scholarly journals The Variability of Mental Timeline in Vertical Dimension

2021 ◽  
Vol 12 ◽  
Author(s):  
Jiaoyan He ◽  
Cuihua Bi ◽  
Hao Jiang ◽  
Jianan Meng
Keyword(s):  
Perceptual Experience ◽  
Visual Experience ◽  
Daily Life ◽  
Vertical Dimension ◽  
English Speakers ◽  
Control Group ◽  
Top Down ◽  
Spatial Terms ◽  
Implicit And Explicit ◽  
Time Information

People often use concrete spatial terms to represent abstract time. Previous studies have shown that mental timeline (MTL) is represented along a horizontal axis. Studies of the mental timeline have demonstrated that compared with English speakers, Mandarin speakers are more likely to think about time vertically (up-down) than horizontally (left-right/front-back). Prior studies have suggested that MTL in the up and down dimensions originated from temporal-spatial metaphors in language. However, there are still a large number of perceptual experiences in the up and down dimensions, such as visual and sensorimotor experience. Then does the visual experience in daily life affect the MTL in the vertical dimension? This study is aimed to investigate whether visual experience can promote or activate the opposite direction of MTL from implicit and explicit levels. The results showed that when the time information in the task was not prominent, the direction of vertical MTL cannot be affected by ascending or descending perceptual experience. While when the time information was prominent, whether the task was implicit or explicit, compared with the control group, watching the top-down scene significantly increased the top-down direction selection, while in the implicit task, watching the bottom-up scene made the top-down MTL disappear. To the best of our knowledge, our study provides the first evidence that the flexibility of space–time associations in vertical dimension extends beyond explicit and embraces even implicit levels. This study shows that the vertical MTL is activated in certain conditions and could be affected by the visual experience.

scholarly journals VOICE ONSET TIME IN MULTILINGUAL SPEAKERS: ITALIAN HERITAGE SPEAKERS IN GERMANY WITH L3 ENGLISH

2021 ◽  
pp. 1-25
Author(s):  
Miriam Geiss ◽  
Sonja Gumbsheimer ◽  
Anika Lloyd-Smith ◽  
Svenja Schmid ◽  
Tanja Kupisch
Keyword(s):  
Heritage Language ◽  
Voice Onset Time ◽  
Onset Time ◽  
English Speakers ◽  
Control Group ◽  
Heritage Speakers ◽  
Third Language ◽  
Bilingual Advantage ◽  
L3 Acquisition ◽  
Crosslinguistic Influence

Abstract This study brings together two previously largely independent fields of multilingual language acquisition: heritage language and third language (L3) acquisition. We investigate the production of fortis and lenis stops in semi-naturalistic speech in the three languages of 20 heritage speakers (HSs) of Italian with German as a majority language and English as L3. The study aims to identify the extent to which the HSs produce distinct values across all three languages, or whether crosslinguistic influence (CLI) occurs. To this end, we compare the HSs’ voice onset time (VOT) values with those of L2 English speakers from Italy and Germany. The language triad exhibits overlapping and distinct VOT realizations, making VOT a potentially vulnerable category. Results indicate CLI from German into Italian, although a systemic difference is maintained. When speaking English, the HSs show an advantage over the Italian L2 control group, with less prevoicing and longer fortis stops, indicating a specific bilingual advantage.

Spatial perspective choice in ASL

2002 ◽  
Vol 5 (1) ◽  
pp. 3-26 ◽  
Author(s):  
Karen Emmorey ◽  
Barbara Tversky
Keyword(s):  
Cognitive Load ◽  
American Sign Language ◽  
Spatial Information ◽  
English Speakers ◽  
Video Monitor ◽  
Spatial Perspective ◽  
Object Locations ◽  
Shared Space ◽  
Spatial Terms ◽  
Spatial Locations

Two studies investigated the ramifications of encoding spatial locations via signing space for perspective choice in American Sign Language. Deaf signers (“speakers”) described the location of one of two identical objects either to a present addressee or to a remote addressee via a video monitor. Unlike what has been found for English speakers, ASL signers did not adopt their addressee’s spatial perspective when describing locations in a jointly viewed present environment; rather, they produced spatial descriptions utilizing shared space in which classifier and deictic signs were articulated at locations in signing space that schematically mapped to both the speaker’s and addressee’s view of object locations within the (imagined) environment. When the speaker and addressee were not jointly viewing the environment, speakers either adopted their addressee’s perspective via referential shift (i.e. locations in signing space were described as if the speaker were the addressee) or speakers expressed locations from their own perspective by describing locations from their view of a map of the environment and the addressee’s position within that environment. The results highlight crucial distinctions between the nature of perspective choice in signed languages in which signing space is used to convey spatial information and spoken languages in which spatial information is conveyed by lexical spatial terms. English speakers predominantly reduce their addressee’s cognitive load by adopting their addressee’s perspective, whereas in ASL shared space can be used (there is no true addressee or speaker perspective) and in other contexts, reversing speaker perspective is common in ASL and does not increase the addressee’s cognitive load.

