Implicit structured sequence learning

A simple question: Do you know how you manage to speak your native language without making grammatical errors despite the fact that you probably do not know how to describe the grammatical rules you use? Sometimes such simple questions do not have simple answers. The amazing capacity to effectively communicate complex information and thoughts through the medium of language is the result of the way language, and more specifically, linguistic rules are learned: in an implicit manner. Learning is implicit when we acquire new information without intending to do so and without awareness that knowledge is acquired (Forkstam & Petersson, 2005). In this thesis, an implicit artificial grammar learning (AGL) paradigm (Stadler & Frensch, 1998) was investigated from two perspectives: as a model probing the acquisition of structural, or syntactic, aspects of natural language (Petersson, 2005; Petersson, Forkstam, & Ingvar, 2004) and as a model for implicit learning. Reber, in his seminal work on AGL (1967), proposed that successful task-performance of participants is due to their ability to learn new grammatical rules implicitly. This ability, he claimed, is comparable to the way humans acquire the syntax-rules of their native language without systematic explicit guidance or awareness of what is learned. The AGL paradigm used here is unique in combining implicit acquisition with core characteristics of the actual conditions for syntax learning: implicit learning from grammatical examples without performance feedback. Three studies employed the above paradigm in combination with functional magnetic resonance imaging (fMRI) to investigate structured sequence processing, while one study investigated a well-characterized natural language paradigm to investigate syntactic and semantic processing and their interaction. Consequently Reber’s statement (1967) concerning the comparability of the processes involved in artificial and natural language syntax could be investigated at the neurobiological level

Eye-movements in implicit artificial grammar learning

Artificial grammar learning (AGL) has been probed with forced-choice behavioral tests (active tests). Recent attempts to probe the outcomes of learning (implicitly acquired knowledge) with eye-movement responses (passive tests) have shown null results. However, these latter studies have not tested for sensitivity effects, for example, increased eye movements on a printed violation. In this study, we tested for sensitivity effects in AGL tests with (Experiment 1) and without (Experiment 2) concurrent active tests (preference- and grammaticality classification) in an eye-tracking experiment. Eye movements discriminated between sequence types in passive tests and more so in active tests. The eye-movement profile did not differ between preference and grammaticality classification, and it resembled sensitivity effects commonly observed in natural syntax processing. Our findings show that the outcomes of implicit structured sequence learning can be characterized in eye tracking. More specifically, whole trial measures (dwell time, number of fixations) showed robust AGL effects, whereas first-pass measures (first-fixation duration) did not. Furthermore, our findings strengthen the link between artificial and natural syntax processing, and they shed light on the factors that determine performance differences in preference and grammaticality classification tests.Max Planck Institute for PsycholinguisticsDonders Institute for Brain, Cognition and BehaviorVetenskapsradetSwedish Dyslexia Foundatio

Vegetation Transformations of Kujawy-Pomerania Region in the Last Twenty Years Period

This paper contents dynamic tendencies analysis results of Kujawy-Pomerania region (N Poland) for a 20-year time period. Acreage changes as well as structure and species composition transformations of forest and shrub vegetation (associations) and non-forest vegetation (alliances) were evaluated. Main factors influencing on regressive and progressive changes were set out. Analysis was relied on results of geobotanical research and observations of selected objects. Regressive changes were noted for i.a. thermophilous oak forests, dry and fresh coniferous forests, aquatic, halophytic, pasture vegetation, vegetation of Molinion and Cnidion meadows, heaths and xerothermic grasslands. Whereas progressive were observed in case of mixed coniferous forests, mesophytic shrubs, rush and tall herbs vegetation, fresh meadows and some ruderal communities

Key Words Quality of life � Voice Handicap Index � Laryngeal

carcinoma � Partial laryngectomy Treatment of small carcinoma of the larynx may lead to voice handicap and restricted quality of life. The relationship between the two is revealed. Sixty-five patients aged 62.1 8 10.0 years rated their voice handicap and quality of life after treatment of T1 (n = 35) or T2 (n = 30) laryngeal carcinoma during regular out-patient examinations. For the self-assessment of the voice, the Voice Handicap Index (VHI) and the disease-independent Short Form-36 Health Survery (SF-36) questionnaires were used. Voice handicap (total score 38.9 8 26.0) did not differ in the two tested groups, T1 and T2, and the data of SF-36 (physical score 43.0 8 10.7; mental score 50.2 8 9.1) showed significant differences for the mental score. Patients rated their voice handicap worse than healthy persons did after treatment of laryngeal carcinoma. VHI and SF-36 data were strongly correlated. Voice handicap is significantly related to the quality of life, especially affecting the mental domain. Thus, the rehabilitation of voice disorders should have a beneficial impact on quality of life. Copyright © 2010 S. Karger AG, Basel Backgroun

