When semantics and phonology collide: Gender assignment in mixed Tsova-Tush–Georgian nominal constructions

Aims and objectives/purpose/research questions: This paper investigates the gender assignment strategies employed when genderless Georgian nouns are inserted into gendered Tsova-Tush utterances. We explore the linguistic and extra-linguistic factors motivating the strategies, and compare how these code-switches behave in relation to loans. Design/methodology/approach: Taking a broadly usage-based approach, we collected three types of data: (a) naturalistic corpus data; (b) semi-naturalistic production data from a forced-switch director–matcher (DM) task; and (c) a three-response forced-choice acceptability judgement task (AJT). Data and analysis: The responses from the DM task ( n = 12) and AJT acceptability ( n = 12) were analysed using descriptive (Chi-square) and inferential (log-linear) statistics. The corpus data are described qualitatively. Findings/conclusions: Both the gender of the Tsova-Tush translation equivalent (TE) and the Georgian phonology of the code-switched noun were significantly related to the response, with the TE being the stronger determinant of the two. Only marginal evidence for a default strategy was found. Production responses were found to be more consistent than comprehension responses, with more frequent lexemes displaying higher inter-participant consistency in production. Originality: Tsova-Tush, an endangered Nakh–Daghestanian language with five genders marked by prefixes, offers much-needed diversification within the code-switching literature concerning grammatical gender. This complexity also raises new questions regarding the notion of default in mixed nominal constructions. Significance/implications: Our findings support the prediction that first language speakers of a gendered language prefer a TE strategy, but contradict a relationship between default strategy and language dominance. Phonological criteria display a stronger role in gender assignment than previously found. Frequency and entrenchment of gender–noun pairings partially explain inter-speaker and inter-stimulus variation and consistency, providing a plausible pathway from code-switches to borrowings. Limitations: An unavoidable limitation is the sample size, reflecting the small speaker population. We strongly advocate for similar research in other language pairs in the Caucasus where gender systems feature prominently.

The Impact Of Exposure On Generalized Anxiety Disorder-Related Symptoms And Cognitive Processes: The Role Of Stimulus Variation

Theories indicate that individuals with generalized anxiety disorder (GAD) avoid imagining threatening scenarios that have not occurred. Cognitive exposure to these images is a component of treatment; however, few studies have examined its efficacy. The current study assessed the impact of cognitive exposure and varying exposure content on GAD symptoms and cognitive processes. Forty-eight individuals with GAD were assigned to three sessions of : (1) variable exposure (VE), (2) consistent exposure (CE), or (3) neutral control writing (NC). Emotional activation was assessed during each session. Outcome measures were administered at pretest and 1-week follow-up. The CE condition showed improvements in GAD symptoms and cognitive processes, the VE condition showed less belief that their worse worry would occur, and the NC condition showed reduced GAD symptoms and interpretation bias. Emotional activation decreased across session in the CE condition; however, this did not predict outcomes. The theoretical and clinical implications are discussed.

The Impact Of Exposure On Generalized Anxiety Disorder-Related Symptoms And Cognitive Processes: The Role Of Stimulus Variation

Theories indicate that individuals with generalized anxiety disorder (GAD) avoid imagining threatening scenarios that have not occurred. Cognitive exposure to these images is a component of treatment; however, few studies have examined its efficacy. The current study assessed the impact of cognitive exposure and varying exposure content on GAD symptoms and cognitive processes. Forty-eight individuals with GAD were assigned to three sessions of : (1) variable exposure (VE), (2) consistent exposure (CE), or (3) neutral control writing (NC). Emotional activation was assessed during each session. Outcome measures were administered at pretest and 1-week follow-up. The CE condition showed improvements in GAD symptoms and cognitive processes, the VE condition showed less belief that their worse worry would occur, and the NC condition showed reduced GAD symptoms and interpretation bias. Emotional activation decreased across session in the CE condition; however, this did not predict outcomes. The theoretical and clinical implications are discussed.

