scholarly journals Rapid microstructural plasticity in the cortical semantic network following a short language learning session

PLoS Biology ◽  
2021 ◽  
Vol 19 (6) ◽  
pp. e3001290
Author(s):  
Nikola Vukovic ◽  
Brian Hansen ◽  
Torben Ellegaard Lund ◽  
Sune Jespersen ◽  
Yury Shtyrov
Keyword(s):  
Language Learning ◽  
Semantic Processing ◽  
Semantic Network ◽  
Brain Regions ◽  
Structural Basis ◽  
Diffusion Kurtosis Imaging ◽  
Learning Session ◽  
New Words ◽  
Semantic Categories ◽  
Word Acquisition

Despite the clear importance of language in our life, our vital ability to quickly and effectively learn new words and meanings is neurobiologically poorly understood. Conventional knowledge maintains that language learning—especially in adulthood—is slow and laborious. Furthermore, its structural basis remains unclear. Even though behavioural manifestations of learning are evident near instantly, previous neuroimaging work across a range of semantic categories has largely studied neural changes associated with months or years of practice. Here, we address rapid neuroanatomical plasticity accompanying new lexicon acquisition, specifically focussing on the learning of action-related language, which has been linked to the brain’s motor systems. Our results show that it is possible to measure and to externally modulate (using transcranial magnetic stimulation (TMS) of motor cortex) cortical microanatomic reorganisation after mere minutes of new word learning. Learning-induced microstructural changes, as measured by diffusion kurtosis imaging (DKI) and machine learning-based analysis, were evident in prefrontal, temporal, and parietal neocortical sites, likely reflecting integrative lexico-semantic processing and formation of new memory circuits immediately during the learning tasks. These results suggest a structural basis for the rapid neocortical word encoding mechanism and reveal the causally interactive relationship of modal and associative brain regions in supporting learning and word acquisition.

scholarly journals Connecting Concepts in the Brain by Mapping Cortical Representations of Semantic Relations

2019 ◽  
Author(s):  
Yizhen Zhang ◽  
Kuan Han ◽  
Robert Worth ◽  
Zhongming Liu
Keyword(s):  
Default Mode Network ◽  
Semantic Processing ◽  
Human Subjects ◽  
Semantic Relations ◽  
Imaging Data ◽  
Default Mode ◽  
New Words ◽  
Semantic Categories ◽  
Cortical Representations ◽  
The Brain

AbstractIn the brain, the semantic system is thought to store concepts. However, little is known about how it connects different concepts and infers semantic relations. To address this question, we collected hours of functional magnetic resonance imaging data from human subjects listening to natural stories. We developed a predictive model of the voxel-wise response and further applied it to thousands of new words. Our results suggest that both semantic categories and relations are represented by spatially overlapping cortical patterns, instead of anatomically segregated regions. Semantic relations that reflect conceptual progression from concreteness to abstractness are represented by cortical patterns of activation in the default mode network and deactivation in the frontoparietal attention network. We conclude that the human brain uses distributed networks to encode not only concepts but also relationships between concepts. In particular, the default mode network plays a central role in semantic processing for abstraction of concepts.

Vocal Communications of a Developmentally Delayed Child

1987 ◽  
Vol 18 (2) ◽  
pp. 112-130
Author(s):  
Mary Ann Romski ◽  
Sharon Ellis Joyner ◽  
Rose A. Sevcik
Keyword(s):  
Language Learning ◽  
Developmental Delays ◽  
Developmentally Delayed ◽  
Language Impaired ◽  
Diary Data ◽  
Word Acquisition ◽  
Diary Studies ◽  
Usage Patterns ◽  
Vocal Communications ◽  
Impaired Children

Studies of first-word acquisition in typical language-learning children frequently take the form of diary studies. Comparable diary data from language-impaired children with developmental delays, however, are not currently available. This report describes the spontaneous vocalizations of a child with a developmental delay for 14 months, from the time he was age 6:5 to age 7:7. From a corpus of 285 utterances, 47 phonetic forms were identified and categorized. Analysis focused on semantic, communicative, and phonological usage patterns.

scholarly journals Functional Neuroanatomy of Contextual Acquisition of Concrete and Abstract Words

2009 ◽  
Vol 21 (11) ◽  
pp. 2154-2171 ◽  
Author(s):  
Anna Mestres-Missé ◽  
Thomas F. Münte ◽  
Antoni Rodriguez-Fornells
Keyword(s):  
Native Speakers ◽  
Brain Regions ◽  
Functional Neuroanatomy ◽  
Linguistic Context ◽  
Abstract Concepts ◽  
New Words ◽  
Simulation Paradigm ◽  
Abstract Words ◽  
The Brain ◽  
Concrete Words

The meaning of a novel word can be acquired by extracting it from linguistic context. Here we simulated word learning of new words associated to concrete and abstract concepts in a variant of the human simulation paradigm that provided linguistic context information in order to characterize the brain systems involved. Native speakers of Spanish read pairs of sentences in order to derive the meaning of a new word that appeared in the terminal position of the sentences. fMRI revealed that learning the meaning associated to concrete and abstract new words was qualitatively different and recruited similar brain regions as the processing of real concrete and abstract words. In particular, learning of new concrete words selectively boosted the activation of the ventral anterior fusiform gyrus, a region driven by imageability, which has previously been implicated in the processing of concrete words.

