Language and Linguistics

This study explores parallels and differences in the comprehension ofwh-questions and relative clauses between early foreign-language (FL) learners and monolingual children. We test for (a) effects of syntactic first-language (L1) transfer, (b) the impact of input on syntactic development, and (c) the impact of individual differences on early FL syntactic development. We compare the results to findings in child second language (L2) naturalistic acquisition and adult FL acquisition. Following work on adult FL acquisition, we carried out a picture-based interpretation task with 243 child FL learners in fourth grade at different regular, partial, and high-immersion schools in Germany plus 68 monolingual English children aged 5 to 8 years as controls. The child FL learners display a strong subject-first preference but do not appear to use the L1 syntax in comprehension. Input differences across different schools affect overall accuracy, with students at high-immersion FL schools catchin...

This paper explores some of the difficulties involved in defining satire. Neither the formal characteristics of satire nor its informing purposes, including its variable associations with humour and the provocation of amusement allow for a unifying definition over the long term. It considers a range of approaches to and types of definition and takes as a principle example the notion of Menippean satire. It argues that a characterisation in terms of family resemblance is more helpful for a strictly historical understanding than formal definitions and that it is misleading to take satire as a genre, let along a literary one. Throughout it also suggests that the case of satire tells us something about definition and the often naïve expectations of what definitions can establish.

The bland assumption that there exist universal concepts awaits substantiation. and so I find it hard to believe that there are universal concepts corresponding to all the semantic markers Katz has postulated in his works. Even if such concepts did exist, there is generi~l agreement among semanticists that there can be no progress in a linguistic analysis whose primitive terms are ideas, cf. Fodor ( 1977: 17); Fodor et al. (1975); Kempson ( 1977: 16f); Lyons ( 1968 : 474). ' Katz in fact distinguishes markers from components, claiming that markers are not neceswarily primitive and may be composed of semantic components. This distinction makes no difference to the points made here and t.hroughout the paper, and to economize on space it is ignored. ' Weinreich seems to have been aware of what he was doing; e.g. he wrote "For ordinary purposes languages serve as their own metalanguages" (1980: 55, cf. also 309). But the semantic features he adduces in 'Explorations' lay him open to the same charge as Katz and McCawley.

The aim of this paper is to analyze list constructions as linguistic tools to build categories in discourse, identifying the inferential processes leading from list constructions to categorization and examining the semantic and morphosyntactic elements that activate abstractive reasoning within lists. Based on real occurrences of lists in written and spoken Italian, we will first of all propose a crucial distinction between exhaustive and non-exhaustive lists, arguing that (non-)exhaustivity determines the layer at which the construction of a category occurs, namely the layer of presupposition or the 'what-is-said' part of the utterance. We will then focus on non-exhaustive lists, arguing that they directly communicate a bottom-up, exemplar-driven abstraction, characterized by the presence of an inherently indexical reference (i.e. reference to further Xs characterized by some underlying Property P), which will lead us to call it 'indexical categorization'. The linguistic analysis of how indexical categorization is expressed in discourse will show a major distinction between (i) elements characterized by an indexical semantics, which trigger the abstraction process, and (ii) elements providing semantic clues towards the correct construction of the indexical category. We will conclude by taking a broader perspective and by explaining the patterns observed for indexical categorization in the light of the wider process of online reference construction. *

The aim of this paper is to analyze list constructions as linguistic tools to build categories in discourse, identifying the inferential processes leading from list constructions to categorization and examining the semantic and morphosyntactic elements that activate abstractive reasoning within lists. Based on real occurrences of lists in written and spoken Italian, we will first of all propose a crucial distinction between exhaustive and non-exhaustive lists, arguing that (non-)exhaustivity determines the layer at which the construction of a category occurs, namely the layer of presupposition or the 'what-is-said' part of the utterance. We will then focus on non-exhaustive lists, arguing that they directly communicate a bottom-up, exemplar-driven abstraction, characterized by the presence of an inherently indexical reference (i.e. reference to further Xs characterized by some underlying Property P), which will lead us to call it 'indexical categorization'. The linguistic analysis of how indexical categorization is expressed in discourse will show a major distinction between (i) elements characterized by an indexical semantics, which trigger the abstraction process, and (ii) elements providing semantic clues towards the correct construction of the indexical category. We will conclude by taking a broader perspective and by explaining the patterns observed for indexical categorization in the light of the wider process of online reference construction. *