Generalization of Sensory Auditory Learning to Top-Down Skills in a Randomized Controlled Trial

2015 ◽  
Vol 26 (01) ◽  
pp. 019-029 ◽  
Author(s):  
Cristina B. Murphy ◽  
Andressa K. Peres ◽  
Elaine C. Zachi ◽  
Dora F. Ventura ◽  
Luciana Pagan-Neves ◽  
...  
Keyword(s):  
Controlled Trial ◽  
Speech Sound ◽  
Auditory Training ◽  
Control Group ◽  
Typically Developing ◽  
Speech Sound Disorder ◽  
Top Down ◽  
Significant Group ◽  
Attention Skills ◽  
Sensory Training

Background: Research has shown that auditory training improves auditory sensory skills; however, it is unclear whether this improvement is transferred to top-down skills, such as memory, attention, and language, and whether it depends on group characteristics in regard to memory and attention skills. Purpose: The primary goal of this research was to investigate the generalization of learning from auditory sensory skills to top-down skills such as memory, attention, and language. We also aimed to compare whether this generalization process occurs in the same way among typically developing children and children with speech sound disorder. Research Design: This study was a randomized controlled trial. Study Sample: Typically developing 7- to 12-yr-old children and children with speech sound disorder were separated into four groups: a trained control group (TDT; n = 10, age 9.6 ± 2.0 yr), a nontrained control group (TDNT; n = 11, age 8.2 ± 1.6 yr), a trained study group (SSDT; n = 10, age 7.7 ± 1.2 yr), and a nontrained study group (SSDNT; n = 8, age 8.6 ± 1.2 yr). Intervention: Both trained groups underwent a computerized, nonverbal auditory training that focused on frequency discrimination, ordering, and backward-masking tasks. The training consisted of twelve 45 min sessions, once a week, for a total of 9 hr of training, approximately. Data Collection and Analysis: Near-transfer (Gap-In-Noise [GIN] and Frequency Pattern Test) and far-transfer measures (auditory and visual sustained attention tests, phonological working memory and language tests) were applied before and after training. The results were analyzed using a 2 × 2 × 2 mixed-model analysis of variance with the group and training as the between-group variables and the period as the within-group variable. The significance threshold was p ≤ 0.05. Results: There was a group × period × training interaction for GIN [F (1.35) = 7.18, p = 0.011], indicating a significant threshold reduction only for the TDT group (Tukey multiple comparisons). There was a significant group × period interaction [F (1.35) = 5.52, p = 0.025] and a training × period interaction for visual reaction time [F (1.35) = 4.20, p = 0.048], indicating improvement in the SSDT group and worsening in both nontrained groups. There was also a significant group × training × period interaction [F (1.35) = 4.27, p = 0.046] for the auditory false alarms, with a significant improvement after training only for the SSDT group. Analysis of variance also revealed that all groups exhibited approximately the same level of gains for all measures, except for GIN [F (3,38) = 4.261, p = 0.011] and visual response time [F (3.38) = 4.069, p = 0.014]. Conclusions: After training, the TDT group demonstrated a significant improvement for GIN and the SSDT exhibited the same for sustained attention, indicating learning generalization from an auditory sensory training to a top-down skill. For the other measures, all groups exhibited approximately the same level of gains, indicating the presence of a test-retest effect. Our findings also show that the memory span was not related to the learning generalization process given that the SSDT exhibited a more pronounced gain in attention skills after the sensory training.

scholarly journals Effects of Digital Storytelling in Mathematics Instruction on Academic Achievement and Examination of Teacher-Student Opinions on the Process

2017 ◽  
Vol 5 (10) ◽  
pp. 137 ◽  
Author(s):  
İlknur Özpinar ◽  
Semirhan Gökçe ◽  
Arzu Aydoğan Yenmez
Keyword(s):  
Academic Achievement ◽  
Learning Environments ◽  
Classroom Environment ◽  
Digital Storytelling ◽  
Daily Life ◽  
Learning Experience ◽  
Real Life ◽  
Control Group ◽  
Student Opinions ◽  
Digital Stories