Stimulus Dependence of Interocular Suppression

Suppression is assessed using a variety of methods with different stimuli that vary in color, contrast, size, and luminance. We hypothesized that stimulus variation may yield different spatial extents of suppression. Here, to evaluate the role of stimulus characteristics, we measured the suppression zone using a binocular rivalry paradigm in normal observers by systematically varying the parameters of dichoptic Difference of Gaussian stimuli. The stimuli consist of a constantly visible horizontal reference seen by one eye while two vertical suppressors were presented to the other eye. With a keypress, the suppressors appeared for 1 second, to induce a robust transient suppression zone in the middle part of the reference. Subjects adjusted the width between the suppressors to determine the zone. The zone decreased significantly with increasing spatial frequency and lower contrast. The horizontal zone was larger than the vertical zone by a factor of 1.4. The zone was smaller with negative contrast stimuli compared to positive contrast polarity but independent of eye dominance, luminance and colored filters. We then fit a model to determine the optimal parametric definition of the suppression zone and found that the zone consists of two parts: a stimulus-dependent and a fixed non-stimulus dependent zone.

STUDENTS’ PERCEPTION TOWARDS ENGLISH TEACHING STIMULUS VARIATION SKILLS AT SMP KRISTEN RURUKAN

This research is conducted to identify and describe the students’ perception towards English Teaching Stimulus Variation Skills at SMP Kristen Rurukan. The population of this research are ninth grade students of SMP Kristen Rurukan, consisting of 22 students from grade 9A and 24 students from grade 9B. The method of data analysis is descriptive method and the writers use questionnaires to collect the data. The results of this research are among six indicators, there are five indicators which are voice variation, focusing, pausing, gesturing and movement shows that English teacher vary in teaching while one another indicator that is eye contact is less vary. Based on the results above, English teacher must improve the variety of teaching stimulus variation skills especially in terms of eye contact so that students pay more attention to the lesson and learning better. Teacher should also develop all the stimulus variation skills in order form a positive attitude of students and they also will love the English subject and won’t feel bored but will be more participate in various learning processes. For students, it is necessary to pay more attention, so they can enjoy in learning English. RelaxeKeywords: Perception, Teaching, Stimulus Variation Skills.

Trauma and the Middle School Brain

This chapter examines the effect of trauma on brain development and the subsequent impact in the academic setting. Childhood trauma is overwhelmingly common and has repeatedly been noted to have serious detrimental effects on children's developmental trajectories. Adolescents with trauma histories have a number of affected skills of which educators need to be especially aware. These skills include learning, memory, executive function, and emotion regulation. Fortunately, educators have a number of instructional practices at their disposal to help children with trauma histories, including classroom-level strategies like stimulus variation and structure and routine, coupled with high expectations. It is suggested that trauma-informed practices be implemented at the classroom and school-wide levels.

An Evaluative Study of Practice of Stimulus Variation Skill of Secondary School Teachers in Khyber Pakhtunkhwa, Pakistan

This study is to evaluate the practice of stimulus variation skill (SVS) of Secondary School Teachers (SSTs) in Khyber Pakhtunkhwa (KP). The objective of the study was to examine the practice of SVS of SSTs in the teaching-learning process. Data was collected through observation for which rubric was developed. The population consists of 5537 male SSTs of KP. 160 SSTs were taken as a sample of the study from four districts i.e. Peshawar, Mardan, Charsadda, and Nowshera. A convenient sampling technique was applied to the study. The study was qualitative and descriptively analysed. The data were analysed descriptively by applying percentages. Results revealed that SVS plays a significant role in the attainment of the students' attention, however, most of the respondents could not appropriately, effectively, and properly practiced the SVS to attain and retain the students' attention to learning. The study recommended that in-service teachers training should be arranged by PITE, RITE, and other concerned organizations to improve the practice of SVS of teachers. This study was significant for the stakeholders in the department of education including policymakers, curriculum planners of teacher education, teachers, and students.

Creativity and leadership: neurocognitive insights in use

Creativity is seen as the “basis of competitive advantage”. Therefore it also is distinguishes the more from the less successful military leader. This quality of leaders is so important that it is one of the Austrian Armed Forces Leadership Principles: flexibility (in mind and manoeuvre) – being flexible in thought and action, to be mentally versatile. To increase the chances for extraordinary creative outcomes there are several aspects, which can be used in the DMP, in military training as well as in leadership. This article focuses on stimulus variation, reference level variation, association variation, emotional state variation, reduced and focused attention. By linking these aspects with steps of the decision making process, training and leadership new approaches in the daily business can be found and better achievements reached.