A common finding is that items associated with higher reward value are subsequently remembered better than items associated with lower value. A confounding factor is that when a higher value stimuli is presented, this typically signals to participants that it is now a particularly important time to engage in the task. When this was controlled, Madan et al. (2012) still found a large value-bias of memory. Their value-learning procedure, however, explicitly pitted highagainst low-value words. Our novel value-learning procedure trained words one at a time, avoiding direct competition between words, but with no difference in words signalling participants to engage in the task. Results converged on null effects of value on subsequent free recall accuracy. Re-analyses attributed Madan et al.’s value-bias to competition between choice items that were paired during learning. Value may not bias memory if it does not signal task importance or induce inter-item competition.

The aim of this paper is to analyze list constructions as linguistic tools to build categories in discourse, identifying the inferential processes leading from list constructions to categorization and examining the semantic and morphosyntactic elements that activate abstractive reasoning within lists. Based on real occurrences of lists in written and spoken Italian, we will first of all propose a crucial distinction between exhaustive and non-exhaustive lists, arguing that (non-)exhaustivity determines the layer at which the construction of a category occurs, namely the layer of presupposition or the 'what-is-said' part of the utterance. We will then focus on non-exhaustive lists, arguing that they directly communicate a bottom-up, exemplar-driven abstraction, characterized by the presence of an inherently indexical reference (i.e. reference to further Xs characterized by some underlying Property P), which will lead us to call it 'indexical categorization'. The linguistic analysis of how indexical categorization is expressed in discourse will show a major distinction between (i) elements characterized by an indexical semantics, which trigger the abstraction process, and (ii) elements providing semantic clues towards the correct construction of the indexical category. We will conclude by taking a broader perspective and by explaining the patterns observed for indexical categorization in the light of the wider process of online reference construction. *

Reporting guidelines, such as the CONSORT (Consolidated Reporting of Randomised Trials) Statement, improve the reporting of research in the medical literature . Many such guidelines exist and the CONSORT Extension to Nonpharmacological Trials provides suitable guidance for reporting between-group intervention studies in the behavioural sciences. The CONSORT Extension for N-of-1 Trials (CENT) was developed for multiple crossover trials with single individuals in the medical sciences , but there is no reporting guideline in the CONSORT tradition for single-case research used in the behavioural sciences. We developed the SCRIBE 2015 (Single-Case Reporting guideline In BEhavioural interventions) to meet this need. This Statement paper describes the methodology of the development of the SCRIBE 2015, along with the outcome of two Delphi surveys and a consensus meeting of experts. We present the resulting 26-item SCRIBE 2015 checklist. The paper complements the more detailed SCRIBE 2015 Explanation and Elaboration paper that provides a rationale for each of the items and examples of adequate reporting from the literature. Both these resources will assist authors to prepare reports of single-case research with clarity, completeness, accuracy, and transparency. They will also provide journal reviewers and editors with a practical checklist against which such reports may be critically evaluated.

This article looks at the changes made to examinations in England over recent decades and asks about the politics behind the changes. It considers how increasingly centralised the assessment regime has become, moving from a system where teachers could have a say in how pupils are assessed to a regime dominated by government approved tests. It considers too how the standards-based tests in England are both political in the abstract and party-political in their content.

