What absent switch costs and mixing costs during bilingual language comprehension can tell us about language control.

Epub 2019 Mar 28.In the current study, we set out to investigate language control, which is the process that minimizes cross-language interference, during bilingual language comprehension. According to current theories of bilingual language comprehension, language-switch costs, which are a marker for reactive language control, should be observed. However, a closer look at the literature shows that this is not always the case. Furthermore, little to no evidence for language-mixing costs, which are a marker for proactive language control, has been observed in the bilingual language comprehension literature. This is in line with current theories of bilingual language comprehension, as they do not explicitly account for proactive language control. In the current study, we further investigated these two markers of language control and found no evidence for comprehension-based language-switch costs in six experiments, even though other types of switch costs were observed with the exact same setup (i.e., task-switch costs, stimulus modality-switch costs, and production-based language-switch costs). Furthermore, only one out of three experiments showed comprehension-based language-mixing costs, providing the first tentative evidence for proactive language control during bilingual language comprehension. The implications of the absence and occurrence of these costs are discussed in terms of processing speed and parallel language activation. (PsycINFO Database Record (c) 2019 APA, all rights reserved)This project has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Sklodowska-Curie grant agreement No 706128. This research was also supported by grants ANR-11-LABX-0036 (BLRI), ANR-16-CONV-0002 (ILCB), and ANR-11-IDEX-0001-02 from the French National Research Council (ANR)

Hodnotenie kvality digitálnych výškových modelov v kontexte INSPIRE

The contribution deals with the evaluation of the quality of geographic information in accordance with the ISO standards from the family of ISO 19100. The quality assessment was carried out on a sample of the data of the digital elevation model of the Slovak republic – DMR3. The selected data quality elements and sub-elements were evaluated using measures defined in the INSPIRE data specification for Elevation.Príspevok sa zaoberá hodnotením kvality geografických informácií v súlade s dostupným ISO štandardami z rodiny ISO 19100. Hodnotenie kvality bolo vykonané na príklade vzorky údajov digitálneho modelu reliéfu SR -DMR3. Boli hodnotené vybrané elementy, subelementy kvality pomocou mier definovaných v údajovej špecifikácii INSPIRE pre výškové modely

Development of knowledge management systems on the basis of unified ontological knowledge base

Creation of knowledge management system on the basis of a united model of knowledge organisation described in the form of the system of ontologies supplement each other is suggested. The base organization ontology and a set of ontologies of knowledge fields are included in the system. The construction variant of such model of knowledge is described and structure of knowledge control system on its basis is suggested

Природа легитимности власти в дискурсе переходного типа социальности

Рассмотрена природа легитимности власти в дискурсе переходного типа социальности, раскрыта специфика социальных институтов и ценностей переходного времени, рассмотрена проблема сохранения стабильности общества

Keterampilan Kolaborasi, Kreativitas, dan Hasil Belajar Kognitif Mahasiswa melalui Pembelajaran berbasis Proyek: Studi Kasus pada Pembuatan Sediaan Mikroskopis: (Collaboration Skills, Creativity, and Student Cognitive Learning Outcomes through Project-based Learning: Case Study on Making Microscopic Preparations)

Collaboration skills, creativity and cognitive learning outcomes are the main things that are achieved in learning. Collaboration skills are the ability to work together productively with mutual respect and responsibility.. Creativity is also very much needed to survive in the era of globalization. Cognitive learning outcomes are a crucial basis for developing higher levels. This research aims to provide an overview of collaboration skills, student creativity, and cognitive learning outcomes in project learning. This research uses quantitative descriptive methods. The instruments used were collaboration skills observation sheets, creativity description tests, and cognitive learning outcomes description tests. Data were analyzed using mean values. The research results show that the highest aspect of student collaboration skills is the aspect of productive work and responsibility in the very good category. Meanwhile, the lowest is in the compromise aspect. Student creativity is highest in the aspects of curiosity, fluency in thinking, elaboration in the very good category. Meanwhile, the lowest was in the divergent thinking aspect. The highest cognitive learning outcomes are in the application domain, while the lowest are in the evaluating aspect. Therefore, it can be recommended that project-based learning can empower collaboration skills, creativity, and improve cognitive learning outcomes. Abstrak. Keterampilan kolaborasi, kreativitas, dan hasil belajar kognitif merupakan hal utama yang menjadi capaian dalam pembelajaran. Keterampilan kolaborasi akan membantu mahasiswa bekerja lebih produktif dalam menyelesaikan suatu permasalahan. Kreativitas juga sangat dibutuhkan untuk bertahan dalam era globalisasi. Hasil belajar kognitif menjadi dasar yang krusial untuk melakukan pengembangan dalam hal yang lebih tinggi. Penelitian ini bertujuan untuk memberikan gambaran keterampilan kolaborasi, kreativitas mahasiswa, dan hasil belajar kognitif dalam pembelajaran proyek. Penelitian ini menggunakan metode deskriptif kuantitatif. Instrument yang digunakan adalah lembar observasi keterampilan kolaborasi, tes uraian kreativitas, dan tes uraian hasil belajar kognitif. Data dianalisis menggunakan nilai rerata. Hasil penelitian menunjukkan bahwa aspek keterampilan kolaborasi mahasiswa tertinggi yaitu pada aspek bekerja produktif dan tanggung jawab dengan kategori sangat baik. Sedangkan terendah pada aspek kompromi. Kreativitas mahasiswa tertinggi pada aspek rasa ingin tahu, kelancaran berpikir, elaborasi dengan kategori sangat baik. Sedangkan terendah pada aspek berpikir divergen. Hasil belajar kognitif tertinggi pada domain mengaplikasi, sedangkan terendah pada aspek mengevaluasi. Oleh karena itu dapat direkomendasikan bahwa pembelajaran berbasis proyek dapat memberdayakan keterampilan kolaborasi, kreativitas, dan meningkatkan hasil belajar kognitif

Adaptation of the Cerebrocortical Circulation to Carotid Artery Occlusion Involves Blood Flow Redistribution between Cortical Regions and is Independent of eNOS

Cerebral circulation is secured by feed-forward and feed-back control pathways to maintain and eventually reestablish the optimal oxygen and nutrient supply of neurons in case of disturbances of the cardiovascular system. Using the high temporal and spatial resolution of laser-speckle imaging we aimed to analyze the pattern of cerebrocortical blood flow (CoBF) changes after unilateral (left) carotid artery occlusion (CAO) in anesthetized mice in order to evaluate the contribution of macrovascular (Willis circle) vs. pial collateral vessels as well as that of endothelial nitric oxide synthase (eNOS) to the cerebrovascular adaptation to CAO. In wild-type mice CoBF reduction in the left temporal cortex started immediately after CAO, reaching its maximum (-26%) at 5-10 s. Thereafter, CoBF recovered close to the pre-occlusion level within 30 s indicating the activation of feed-back pathway(s). Interestingly, the frontoparietal cerebrocortical regions also showed CoBF reduction in the left (-17-19%) but not in the right hemisphere, although these brain areas receive their blood supply from the common azygos anterior cerebral artery in mice. In eNOS-deficient animals the acute CoBF reduction after CAO was unaltered, and the recovery was even accelerated as compared to controls. These results indicate that (i) the Willis circle alone is not sufficient to provide an immediate compensation for the loss of one carotid artery, (ii) pial collaterals attenuate the ischemia of the temporal cortex ipsilateral to CAO at the expense of the blood supply of the frontoparietal region, and (iii) eNOS, surprisingly, does not play an important role in this CoBF redistribution