தூண்டுதலில் மாறுபாட்டினை ஏற்படுத்துவதன் மூலம் மாணவர்களின் கவனத்தை உயர்த்துதல்: ஒரு சோதனை ஆய்வு [TUUNDUTALIL MAARUPAADDINAI EERPADUTTUVATHAN MUULAM MAANAVARKALIN KAVANATTAI UYARTHTHUTAL: ORU SOOTANAI AAIVU] (EFFECT OF STIMULUS VARIATION ON ENHANCING STUDENTS’ ATTENTION)

ஒரு மனிதனை வளம் உள்ளவனாக மாற்றுவதற்குப் போடுகின்ற மூலதனந்தான் கல்வி. கல்விக்கு இடப்படுகின்ற மூலதனம் மனிதர்களை வளமுள்ளவர்களாக மாற்றி, அவர்களை ஆற்றல் உள்ளவர்களாகவும் தனி வருமானத்தையும் வாழ்க்கைத்தரத்தையும் நாட்டின் வருமானத்தை உயர்த்தி பிறகு நாட்டையே உலகில் முன்னணியில் நிறுத்துவது என்கின்ற அடிப்படையில்தான் கல்விக்காக அரசாங்கம் இத்தனை கல்வி நிறுவனங்களையும் உருவாக்கி இலட்சக்கணக்கான பணியிடங்களையும் உருவாக்கி ஆசிரியர்களை நியமனம் செய்து கோடிக்கணக்கான ரூபாயைச் செலவிட்டுக் கொண்டுருக்கிறது. அப்படிச் செலவிடுகின்ற இந்தப் பணத்திற்கு நாம் நல்ல பலனை உருவாக்கியாக வேண்டும். இந்த நோக்கத்திற்காகவே இந்த ஆய்வுக்கட்டுரை தூண்டுதலில் மாறுபாட்டினை ஏற்படுத்தி இதன் மூலம் மாணவர்களின் கவனத்தை ஈர்த்து அவர்களின் தேர்ச்சியில் மேம்பாடு அடையச் செய்வதை அடிப்படைக் குறிக்கோளாகக் கொண்டுள்ளது. இந்த ஆய்வில் தூண்டுதலில் மாறுபாடு என்பது தனித்த காரணியாகவும் மாணவர்கள் மேம்பாடு என்பது சார்புக் காரணியாகவும் அமைந்துள்ளது. இந்த ஆய்வில் ஒந்றைக் குழு ஆய்வுச் சோதனை செய்யப்பட்டுள்ளது. அதற்காக ஒரு வகுப்பில் 50 மாணவர்களை மாதிரிகளாகத் தேர்ந்தெடுத்து 7 பிரிவுகளாகச் சோதனைகள் மேற்கொள்ளப்பட்டுள்ளது. ஆய்வுக்கான தகவலைப் பெறவேண்டி தூண்டுதலில் மாறுபாடு மற்றும் மாணவர்களின் மேம்பாடு பற்றிய தகவல் தொகுப்பை உருவாக்கி அவற்றைத் தர்ப்படுத்தி மதிப்பீடு செய்து ஆய்வுக்காலமான ஆறு வாரங்களும் பயன்படுத்தப்பட்டுள்ளது. ஆய்வுக்கு முன் நடத்திய சோதனைத் தேர்விலும் ஆய்வுக்குப்பின் நடத்திய சோதனைத் தேர்விலும் பெறப்பட்ட புள்ளியியல் தகவல்களைத் தொகுத்து, பகுப்பாய்வு செய்து ஆராய்ந்ததில் தூண்டுதலில் மாறுபாடு ஏற்படுவதன் மூலம் மாணவர்களின் கவனத்தைக் கூட்டி அவர்களை மேம்பாடு அடையச் செய்யலாம் என்பது ஆய்வு முடிவின் மூலம் உறுதியாகியுள்ளது. (The present article highlights the stimulus variation techniques on enhancing the students attention. In this study stimulus variation is the independent variable and enhancing student’s attention and academic achievement are the dependent variables. Based on some advantages of experimental research, the study has adopted single group experimental design for the present investigation. This study consists of seven experimentation phases. 30 X – standart students were taken as a sample. Two tools were developed and validated to assess the stimulus variation, students attention and achievement. The tools were administered throughout the experimental period of 6 weeks. The data for stimulus variation, attention and achievement on pre and post-tests were collected and computed for statistical analysis. The findings revealed that there was significant mean difference between the pre-test and post-test scores of the experimental group and there was on enhancing student’s attention as well as in their academic achievement due to the application of stimulus variation techniques. )