Modality effects in implicit artificial grammar learning: An EEG study

Recently, it has been proposed that sequence learning engages a combination of modality-specific operating networks and modality-independent computational principles. In the present study, we compared the behavioural and EEG outcomes of implicit artificial grammar learning in the visual vs. auditory modality. We controlled for the influence of surface characteristics of sequences (Associative Chunk Strength), thus focusing on the strictly structural aspects of sequence learning, and we adapted the paradigms to compensate for known frailties of the visual modality compared to audition (temporal presentation, fast presentation rate). The behavioural outcomes were similar across modalities. Favouring the idea of modality-specificity, ERPs in response to grammar violations differed in topography and latency (earlier and more anterior component in the visual modality), and ERPs in response to surface features emerged only in the auditory modality. In favour of modality-independence, we observed three common functional properties in the late ERPs of the two grammars: both were free of interactions between structural and surface influences, both were more extended in a grammaticality classification test than in a preference classification test, and both correlated positively and strongly with theta event-related-synchronization during baseline testing. Our findings support the idea of modality-specificity combined with modality-independence, and suggest that memory for visual vs. auditory sequences may largely contribute to cross-modal differences. (C) 2018 Elsevier B.V. All rights reserved.Max Planck Institute for Psycholinguistics; Donders Institute for Brain, Cognition and Behaviour; Fundacao para a Ciencia e Tecnologia [PTDC/PSI-PC0/110734/2009, UID/BIM/04773/2013, CBMR 1334, PEst-OE/EQB/1A0023/2013, UM/PSI/00050/2013

Brain regions that process case: Evidence from basque

The aim of this event-related fMRI study was to investigate the cortical networks involved in case processing, an operation that is crucial to language comprehension yet whose neural underpinnings are not well-understood. What is the relationship of these networks to those that serve other aspects of syntactic and semantic processing? Participants read Basque sentences that contained case violations, number agreement violations or semantic anomalies, or that were both syntactically and semantically correct. Case violations elicited activity increases, compared to correct control sentences, in a set of parietal regions including the posterior cingulate, the precuneus, and the left and right inferior parietal lobules. Number agreement violations also elicited activity increases in left and right inferior parietal regions, and additional activations in the left and right middle frontal gyrus. Regions-of-interest analyses showed that almost all of the clusters that were responsive to case or number agreement violations did not differentiate between these two. In contrast, the left and right anterior inferior frontal gyrus and the dorsomedial prefrontal cortex were only sensitive to semantic violations. Our results suggest that whereas syntactic and semantic anomalies clearly recruit distinct neural circuits, case, and number violations recruit largely overlapping neural circuits and that the distinction between the two rests on the relative contributions of parietal and prefrontal regions, respectively. Furthermore, our results are consistent with recently reported contributions of bilateral parietal and dorsolateral brain regions to syntactic processing, pointing towards potential extensions of current neurocognitive theories of language. Hum Brain Mapp, 2012. © 2011 Wiley Periodicals, Inc

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A COMPARATIVE STUDY OF ELECTRICAL ENGINEERING STUDENTS’ REACTION WHEN EXPOSED TO A FLIPPED CLASSROOM PEDAGOGY

Di bawah model kelas terbalik, pembelajaran mandiri terjadi di luar kelas dan tugas belajar yang diberikan guru sebagai tambaham belajar dilakukan secara kolaboratif di ruang kelas. Studi ini bertujuan untuk membangun efek pedagogik pada pembelajaran model kelas terbalik dilihat dari kinerja akademik siswa teknik elektro, mengembangkan keterampilan berpikir tingkat tinggi, dan menetukan pilihan pedagogis siswa. Kedua, penelitian ini bertujuan untuk menetapkan efek gender dan literasi digital pada pilihan pedagogis siswa. Sebuah studi eksperimental semu dilakukan pada mata kuliah dasar teknik listrik. 64 siswa tahun pertama teknik elektro diambil sebagai sampel penelitian dari populasi sebanyak 156 siswa. Keduanya, pembelajaran kelas terbalik dan kelas tradisional terdiri dari 32 siswa. Pembelajaran diimplementasikan menggunakan model kelas tradisional dan model kelas terbalik. Kuis dan tes diberikan untuk kedua kelas. Survei evaluasi hanya diberikan pada kelas terbalik. Sebagian besar siswa teknik elektro lebih suka belajar menggunakan kedua kelas yaitu kelas terbalik dan kelas tradisional. Efek gender, literasi digital atau kombinasi keduanya tidak mempengaruhi peringkat kepuasan siswa dari model kelas terbalik. Pembelajaran kelas terbalik tidak memiliki dampak pada kinerja akademik siswa. Secara meyakinkan, model kelas terbalik memaksa siswa untuk mempersiapkan waktu dan kecepatan belajar secara mandiri, meningkatkan interaksi antar teman, mengoptimalkan keterlibatan instruktur, dan memastikan bahwa keterampilan berpikir tingkat tinggi dapat dikembangkan pada siswa. Under the flipped classroom model, self-directed learning occurs outside class and homework is collaboratively done in class. The study aimed at establishing the effect of a flipped pedagogy on electrical engineering students’ academic performance, development of higher order thinking skills and pedagogical choices. Secondly, it aimed at establishing the effect of gender and digital literacy on pedagogical choices. A quasi-experimental study was conducted on two classes studying fundamentals of electrical engineering course. 64 first year electrical engineering students were conveniently sampled from a population of 156. Both, the flipped and traditional class were equally composed of 32 students. The flipped class successively learnt using the traditional classroom and flipped classroom model. Quizzes and test were administered to both classes. An evaluation survey was solely administered on the flipped class. Most electrical engineering students preferred to learn using both the flipped classroom and the traditional classroom model. Gender, digital literacy or a combination of both does not influence students’ satisfaction ratings of the flipped classroom model. Exposing students to a flipped pedagogy does not have any effect on academic performance. Conclusively, the flipped classroom model compels students to prepare at own time and pace, enhances peer to peer interaction and students to instructor engagement, and ensures that higher order thinking skills are developed in students