We outline work performed within the framework of a current EC project. The goal is to construct a language-independent information system for a specific domain (environment/ecology/biodiversity) anchored in a language-independent ontology that is linked to wordnets in seven languages. For each language, information extraction and identification of lexicalized concepts with ontological entries is carried out by text miners (" Kybots"). The mapping of language-specific lexemes to the ontology allows for ...

This article reports the development of a tool for measuring how comfortable a person feels when communicating with someone who has undergone treatment for stuttering. The person rates the speaker on a 9-point Listener Comfort Scale (9 = extremely comfortable, 1 = extremely uncomfortable). In a preliminary investigation of the reliability and validity of the scale, 15 unsophisticated listeners rated video recordings of 10 adults before and after a prolonged-speech treatment for stuttering and of 10 matched controls. The results were compared with those of another 15 listeners who rated the same recordings with the widely used 9-point Speech Naturalness Scale (R. R. Martin, S. K. Haroldson, & K. A. Triden, 1984). Results showed that reliability of the Speech Naturalness Scale was superior to the Listener Comfort Scale, although users of both scales were able to distinguish between pretreatment speech, posttreatment speech, and the speech of controls. The results suggest that the List...

This article reports the development of a tool for measuring how comfortable a person feels when communicating with someone who has undergone treatment for stuttering. The person rates the speaker on a 9-point Listener Comfort Scale (9 = extremely comfortable , 1 = extremely uncomfortable ). In a preliminary investigation of the reliability and validity of the scale, 15 unsophisticated listeners rated video recordings of 10 adults before and after a prolonged-speech treatment for stuttering and of 10 matched controls. The results were compared with those of another 15 listeners who rated the same recordings with the widely used 9-point Speech Naturalness Scale (R. R. Martin, S. K. Haroldson, & K. A. Triden, 1984). Results showed that reliability of the Speech Naturalness Scale was superior to the Listener Comfort Scale, although users of both scales were able to distinguish between pretreatment speech, posttreatment speech, and the speech of controls. The results suggest that the Li...

§ 1. As last edited by Kassel and Austin (2001, 146; henceforth K.-A. I) 1 the text of the pseudo-Epicharmean fragment 249 runs as follows (4troch.^): εὐσεβὴς βίος µέγιστον ἐφόδιον θνητοῖς † ἐστι 'a pious life †is † the greatest travelling supply for mortals' 8 K.-A. I (146) after ἔνο in [Epich.] fr. 244,5 K.-A. 9 Ahrens (1843, 461; Epich. fr. 152 of his edition). 10 Kaibel (1899, 140; [Epich.] fr. 261 of his edition). Kaibel's text is printed as Epich. D.-K. 23 B 18. 11 Compare cases like Men. Sent. 472 Jäkel νὴ τὴν Ἀθηνᾶν, µακάριόν γ' ἡ χρηστότης | πρὸς πάντα καὶ θαυµαστὸν ἐφόδιον βίῳ and Men. Sent. 792 Jäkel οὐκ ἔστι τόλµης ἐφόδιον µεῖζον βίου. 12 For the position of ἐστι between adjective and related substantive as in the text I propose to restore compare for instance Men.

