scholarly journals Domain-specific learning of grammatical structure in musical and phonological sequences

2009 ◽  
Vol 37 (1) ◽  
pp. 10-20 ◽  
Author(s):  
Benjamin Martin Bly ◽  
Ricardo E. Carrión ◽  
Björn Rasch
Keyword(s):  
Grammatical Structure ◽  
Domain Specific ◽  
Specific Learning

scholarly journals Domain-specific and Domain-general Processing in Left Perisylvian Cortex: Evidence from Russian

2017 ◽  
Vol 29 (2) ◽  
pp. 382-397 ◽  
Author(s):  
Anastasia Klimovich-Gray ◽  
Mirjana Bozic ◽  
William D. Marslen-Wilson
Keyword(s):  
Information Processing ◽  
Neural Systems ◽  
Grammatical Structure ◽  
Middle Temporal ◽  
Language System ◽  
Domain Specific ◽  
Processing Demands ◽  
Fmri Experiment ◽  
Grammatical Complexity ◽  
Inflectional Affixes

The processing of words containing inflectional affixes triggers morphophonological parsing and affix-related grammatical information processing. Increased perceptual complexity related to stem-affix parsing is hypothesized to create predominantly domain-general processing demands, whereas grammatical processing primarily implicates domain-specific linguistic demands. Exploiting the properties of Russian morphology and syntax, we designed an fMRI experiment to separate out the neural systems supporting these two demand types, contrasting inflectional complexity, syntactic (phrasal) complexity, and derivational complexity in three comparisons: (a) increase in parsing demands while controlling for grammatical complexity (inflections vs. phrases), (b) increase in grammatical processing demands, and (c) combined demands of morphophonological parsing and grammatical processing (inflections and phrases vs. derivations). Left inferior frontal and bilateral temporal areas are most active when the two demand types are combined, with inflectional and phrasal complexity contrasting strongly with derivational complexity (which generated only bilateral temporal activity). Increased stem-affix parsing demands alone did not produce unique activations, whereas grammatical structure processing activated bilateral superior and middle temporal areas. Selective left frontotemporal language system engagement for short phrases and inflections seems to be driven by simultaneous and interdependent domain-general and domain-specific processing demands.

Language acquisition recapitulates language evolution?

2008 ◽  
Vol 31 (5) ◽  
pp. 532-533 ◽  
Author(s):  
Teresa Satterfield
Keyword(s):  
Language Acquisition ◽  
Cognitive Processes ◽  
Language Evolution ◽  
General Purpose ◽  
Learning Mechanisms ◽  
Logical Problem ◽  
Domain Specific ◽  
L1 Acquisition ◽  
Specific Learning

AbstractChristiansen & Chater (C&C) focus solely on general-purpose cognitive processes in their elegant conceptualization of language evolution. However, numerous developmental facts attested in L1 acquisition confound C&C's subsequent claim that the logical problem of language acquisition now plausibly recapitulates that of language evolution. I argue that language acquisition should be viewed instead as a multi-layered construction involving the interplay of general and domain-specific learning mechanisms.

Fostering general transfer with specific simulations

2009 ◽  
Vol 17 (1) ◽  
pp. 1-42 ◽  
Author(s):  
Ji Y. Son ◽  
Robert L. Goldstone
Keyword(s):  
Complex Adaptive Systems ◽  
Adaptive Systems ◽  
Scientific Principle ◽  
Transfer Experiment ◽  
Domain Specific ◽  
Complex Adaptive ◽  
Scientific Principles ◽  
Computer Based ◽  
Specific Learning