Examining the Use of Vocabulary Learning Strategies among EFL Learners in Baghlan University of Afghanistan

2020 ◽  
pp. 1-10
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
Efl Learners ◽  
New Words ◽  
Vocabulary Learning Strategies

Vocabulary learning is one of the problems in language learning skills. Tackling such problems is to provide useful and effective strategies for enhancing students’ VLSs. Therefore, this study aims to survey vocabulary learning strategies (VLSs) utilized among English as a Foreign Language learners (EFL) in Baghlan University of Afghanistan, and to study the high and least frequently used VLSs that contributes to the learners’ vocabulary knowledge. This study utilizes a descriptive quantitative research method with 67 EFL learners who participated in the survey questionnaire adopted from Oxford (1990) taxonomy of VLS from different faculties of Baghlan University. The findings indicated that EFL learners preferably utilize VLSs at a medium level, and the highly used vocabulary learning strategies are the social strategies through which they ask the native speakers, teachers, and classmates for the meanings of new words in English language conversation. Determination, cognitive, and memory strategies are respectively followed by the learners. Whereas, metacognitive strategies are the least used strategies among EFL learners, the reason is that they only focus on the materials related to examination; explore anything about the new words for learning, and rarely think of their improvement in vocabulary learning.

scholarly journals INVESTIGATING EXPERIENCED AND NOVICE ENGLISH LANGUAGE LEARNERS` PERCEPTIONS of MOST USEFUL VOCABULARY LEARNING STRATEGIES (VLS)

2020 ◽  
Vol 8 (2) ◽  
pp. 288-295
Author(s):  
Elnaz Zariholhosseini ◽  
Ehsan Namaziandost ◽  
Mehdi Nasri
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Learning ◽  
New Words ◽  
Novice Learners ◽  
Vocabulary Learning Strategies ◽  
Personal Use

Purpose of the study: This article report’s findings from a study on the differences and similarities between experienced and novice English language learners with regards to their personal use of VLS. Methodology: Closed questionnaire and semi-structure interviews were applied to collect the data. The questionnaire was distributed among 60 (30 experienced learners and 30 novice learners). In addition, 20 learners (10 experienced learners and 10 novice learners) were asked to answer the questions in the interview. Therefore, descriptive statistics, U Mann Whitney test, and independent-sample t-test were run to compare and analyzed the data. Main Findings: The finding showed that there were significant differences between experienced and novice learners’ thoughts towards vocabulary learning strategies and experienced learners used vocabulary learning strategies while learning new words in English language learning. Applications of this study: If the learners are taught how to use each strategy correctly, their understanding of the language can naturally be improved. Moreover, VLS is beneficial throughout the process of vocabulary learning which makes learners more independent and allows teachers to focus on other things as well. Novelty/Originality of this study: To the best of researchers’ knowledge, no study has been done on investigating Iranian experienced and novice English language learners` perceptions towards most useful vocabulary learning strategies (VLS).

scholarly journals On the benefits of multimodal annotations for vocabulary uptake from reading

2021 ◽  
Author(s):  
F Boers ◽  
Paul Warren ◽  
Georgina Grimshaw ◽  
Anna Siyanova
Keyword(s):  
Language Learning ◽  
Coding Theory ◽  
Word Meaning ◽  
Single Mode ◽  
Dual Coding ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Dual Coding Theory ◽  
New Words

© 2017 Informa UK Limited, trading as Taylor & Francis Group. Several research articles published in the realm of Computer Assisted Language Learning (CALL) have reported evidence of the benefits of multimodal annotations, i.e. the provision of pictorial as well as verbal clarifications, for vocabulary uptake from reading. Almost invariably, these publications account for the observed benefits with reference to Paivio's Dual Coding Theory, suggesting it is the visual illustration of word meaning that enhances the quality of processing and hence makes new words more memorable. In this discussion article, we explore the possibility that it is not necessarily the multimodality per se that accounts for the reported benefits. Instead, we argue that the provision of multimodal annotations is one of several possible means of inviting more and/or longer attention to the annotations–with amounts of attention given to words being a significant predictor of their retention in memory. After reviewing the available research on the subject and questioning whether invoking Paivio's Dual Coding Theory is an optimal account for reported findings, we report an eye-tracking study the results of which are consistent with the alternative thesis that the advantage of multimodal glosses for word learning lies with the greater quantity of attention these glosses attract in comparison with single-mode glosses. We conclude with a call for further research on combinations and sequences of annotation types, regardless of multimodality, as ways of promoting vocabulary uptake from reading.