l'auteur de langue anglaise) et Gwyn Thomas (son homonyme de langue galloise), R.S. Thomas, Aled Vaughan, Raymond Williams, Waldo Williams... la liste est longue -et incomplète -des auteurs gallois contemporains d'importance, de langue galloise ou anglaise, qui n'ont jamais été traduits en français. Cette absence de la littérature galloise dans l'édition française, cette non-traduction manifeste à une époque où la part des traductions en France constitue quelque 35% du total des titres en littérature 1 , connaît une variante non moins pernicieuse, qui est la traduction partielle. Si l'on excepte Dylan Thomas, en effet, dont l'oeuvre, bien que dispersée, a été quasi intégralement traduite, les six autres auteurs contemporains traduits 2 l'ont été, sans préjuger de la qualité des traductions, d'une manière telle que l'ont peut à bon droit douter de l'impact -car tel est bien entendu l'enjeu de la question qui nous intéresseque ces traductions ont eu sur la perception de la culture galloise contemporaine en France. La publication, en 1955, sous le titre Ecoute et pardonne 3 de Fear and Forgive de Emyr Humphreys, auteur prolixe s'il en est, est demeurée sans suite. A ce cas de traduction partielle au sens strict, on peut ajouter celui de Caradog Prichard, dont l'unique roman, Un Nos Ola Leuad, est certes paru chez Actes Sud 4 , mais sans que cet éditeur, dont le catalogue est constitué à 70% d'oeuvres étrangères 5 , envisage de publier, à défaut de la poésie ou des essais du même auteur, peu susceptibles il est vrai de rencontrer un public en France, des romans d'autres auteurs gallois que le relatif succès de cette entreprise courageuse aurait sans doute permis de faire connaître en France. Partielle, dans un autre sens, est aussi la traduction de How Green Was My Valley, de Richard Llewelyn. Plusieurs fois réédité et remanié 6 , ce livre -et cet auteur 7 -a en quelque sorte été l'arbre qui cache la forêt. Mettant en scène un drame humain de portée universelle, porté en tant que tel au cinéma par John Ford, déterritorialisé, donc, il a étrangement contribué à nier la spécificité galloise en

The objective was to review the literature on diffusion tensor imaging as well as resting-state functional magnetic resonance imaging and electroencephalography (EEG) to unveil neuroanatomical and neurophysiological substrates of Alzheimer's disease (AD) as a brain neural network pathology affecting structural and functional cortical connectivity underlying human cognition. We reviewed papers registered in PubMed and other scientific repositories on the use of these techniques in amnesic mild cognitive impairment (MCI) and clinically mild AD dementia patients compared to cognitively intact elderly individuals (Controls). Hundreds of peer-reviewed (cross-sectional and longitudinal) papers have shown in patients with MCI and mild AD compared to Controls (1) impairment of callosal (splenium), thalamic, and anterior-posterior white matter bundles; (2) reduced correlation of resting state blood oxygen level-dependent activity across several intrinsic brain circuits including default ...

This article provides an overview of the dissemination work carried out in META-NET from 2010 until early 2014; we describe its impact on the regional, national and international level, mainly with regard to politics and the situation of funding for LT topics. This paper documents the initiative's work throughout Europe in order to boost progress and innovation in our field.

In recent years the possibility of using humanoid robots to perform interviews with children has been explored in a number of studies. This paper details a study in which a potential real-world user trialled a Robot-Mediated Interviewing system with children to establish if this approach could realistically be used in a real-world context. In this study a senior educational psychologist used the humanoid robot Kaspar to interview ten primary school children about a video they had watched prior to the interview. We conducted a pre and post interview with the educational psychologist before and after using the system to establish how the system worked for him and the perceived potential for real-world applications. The educational psychologist successfully used the system to interview the children and believed that principally using a small humanoid robot to interview children could be useful in a real-world setting provided the system was developed further.

Research into understanding the process through which EFL writers revise texts have centered on matters of degree: of cognitive capacity and complexity or volume of tasks. This essay explores some of the junctures between dual process theories and EFL composition, and argues that questions of kind can be as pertinent. It aims to show that the kind of cognitive processes involved in revision often define what information the writers process, how they do so, and how they feel about their decisions.