Storytelling is a popular instrument used in every domain of natural and social interaction for human communication and commonly used in classrooms to enrich the learning experience. With the use of technological tools in every field of our daily lives, its use in educational environments has become inevitable and in parallel with the development of these tools, digital stories have started to replace traditional storytelling. Digital storytelling offers advantages such as providing diverse applications in the classroom environment, personalizing the learning experience, being interesting, helping difficult subjects explained, addressing real-life-related situations, supporting active learning, allowing for the creation of costless learning environments, and improving motivation and achievement. Materializing a course such as mathematics in which abstract concepts are given, helping students use the learned information with stories and associate it with daily life, developing activities to make learning environments enjoyable when learning and applying by taking students away from the traditional understanding of instruction are considered some of the most important duties of teachers in this process. In accordance with the related considerations, this study aims to investigate the effects of mathematics courses instructed by association with digital storytelling on 8th-grade students’ academic achievements and the teacher and student opinions on the application process. The study using the quasi-experimental method was conducted with 58 students. The Achievement Test, written opinion forms to receive student opinions and interview form for teacher were prepared by the researchers to this end. At the end of the study, although no statistically significant differences were found between the groups in the posttest and the delayed-posttest in terms of academic achievement score averages of the students in the experimental group were found to be higher than the score averages of the students in the control group. The results achieved in this study show that digital storytelling is a powerful instrument to create more interesting and enjoyable learning environments which facilitate association with daily life, allow for effective learning and participation. It was also stated that the students and the mathematics teacher had positive opinions on use of digital stories in the courses and its contribution to the courses.

F0 patterns of tone versus non-tone languages: The case of Vietnamese speakers of English

2018 ◽  
Vol 36 (1) ◽  
pp. 97-121
Author(s):  
Anh-Thư T Nguyễn
Keyword(s):  
Standard Deviation ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Experience ◽  
Native English Speakers ◽  
English Speakers ◽  
Control Group ◽  
Tone Language ◽  
Australian English ◽  
Vietnamese Speakers

This article reports a study that aimed to find out whether F0 patterns of L2 English produced by Vietnamese speakers are different to those of native English speakers, whether the non-native F0 patterns are transferred from Vietnamese, and to what extent English and Vietnamese F0 profiles differ. Ten native/L1 Australian English speakers, 20 Vietnamese speakers of English (10 beginners and 10 advanced speakers) and a control group of four native/L1 Vietnamese speakers were included. The F0 profiles (F0 maximum, F0 minimum, F0 range, F0 mean and F0 standard deviation at three levels: utterance, syllable and phoneme) were obtained from a set of 10 English sentences and 20 Vietnamese utterances. The results showed that F0 patterns of beginning-level L2 English are systematically different from those of native English speakers, which can be transferred from their native tone language. Nevertheless, the advanced speakers’ ability to produce native-like F0 patterns indicates the effect of language learning experience on prosodic acquisition. The data and results of this study contribute to the understanding of the process and nature of second language acquisition.

Study on Nursing Effect of Individualized Health Education Combined with Cognitive Training in Elderly Stroke Patients

2021 ◽  
Vol 7 (5) ◽  
pp. 3168-3173
Author(s):  
NING Min ◽  
ZENG Hui
Keyword(s):  
Job Satisfaction ◽  
Health Education ◽  
Cognitive Training ◽  
Daily Life ◽  
Self Care ◽  
Control Group ◽  
Stroke Patients ◽  
Routine Treatment ◽  
Experimental Group

Objective To study the nursing effect of individualized health education combined with cognitive training in elderly stroke patients. Methods 112 elderly stroke patients treated in the Department of Neurology of our hospital from January to June 2017 were randomly divided into experimental group and control group. In the control group, routine treatment, nursing and rehabilitation exercises were carried out, and regular health education was carried out. The experimental group, on the basis of routine treatment, nursing and rehabilitation exercise, carried out individualized health education and cognitive training combining the content of individualized health education. The effect of intervention was evaluated by Montreal Cognitive Assessment Scale (MoCA), health education questionnaire, daily life self-care scale (ADL) and nurse job satisfaction questionnaire before intervention, at the end of intervention for 4 weeks and at the end of intervention for 12 weeks. Results At the end of 4th and 12th week after intervention, the scores o MoCA, the awareness rate of health education, ADL and job satisfaction of nurses were higher than those before intervention, and the observation group was higher than that of the control group (P<0.05), with statistical difference (P<0.05). Conclusion Individualized health education combined with cognitive training can effectively improve the patients’ cognitive function, improve the patients’ awareness of stroke disease and the compliance of health education, improve the patients’ self-care ability in daily life and the satisfaction of nursing work, so as to improve the patients’ quality of life and quality of living.

