Neural factoid geospatial question answering

Existing question answering systems struggle to answer factoid questions when geospatial information is involved. This is because most systems cannot accurately detect the geospatial semantic elements from the natural language questions, or capture the semantic relationships between those elements. In this paper, we propose a geospatial semantic encoding schema and a semantic graph representation which captures the semantic relations and dependencies in geospatial questions. We demonstrate that our proposed graph representation approach aids in the translation from natural language to a formal, executable expression in a query language. To decrease the need for people to provide explanatory information as part of their question and make the translation fully automatic, we treat the semantic encoding of the question as a sequential tagging task, and the graph generation of the query as a semantic dependency parsing task. We apply neural network approaches to automatically encode the geospatial questions into spatial semantic graph representations. Compared with current template-based approaches, our method generalises to a broader range of questions, including those with complex syntax and semantics. Our proposed approach achieves better results on GeoData201 than existing methods.

Web-Based Tool for Algebraic Modeling and Mathematical Optimization

In this article, we present a new open-source tool for algebraic modeling and mathematical optimization. We begin by distilling the main gaps within the existing algebraic modeling languages and tools (varying performance, limited cross-compatibility, complex syntax, and different solver, feature, and problem type support). Later, we propose a state-of-the-art web-based tool (WebAML and Optimization System) for algebraic modeling languages and mathematical optimization. The tool does not require specific algebraic language knowledge, allows solving problems using different solvers, and utilizes the best characteristics of existing algebraic modeling languages. We also provide clear extension points and ideas on how we could further improve such a tool.

Working memory training enhances complex syntax in children with Developmental Language Disorder

Linguistic deficits attested in children with Developmental Language Disorder (DLD) have been explained in terms of limitations in working memory (WM). The goal of this research is to assess whether a tailored WM program can improve the syntactic abilities of children with DLD and those with typical development (TD). We created a novel iPad application consisting of five activities specifically designed to train the components of WM that have been shown to be the most predictive of performance on tests assessing complex syntax. Thirty-two children with DLD (M = 9;0) and 18 with TD (M = 8;5) followed the WM training (lasting 12 hours). Results show significant improvement in verbal WM (direct effects) in both TD and DLD groups, and in sentence repetition (transfer effects) in the DLD group, with the most pronounced improvements observed for complex syntactic structures. This progression is not observed for 38 age-matched children of the same age who followed an alternative, global scholastic training (20 DLD, 18 TD), which proves the specific efficacy of our WM training. The logical next step will be to incorporate the training into the therapy of children with DLD in order to reinforce the potential benefit of their interventions.

Language retrogenesis as a window to language evolution

Several structurally simplified forms of language (sometimes called, ‘degraded’) have been explored as possible proxies to previous stages in the evolution of language. In this paper, we focus on two of such forms, namely, child language and language in aging. Specifically, we re-examine the hypothesis of language retrogenesis, according to which language loss in aging parallels, though inversely, language acquisition by the child. We present evidence supporting this view, particularly, in the domain of complex aspects of language with high cognitive reliance, including lexical access (demanding the mapping of meanings to phonological representations), the understanding of non-literal meanings (demanding the access to the context and to encyclopedic knowledge), the resolution of lexical competition, and the understanding and production of complex syntactic structures (demanding more working memory resources). We further consider whether these changes recapitulate aspects of language phylogeny in the species. We have also found some support to this view, as the involved areas (like the inferior frontal gyrus), are phylogenetically newer, as shown by interspecies comparison. Finally, we advance a new testing arena for this hypothesis, involving some of the cortico-subcortical circuits controlling both reactive aggression and complex syntax.

Materials Matter: An Exploration of Text Complexity and Its Effects on Middle School Readers' Comprehension Processing

Purpose Complex features of science texts present idiosyncratic challenges for middle grade readers, especially in a post–Common Core educational world where students' learning is dependent on understanding informational text. The primary aim of this study was to explore how middle school readers process science texts and whether such comprehension processes differed due to features of complexity in two science texts. Method Thirty 7th grade students read two science texts with different profiles of text complexity in a think-aloud task. Think-aloud protocols were coded for six comprehension processes: connecting inferences, elaborative inferences, evaluative comments, metacognitive comments, and associations. We analyzed the quantity and type of comprehension processes generated across both texts in order to explore how features of text complexity contributed to the comprehension processes students produced while reading. Results Students made significantly more elaborative and connecting inferences when reading a text with deep cohesion, simple syntax, and concrete words, while students made more evaluative comments, paraphrases, and metacognitive comments when reading a text with referential cohesion, complex syntax, and abstract words. Conclusions The current study provides exploratory evidence for features of text complexity affecting the type of comprehension processes middle school readers generate while reading science texts. Accordingly, science classroom texts and materials can be evaluated for word, sentence, and passage features of text complexity in order to encourage deep level comprehension of middle school readers.

The Production of Complex Syntax in Spontaneous Language by 4-Year-Old Children With Hearing Loss

Purpose Proficiency with complex syntax is important for language and reading comprehension, and production of complex syntax begins to emerge shortly after a young child begins using two-word combinations. Complex syntax production in preschool children with hearing loss who use spoken language has been explored minimally. The purpose of this study was to compare complex syntax production of 4-year-old children with hearing loss to age-matched and language-matched peers with normal hearing. Method Seventy-two children completed a language assessment battery, including a structured language sample. Complex syntax density and number and accuracy of productions of particular types of complex syntax were compared across three groups: 4-year-old children with hearing loss, an age-matched group of children with normal hearing, and an mean length of utterance (MLU)–matched group of children with normal hearing. Results Children with hearing loss had lower complex syntax density and fewer correct productions of coordinated clauses, subordinate clauses, and simple infinitives than their age-matched, but not language-matched, peers. Furthermore, children with hearing loss had lower accuracy than the age-matched group on simple infinitives and lower accuracy than both the age- and MLU-matched groups on full propositional complements and subject relative clauses. Conclusion Children with hearing loss exhibit delays in complex syntax acquisition as compared to their same-age peers and disruptions in development on some complex structures as compared to MLU-matched, younger children. Supplemental Material https://doi.org/10.23641/asha.14080193