Background: Self-management approaches are routinely used in chronic conditions to enable patients to take responsibility for their own care. A self-management approach may be appropriate for individuals with aphasia, but this has not been systematically investigated. The purpose of this review was to explore selfmanagement in relation to aphasia. Aims: The study aimed to explore existing research and intervention approaches for aphasia that incorporate self-management principles. A secondary aim was to examine the presence of the term self-management in the research literature and online resources relating to aphasia. Methods & Procedures: A scoping review methodology was selected to explore literature relating to self-management of aphasia. Five databases were systematically searched in May 2017: PubMed, Embase, CINAHL, PsycINFO, and Linguistics & Language Behaviour Abstracts. Search terms used were aphasia OR dysphasia AND self-management OR self-directed OR self-care OR selfefficacy OR independence OR independent AND intervention OR treatment OR rehabilitation. A structured website search of aphasia, speech pathology and stroke associations from four Englishspeaking countries was performed in September 2017. Outcomes & Results: A total of 43 studies met inclusion criteria for the literature review. Analysis of eligible studies showed three areas of aphasia intervention which incorporated principles self-management: 1) technology-based interventions, 2) group/community-based interventions, and 3) communication partner training. The structured website search revealed no information relating specifically to aphasia self-management. Conclusions: Principles of self-management are being used in some aphasia interventions, but there is little evidence of a selfmanagement approach being applied in aphasia. The term selfmanagement is not widely present in aphasia literature and when it has been used tends to refer to self-administered treatment rather than a structured self-management approach.

Background: Self-management approaches are routinely used in chronic conditions to enable patients to take responsibility for their own care. A self-management approach may be appropriate for individuals with aphasia, but this has not been systematically investigated. The purpose of this review was to explore selfmanagement in relation to aphasia. Aims: The study aimed to explore existing research and intervention approaches for aphasia that incorporate self-management principles. A secondary aim was to examine the presence of the term self-management in the research literature and online resources relating to aphasia. Methods & Procedures: A scoping review methodology was selected to explore literature relating to self-management of aphasia. Five databases were systematically searched in May 2017: PubMed, Embase, CINAHL, PsycINFO, and Linguistics & Language Behaviour Abstracts. Search terms used were aphasia OR dysphasia AND self-management OR self-directed OR self-care OR selfefficacy OR independence OR independent AND intervention OR treatment OR rehabilitation. A structured website search of aphasia, speech pathology and stroke associations from four Englishspeaking countries was performed in September 2017. Outcomes & Results: A total of 43 studies met inclusion criteria for the literature review. Analysis of eligible studies showed three areas of aphasia intervention which incorporated principles self-management: 1) technology-based interventions, 2) group/community-based interventions, and 3) communication partner training. The structured website search revealed no information relating specifically to aphasia self-management. Conclusions: Principles of self-management are being used in some aphasia interventions, but there is little evidence of a selfmanagement approach being applied in aphasia. The term selfmanagement is not widely present in aphasia literature and when it has been used tends to refer to self-administered treatment rather than a structured self-management approach.

A doubly quantified sentence, such as All hikers climbed a hill, allows two interpretations: Did all hikers climb different hills, or did they climb the same hill? Previous work has shown that comprehenders construct disambiguated logical representations of these interpretations (Raffray & Pickering, 2010). We extended this line of research by investigating whether bilingual logical representations are shared between languages or separate per language. We conducted four sentence-picture matching experiments in which we primed interpretations of doubly quantified sentences in Dutch and French monolingual and bilingual language comprehension. These experiments showed that bilinguals have fully shared logical representations and that logical representations constructed in the L1 and the L2 are comparable. Moreover, a control experiment ruled out that the priming effects were driven by visual overlap between prime and target pictures. We discuss these findings in terms of a language-dependent account of logical representations, although these findings can also be reconciled with the idea that logical representations involve conceptual mental models of sentence meaning.

Although language test-takers have been the focus of much theoretical and empirical work in recent years, this work has been mainly concerned with their attitudes to test preparation and test-taking strategies, giving insufficient attention to their views on broader socio-political and ethical issues. This article examines test-takers’ perceptions and evaluations of the fairness, justice and validity of global tests of English, with a particular focus upon the International English Language Testing System (IELTS). Based on relevant literature and theorizing into such tests, and on self-reported test experience data gathered from test-takers (N = 430) from 49 countries, we demonstrate how test-takers experienced fairness and justice in complex ways that problematized the purported technical excellence and validity of IELTS. Even as there was some evidence of support for the test as a fair measure of students’ English capacity, the extent to which it actually reflected their language ...