The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study

2020 ◽  
pp. 136216882090334
Author(s):  
Yongbin Zhao ◽  
Rod Ellis
Keyword(s):  
University Students ◽  
Procedural Knowledge ◽  
Corrective Feedback ◽  
Control Group ◽  
Classroom Context ◽  
Elicited Imitation ◽  
Chinese University ◽  
Chinese Learners ◽  
Chinese University Students ◽  
Implicit And Explicit

This article reports a classroom-based study of the effects of two types of corrective feedback (CF) on the acquisition of 3rd person -s. One hundred and nine Chinese university students completed three communicative tasks: One group received implicit CF consisting of a single corrective move (implicit recasts), a second group received explicit CF consisting of a dual corrective move (a prompt followed by a more explicit recast), a third group performed the tasks without feedback, and a control group just completed two tests. The groups completed two pre-tests, immediate post-tests and delayed post-tests. Gains in accuracy in a test of procedural knowledge (an elicited imitation test) and in a test of declarative knowledge (an untimed grammaticality judgement test) were evident in the first three groups but with few differences among the test scores of these groups. No gains occurred in the test control group. Explicit feedback involving a dual feedback move elicited more uptake-with-repair but this was unrelated to gains in accuracy and overall the implicit CF involving a single feedback move was as effective as the explicit. This finding, which was unexpected, may reflect the Chinese learners’ general orientation to form in this particular classroom context.

scholarly journals Increased vertical dimension effects on masseter muscle fiber phenotype during maturation

2012 ◽  
Vol 83 (1) ◽  
pp. 57-62 ◽  
Author(s):  
Charles Widmer ◽  
Vo Danh Nguyen ◽  
Harmeet Chiang ◽  
Joyce Morris-Wiman
Keyword(s):  
Muscle Fiber ◽  
Masseter Muscle ◽  
Fiber Diameter ◽  
Vertical Dimension ◽  
Control Group ◽  
Maxillary Molars ◽  
Fiber Size ◽  
And Control ◽  
Masseter Muscles ◽  
Anterior Posterior

Abstract Objective: To determine changes in mouse myosin heavy chain (MyHC) protein expression that may occur with a clinically relevant vertical dimension of occlusion (VDO) increase. Materials and Methods: Six CD-1 male mice (age: 6 weeks) underwent a 10% bite opening to replicate the clinical condition using composite on the maxillary molars and were compared to six age-matched controls. Mice were sacrificed at day 7 and 14 after bite opening. A representative masseter transverse cryosection from each animal was examined in selected sampling regions (anterior, posterior, posterior-deep, and posterior-intermediate) to assay fiber phenotype proportions and fiber size. Results: In control masseter muscles, the proportion of muscle fibers containing MyHC IIb increased in the posterior-intermediate and posterior-deep regions between 7 and 14 days (ANOVA, P &lt; .05). The increase in the proportion of MyHC IIb fibers in the bite opening group did not occur when compared to the control group (P &lt; .05). In addition, after 14 days of bite opening, the proportion of fibers positive for MyHC IIa was decreased in the anterior region compared to control masseter muscles. Muscle fiber diameter remained unchanged in both groups (experimental and control) and over time (P &gt; .10). Conclusion: These data are consistent with a selective plasticity of the expression of MyHC IIb protein in the deep regions of the male masseter muscle in response to a clinically relevant VDO increase.

Variability and consistency in late bilinguals’ morphology

2018 ◽  
Vol 13 (2) ◽  
pp. 186-214
Author(s):  
Anna Jessen ◽  
João Veríssimo ◽  
Harald Clahsen
Keyword(s):  
Second Language ◽  
First Language ◽  
English Speakers ◽  
Control Group ◽  
Brain Potentials ◽  
Grammatical Morphology ◽  
Frontal Negativity ◽  
Complex Words ◽  
L1 English ◽  
Late Bilinguals

Abstract Speaking a late-learned second language (L2) is supposed to yield more variable and less consistent output than speaking one’s first language (L1), particularly with respect to reliably adhering to grammatical morphology. The current study investigates both internal processes involved in encoding morphologically complex words – by recording event-related brain potentials (ERPs) during participants’ silent productions – and the corresponding overt output. We specifically examined compounds with plural or singular modifiers in English. Thirty-one advanced L2 speakers of English (L1: German) were compared to a control group of 20 L1 English speakers from an earlier study. We found an enhanced (right-frontal) negativity during (silent) morphological encoding for compounds produced from regular plural forms relative to compounds formed from irregular plurals, replicating the ERP effect obtained for the L1 group. The L2 speakers’ overt productions, however, were significantly less consistent than those of the L1 speakers on the same task. We suggest that L2 speakers employ the same mechanisms for morphological encoding as L1 speakers, but with less reliance on grammatical constraints than L1 speakers.

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