scholarly journals Context-based Word Acquisition for Situated Dialogue in a Virtual World

2010 ◽  
Vol 37 ◽  
pp. 247-277 ◽  
Author(s):  
S. Qu ◽  
J. Y. Chai
Keyword(s):  
Virtual World ◽  
Language Production ◽  
Domain Knowledge ◽  
Contextual Information ◽  
Eye Gaze ◽  
Learning Approaches ◽  
New Words ◽  
Word Acquisition ◽  
Language Behavior ◽  
Situated Dialogue

To tackle the vocabulary problem in conversational systems, previous work has applied unsupervised learning approaches on co-occurring speech and eye gaze during interaction to automatically acquire new words. Although these approaches have shown promise, several issues related to human language behavior and human-machine conversation have not been addressed. First, psycholinguistic studies have shown certain temporal regularities between human eye movement and language production. While these regularities can potentially guide the acquisition process, they have not been incorporated in the previous unsupervised approaches. Second, conversational systems generally have an existing knowledge base about the domain and vocabulary. While the existing knowledge can potentially help bootstrap and constrain the acquired new words, it has not been incorporated in the previous models. Third, eye gaze could serve different functions in human-machine conversation. Some gaze streams may not be closely coupled with speech stream, and thus are potentially detrimental to word acquisition. Automated recognition of closely-coupled speech-gaze streams based on conversation context is important. To address these issues, we developed new approaches that incorporate user language behavior, domain knowledge, and conversation context in word acquisition. We evaluated these approaches in the context of situated dialogue in a virtual world. Our experimental results have shown that incorporating the above three types of contextual information significantly improves word acquisition performance.

scholarly journals Embodied Multimodal Multitask Learning

2020 ◽  
Author(s):  
Devendra Singh Chaplot ◽  
Lisa Lee ◽  
Ruslan Salakhutdinov ◽  
Devi Parikh ◽  
Dhruv Batra
Keyword(s):  
Knowledge Transfer ◽  
Language Learning ◽  
Learning Models ◽  
Task Knowledge ◽  
New Words ◽  
Embodied Language ◽  
New Concepts ◽  
Proposed Model ◽  
3D Environments ◽  
Answering Questions

Visually-grounded embodied language learning models have recently shown to be effective at learning multiple multimodal tasks such as following navigational instructions and answering questions. In this paper, we address two key limitations of these models, (a) the inability to transfer the grounded knowledge across different tasks and (b) the inability to transfer to new words and concepts not seen during training using only a few examples. We propose a multitask model which facilitates knowledge transfer across tasks by disentangling the knowledge of words and visual attributes in the intermediate representations. We create scenarios and datasets to quantify cross-task knowledge transfer and show that the proposed model outperforms a range of baselines in simulated 3D environments. We also show that this disentanglement of representations makes our model modular and interpretable which allows for transfer to instructions containing new concepts.

scholarly journals التعريب وأثره في تعليم اللغة العربية لغير الناطقين بها

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Muhammad Zaenuri
Keyword(s):  
Language Learning ◽  
Arab World ◽  
Arabic Language ◽  
Foreign Languages ◽  
New Words ◽  
Arabic Linguistics

AbstractThis paper aims to explain ta’rib which is a term from Arabic linguistics. In addition, this paper will also explain how the implications of learning about learning Arabic for non-Arabic learners. Ta'rib is the absorption of new words and terms from non-Arabic languages to Arabic by changing their pronunciation to follow patterns and rules in Arabic. Ta'rib can be done in two ways, first forming a new term to replace foreign terms, the two using foreign languages with Arabic patterns that are in accordance with the stipulated conditions. The implication ta’rib of learning Arabic for learners from outside the Arab world includes 1) giving mufradatfusha before the mufradat ‘amiyyah; 2) emphasize students to use Arabic fusha; 3) emphasize students to look for a translation in the dictionary before absorbing it directly; 4) introducing examples of foreign vocabulary that do not have equivalents in Arabic; 5) explain the provisions that apply to the owner ta’rib before Arabic language learning takes place; 6) emphasizes on students to pay attention to the rules of writing Latin letters that do not have equivalents in Arabic.

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