This study examines monolingual and multilingual individuals’ discrimination of stop consonants in a language to which they had never been exposed: Korean. If bilingualism leads to increased flexibility in phonological categorization, we may see a broad-based bilingual advantage for phoneme discrimination. Using a Korean phoneme discrimination task, we compared 56 adults in four groups: monolingual English, bilingual Spanish, bilingual Armenian, and trilingual. Findings indicate that Spanish–English bilingual individuals scored no better than English monolinguals, and lower than Armenian–English bilingual individuals. In this case, the advantage from early childhood non-English exposure or current bilingualism was found to be specific only to languages with similar phonemic categories. This supports a narrow first/second language to third language transfer view of phoneme discrimination skills.

This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Cochrane method for systematic review and meta-analysis of interventions to prevent occupational noise-induced hearing loss-abridged Revisão sistemática e metanálise Cochrane de intervenções para prevenção de perda auditiva ocupacional induzida por ruído-abreviada

This study describes the experience of childhood speech impairment (speech sound disorder) from the perspective of two young men and their mothers. Semi-structured interviews were conducted with the four participants, with questions framed around the International classification of functioning, disability and health (ICF; WHO, 2001 ) to gain a holistic understanding of life with speech impairment. Phenomenological analysis of the interviews revealed that the experience of speech impairment was associated with three key themes: (1) knowing, (2) having, and (3) doing. A core theme of ‘battles’ was common to all three themes (i.e. the battle for knowledge, the battle of having speech and associated difficulties, and the battle to do something to minimize the impact of the difficulties); however, the nature of the battles was different for participants, and was related to other life factors. This qualitative research provides valuable insights into the experiences of those living with s...

News of the attacks on New York and Washington on September 11th 2001 spread fast, mainly through dramatic images of the events broadcast via a global television media, particularly 24-hour news channels such as BBC News 24 and CNN. Following the initial report many news channels moved to dedicated live coverage of the story. This move, to what Liebes (1998) describes as a 'disaster marathon', entails shifting from the routine, regular news agenda to one where the event and its aftermath become the main story and reference for all other news. In this paper, we draw upon recordings from the BBC News 24 channel on September 11th 2001 during the immediate aftermath of the attacks on the World Trade Centre and Pentagon to argue that the coverage of this event, and other similar types of events, may be characterised as news permeated with strategic and emergent silences. Identifying silence as both concrete and metaphorical, we suggest that there are a number of types of silence found in the coverage and that these not only act to cover for lack of new news, or give emphasis or gravitas, but also that the vacuum created by a lack of news creates an emotional space in which collective shock, grieving or wonder are managed through news presented as phatic communion.

With the advancement of technology, learning apps have redefined learning by making it more personalized, accessible and flexible since it allows students to learn at their own pace, receive instant feedback and access various courses and skills (Choate, 2024). English on the Go is a mobile learning app that uses the Addie model framework to increase students' motivation and engagement by helping them learn English language in new and more exciting ways. Students can participate actively, and in ways that help them learn how to master a range of different skills. Moreover, English on the Go can assist teachers by incorporating fun and interactive lessons as it provides a more simplified, accessible and practical way of learning. A survey was conducted to find out the perceptions, level of motivation and experience of the students after they use the application that was designed in the gaming version. The study reveals that using English on the go app significantly improved English language skills among the students. Students who utilized the app showed marked improvement in vocabulary, grammar, and speaking proficiency compared to those who did not. These findings suggest that incorporating English on the Go mobile app can be an effective method for enhancing language acquisition. It has the potential to enhance students' learning experience, making it more interactive, engaging, and effective. English on the Go allows teachers and students to go beyond traditional school spaces and increase flexibility and offer new interaction opportunities as well as commercialization potential. The outcomes indicate that it is feasible to be applied as a medium in the material of buffer solutions for students especially in the revolution of 21st century learning skills.

