisions of 100% complete, still very many students who have not reached completeness, the purpose of this research is to increase learning outcome in indonesian language subject in class IX. This research is a classroom action research conducted in two cycles with two learning meetings, which includes: planning, implementation, and reflection, 26 study subjects consisted of 12 males and 14 females, Data collection techniques used a written assessment, observations in the form of indicators of teacher and student success, the results showed that on the pre cycle of percentage of student learning outcomes that is 35%, with the highest 79, the lowerst 50, and the average 66,58, in the first cycle increased by a percentage 73%, with the highest 80, the lowerst 65, and the average 76,27, then in the second cycle is 100% complete with the highest 85, the lowest 80, and the average score 82,81. Based on these results, it can be concluded that inquiry learning model can improve the learning outcomes of grade IX students in indonesian languange subjects at Junior high school SATAP Sungai Bertam.

scholarly journals Self-assessment based on language learning outcomes: a study with first year engineering students

2010 ◽  
pp. 133 ◽  
Author(s):  
Pilar Durán Escribano ◽  
Joana Pierce McMahon
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Bologna Process ◽  
First Year ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Self Assessment ◽  
Language Courses ◽  
The Bologna Process

As the Bologna Process moves forward, changes in European systems of higher education are expected. The introduction of the ECTS focussing on the students’ achievements described in terms of the learning outcomes and competences acquired is one of the innovations. This process, encouraged by Universidad Politécnica de Madrid, signifies a change in teaching focus, from an input model to an output one, which promotes self-assessment in a flexible curriculum, in this case adapted to student’s language profile. To illustrate this new approach in language learning, a pilot experience with Technical English mining engineering students is discussed, with special attention to learner reflection and self-assessment practices. Students’ progress in self-assessment, based on the introduction of learning outcomes in specific language courses, is analysed to conclude that personal engagement and clear purpose -specified in terms of learning outcomes- seem to have become relevant components to student's self-assessment practice.

Language learning in a study-abroad context: Research agenda

2018 ◽  
Vol 51 (4) ◽  
pp. 553-566 ◽  
Author(s):  
Naoko Taguchi ◽  
Joseph Collentine
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Language Learning ◽  
Learning Outcomes ◽  
Research Agenda ◽  
State Of The Art ◽  
The State ◽  
Empirical Methods ◽  
Theoretical Frameworks ◽  
Half Century

Isabelli-García, Bown, Plew & Dewey (forthcoming) presented the ‘state of the art’ in research on language learning abroad. Beginning with Carroll's (1967) claim that ‘time spent abroad is one of the most potent variables’ predicting second language (L2) abilities (p. 137), the scope of study-abroad research has grown multifold in guiding theoretical frameworks, empirical methods, and objects of examination. A half-century of work surveyed in Isabelli-García et al.’s review reveals diverse goals of investigation, ranging from studies focusing on documenting learning outcomes, to studies aiming to unveil the process and nature of learning in a study-abroad context.

The Relationship between Environment and Indonesian Language Learning

2021 ◽  
Author(s):  
Nurul Aliyah
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Tertiary Education ◽  
Surrounding Environment ◽  
Education Levels ◽  
Good Environment ◽  
The Relationship

The environment is a factor that greatly influences the learning process, especially learning Indonesian. A good environment will have a good impact on learning outcomes. Learning Indonesian is one of the compulsory subjects at the elementary to tertiary education levels. Environmentally based Indonesian language learning is held with a good aim, namely increasing students' interest in learning. When students are invited to study with the surrounding environment, it means that students will also learn how to communicate properly and correctly with the environment, think creatively, and find problems and solve problems around them.

Sign in / Sign up

Export Citation Format

Share Document