Science education faces the difficult task of helping students understand and appropriately generalize scientific principles across a variety of superficially dissimilar specific phenomena. Can cognitive technologies be adapted to benefit both learning specific domains and generalizable transfer? This issue is examined by teaching students complex adaptive systems with computer-based simulations. With a particular emphasis on fostering understanding that transfers to dissimilar phenomena, the studies reported here examine the influence of different descriptions and perceptual instantiations of the scientific principle of competitive specialization. Experiment 1 examines the role of intuitive descriptions to concrete ones, finding that intuitive descriptions leads to enhanced domain-specific learning but also deters transfer. Experiment 2 successfully alleviated these difficulties by combining intuitive descriptions with idealized graphical elements. Experiment 3 demonstrates that idealized graphics are more effective than concrete graphics even when unintuitive descriptions are applied to them. When graphics are concrete, learning and transfer largely depend on the particular description. However, when graphics are idealized, a wider variety of descriptions results in levels of learning and transfer similar to the best combination involving concrete graphics. Although computer-based simulations can be effective for learning that transfers, designing effective simulations requires an understanding of concreteness and idealization in both the graphical interface and its description.

scholarly journals Domain Specific Learning for Sentiment Classification and Activity Recognition

IEEE Access ◽  
2018 ◽  
Vol 6 ◽  
pp. 53611-53619
Author(s):  
Hong-Bo Wang ◽  
Yanze Xue ◽  
Xiaoxiao Zhen ◽  
Xuyan Tu
Keyword(s):  
Activity Recognition ◽  
Sentiment Classification ◽  
Domain Specific ◽  
Specific Learning

scholarly journals FOSTERING SELF-CONCEPT AND INTEREST FOR STATISTICS THROUGH SPECIFIC LEARNING ENVIRONMENTS

2016 ◽  
Vol 15 (1) ◽  
pp. 28-54
Author(s):  
UTE SPROESSER ◽  
JOACHIM ENGEL ◽  
SEBASTIAN KUNTZE
Keyword(s):  
Statistics Education ◽  
Eighth Graders ◽  
Self Concept ◽  
Specific Interest ◽  
Important Goal ◽  
Domain Specific ◽  
Research Journal ◽  
Prior Achievement ◽  
And Mathematics ◽  
Specific Learning

Supporting motivational variables such as self-concept or interest is an important goal of schooling as they relate to learning and achievement. In this study, we investigated whether specific interest and self-concept related to the domains of statistics and mathematics can be fostered through a four-lesson intervention focusing on statistics. Data about these motivational variables and achievement related to statistics were gathered from 503 eighth graders. Our results indicate that students perceived mathematics and statistics differently with respect to their self-concept and interest. Moreover, statistics-related self-concept and interest could be fostered through the domain-specific intervention, whereby a greater increase was found among students with higher prior achievement in the domain of statistics. First published May 2016 at Statistics Education Research Journal Archives

Domain Specific Learning for Newborn Face Recognition

2016 ◽  
Vol 11 (7) ◽  
pp. 1630-1641 ◽  
Author(s):  
Samarth Bharadwaj ◽  
Himanshu S. Bhatt ◽  
Mayank Vatsa ◽  
Richa Singh
Keyword(s):  
Face Recognition ◽  
Domain Specific ◽  
Specific Learning

Designing Intrinsic Integration of Learning and Gaming Actions in a 3D Architecture Game

2017 ◽  
pp. 234-252
Author(s):  
Fengfeng Ke
Keyword(s):  
Simulation Game ◽  
Math Learning ◽  
School Students ◽  
User Input ◽  
Design Heuristics ◽  
Domain Specific ◽  
Granularity Level ◽  
3D Architecture ◽  
Integration Of Learning ◽  
Specific Learning

This chapter reports a design-based study that examines core game mechanics that enable an intrinsic integration of domain-specific learning. In particular, the study aims to extract the design heuristics that promote content engagement in the actions of architectural construction in Earthquake Rebuild, a 3D epistemic simulation game that aims to promote active math learning for middle-school students. Data were collected from iterative expert reviews and user-testing studies. Based on the study findings, the chapter presents qualitative, analytic speculations on the design of the game-play mode and perspective, the granularity level, the user input interface, and incentives for attentive content engagement that will reinforce the learning affordance and playability of the core game gaming actions.

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