From limited evidence, children track the regularities of their language impressively fast and they infer generalized rules that apply to novel instances. This study investigated what triggers the inductive leap from memorizing specific items and statistical regularities to extracting abstract rules. We propose an innovative entropy model that offers one consistent information-theoretic account for both learning the regularities in the input and generalizing to new input. The model predicts that rule induction is an encoding mechanism triggered by the discrepancy between input complexity (entropy) and the encoding power of the human brain (channel capacity). In two artificial grammar experiments with adults we probed the effect of input complexity on rule induction. Results showed that as the input entropy increases, the tendency to infer abstract rules increases gradually.

Task switching refers to the demanding cognitive control process that allows us to flexibly switch between different task contexts. It is a seminal observation that task switching comes with a performance cost (i.e., switch cost), but recent theories suggest that task switching could also carry an affective cost. In two experiments, we investigated the affective evaluation of task switching by having participants perform a task-switching paradigm followed by an affective priming procedure. Crucially, the transition cues of the task-switching paradigm, indicating task alternations or task repetitions, were used as primes in the affective priming procedure to assess their affective connotation. We found that task alternation primes were evaluated as more negative than task repetition primes. These findings show that task switching is affectively tagged, and suggest a potential role for emotion regulation processes in cognitive control.

In this paper, we overview the recently introduced general framework of Description Logic Based Dynamic Systems, which leverages Levesque's functional approach to model systems that evolve the extensional part of a description logic knowledge base by means of actions. This framework is parametric w.r.t. the adopted description logic and the progression mechanism. In this setting, we discuss verification and adversarial synthesis for specifications expressed in a variant of first-order µ-calculus, with a controlled form of quantification across successive states and present key decidability results under the natural assumption of state-boundedness. * This paper was invited for submission to the Best Papers From Sister Conferences Track, based on a paper that appeared in the 7th International Conference on Web Reasoning and Rule Systems (RR-2013). † This research has been partially supported by the Provincia Autonoma di Bolzano-Alto Adige, under the project VeriSynCoPateD (Verification and Synthesis from Components of Processes that Manipulate Data), and by the EU, under the large-scale integrating project (IP) Optique (Scalable End-user Access to Big Data), grant agreement n. FP7-318338.

Este artigo objetiva discutir como as teorias queer podem ser articuladas à discussão sobre raça no âmbito da educação, focalizando, especialmente, a formação pré e em serviço de professores(as) de línguas e de educação artística. Para tal, apresentamos um breve histórico sobre a Lei 10.639 e nos embasamos nos pressupostos das teorias queer para discutir raça e educação. Resultados de três pesquisas ilustram nossa perspectiva de que é relevante considerar a raça na perspectiva queer, já que ela pode contribuir na efetivação da Lei 10.639 e reinventar negros(as) como sendo perpassados por raça, gênero, sexualidade, etc. Observamos também que é relevante inserir nos currículos, programas e projetos pedagógicos de licenciaturas diversas a discussão sobre a questão racial e todo o trabalho pedagógico que pode ser realizado pelo docente com o intuito de desconstruir os discursos hegemônicos de raça e outros que continuam a aprisionar negros e negras.

The validity of the Language ENvironment Analysis (LENA) System was evaluated for Dutch. 216 5-min samples (six samples per age per child) were selected from daylong recordings at 5, 10 and 14 months of age of native Dutch-speaking younger siblings of children with autism spectrum disorder (N=6) and of typically developing children (N=6). Two native Dutch-speaking coders counted the amount of adult words (AWC), child vocalisations (CVC) and conversational turns (CT). Consequently, correlations between LENA and human estimates were explored. Correlations were high for AWC at all ages (r = .73 to .81). Regarding CVC, estimates were moderately correlated at 5 months (r = .57) but the correlation decreased at 10 (r = .37) and 14 months (r = .14). Correlations for CT were low at all ages (r = .19 to .28). Lastly, correlations were not influenced by the risk status of the children.

A number of characteristics of the visual system and of the visual stimulus are invoked to explain involuntary control of attention, including goals, novelty, and perceptual salience. The present experiment tested perceptual salience on a surprise trial, that is, on its unannounced first presentation following trials lacking any salient items, thus eliminating possible confounds by current goals. Moreover, the salient item's location was not singled out by a novel feature, thus eliminating a possible confound by novelty in directing attention. Eye tracking was used to measure involuntary attention. Results show a prioritization of the salient item. However, contrary to predictions of prominent neuro-computational and psychological salience models, prioritization was not fast-acting. Rather the observers' gaze was attracted only as the second fixation on average or later (depending on condition) and with a latency of more than 500 ms on average. These results support the general proposition that salience can control attention. However, contrary to most salience models, the present results indicate that salience changes attentional priority only in novel environments.

Recent approaches to goal recognition have progressively relaxed the requirements about the amount of domain knowledge and available observations, yielding accurate and efficient algorithms. These approaches, however, assume that there is a domain expert capable of building complete and correct domain knowledge to successfully recognize an agent's goal. This is too strong for most real-world applications. LATREC applies modern goal recognition algorithms directly to real-world data (images) by building planning domain knowledge using an unsupervised learning algorithm that generates domain theories from raw images. We demonstrate this approach in an online simulation of simple games, such as the n-puzzle game.

One of the most prominent features of schizophrenia is relatively lower general cognitive ability (GCA). An emerging approach to understanding the roots of variation in GCA relies on network properties of the brain. In this multi-center study, we determined global characteristics of brain networks using graph theory and related these to GCA in healthy controls and individuals with schizophrenia. Participants (N=116 controls, 80 patients with schizophrenia) were recruited from four sites. GCA was represented by the first principal component of a large battery of neurocognitive tests. Graph metrics were derived from diffusion-weighted imaging. The global metrics of longer characteristic path length and reduced overall connectivity predicted lower GCA across groups, and group differences were noted for both variables. Measures of clustering, efficiency, and modularity did not differ across groups or predict GCA. Follow-up analyses investigated three topological types of connectivity-co...

Minor syllables have been identified throughout Kuki-Chin languages, analyzed with a varying amount of segmental and tonal contrast and underlying specification. There has been minimal work done on the Khumi languages of Myanmar, especially those classified under Eastern Khumi [cek], like Kanise Khumi. It is yet to be demonstrated how minor syllables in the Kanise Khumi variety align with those in related Southern Kuki-Chin languages. This article begins that investigation and shows that Kanise nominal minor syllables have limited inventories for onset, nucleus, and pitch, following what has been seen in many other Southern Kuki-Chin languages. Based on transcriptions and recordings of 185 sesquisyllabic nouns, I describe the surface structures of Cə, Cɜ, Ca, and N̩ minor syllables in Kanise nouns. I present the reduced inventories for segments and tone on these minor syllable profiles, as well as the pitch patterns found on the sesquisyllabic nouns and fundamental frequency for the High and Mid surface tones identified on minor syllables. This description contributes to the ongoing work on Kanise and the broader typological study of minor syllables in Kuki-Chin languages. These results have implications for the underlying specifications of pitch and vowel quality of minor syllables in Kanise.

Keywords: Tibeto-Burman, Kuki-Chin, Kanise Khumi, minor syllables, sesquisyllables, pitch patterns

ISO codes: cek

Recent advances in speech technology are potentially of great benefit to the professionals who help people with speech problems: therapists, pathologists, educators and clinicians. There are 3 obstacles to progress which we seek to address in the CloudCAST project: • the design of applications deploying the technology should be user-driven, • the computing resource should be available remotely • the software should be capable of personalisation: clinical applications demand individual solutions. CloudCAST aims to provide such a resource, and in addition to gather the data produced as the applications are used, to underpin the machine learning required for further progress.

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