Probed serial recall in Williams syndrome: Lexical influences on phonological short-term memory

Williams syndrome is a genetic disorder that, it has been claimed, results in an unusual pattern of linguistic strengths and weaknesses. The current study investigated the hypothesis that there is a reduced influence of lexical knowledge on phonological short-term memory in Williams syndrome. Fourteen children with Williams syndrome and 2 vocabulary la matched control groups, 20 typically developing children and 13 children with learning difficulties, were tested on 2 probed serial-recall tasks. On the basis of previous findings, it was predicted that children with Williams syndrome would demonstrate (a) a reduced effect of lexicality on the recall of list items, (b) relatively poorer recall of list items compared with recall of serial order, and (c) a reduced tendency to produce lexicalization errors in the recall of nonwords. in fact, none of these predictions were supported. Alternative explanations for previous findings and implications for accounts of language development in Williams syndrome are discussed.

P300 investigation of phoneme change detection in dyslexic adults

A specific impairment in phoneme awareness has been hypothesized as one of the current explanations for dyslexia. We examined attentional shifts towards phonological information as indexed by event-related potentials (ERPs) in normal readers and dyslexic adults. Participants performed a lexical decision task on spoken stimuli of which 80% started with a standard phoneme and 20% with a deviant phoneme. A P300 modulation was expected for deviants in control adults, indicating that the phonological change had been detected. A mild and right-lateralized P300 was observed for deviant stimuli in controls, but was absent in dyslexic adults. This result suggests that dyslexic adults fail to make shifts of attention to phonological cues in the same way that normal adult readers do. (C) 2003 Elsevier Ireland Ltd. All rights reserved.

Phonological oddballs in the focus of attention elicit a normal P3b in dyslexic adults

Difficulties in phonological processing have been proposed to be the core symptom of developmental dyslexia. Phoneme awareness tasks have been shown to both index and predict individual reading ability. In a previous experiment, we observed that dyslexic adults fail to display a P3a modulation for phonological deviants within an alliterated word stream when concentrating primarily on a lexical decision task [Fosker and Thierry, 2004, Neurosci. Lett. 357, 171-174]. Here we recorded the P3b oddball response elicited by initial phonemes within streams of alliterated words and pseudo-words when participants focussed directly on detecting the oddball phonemes. Despite significant verbal screening test differences between dyslexic adults and controls, the error rates, reactions times, and main components (P2, N2, P3a, and P3b) were indistinguishable across groups. The only difference between groups was found in the NI range, where dyslexic participants failed to show the modulations induced by phonological pairings (/b/-/p/ versus /r/ /g/) in controls. In light of previous P3a differences, these results suggest an important role for attention allocation in the manifestation of phonological deficits in developmental dyslexia. (c) 2005 Elsevier B.V. All rights reserved.

Annotating an Oral Corpus using the Text Encoding Initiative. Methodology, Problems, Solutions

The objective of this paper is to describe and evaluate the application of the Text Encoding Initiative (TEI) Guidelines to a corpus of oral French, this being the first corpus of oral French where the TEI has been used. The paper explains the purpose of the corpus, both in creating a specialist corpus of néo-contage that will broaden the range of oral corpora available, and, more importantly, in creating a dataset to explore a variety of oral French that has a particularly interesting status in terms of factors such as conception orale/écrite, réalisation médiale and comportement communicatif (Koch and Oesterreicher 2001). The linguistic phenomena to be encoded are both stylistic (speech and thought presentation) and syntactic (negation, detachment, inversion), and all represent areas where previous research has highlighted the significance of factors such as medium, register and discourse type, as well as a host of linguistic factors (syntactic, phonetic, lexical). After a discussion of how a tagset can be designed and applied within the TEI to encode speech and thought presentation, negation, detachment and inversion, the final section of the paper evaluates the benefits and possible drawbacks of the methodology offered by the TEI when applied to a syntactic and stylistic markup of an oral corpus.

Primum non nocere, czyli uwagi warsztatowe

Primum non nocere or comments on the workshop: a case study This article provides a detailed analysis of the Polish translation of a manual of homiletics against the background of the broader question regarding the translator’s workshop. The various translational solutions are subsequently discussed in sections devoted to grammatical and lexical errors, metaphorical and terminological incoherence, and collocational and stylistic errors. It is suggested that the deficient workshop of the translator manifested in numerous errors, chiefly attributable to insufficient understanding of the source language by the translator, may correspond to the quasi-theological conviction according to which the crucial characteristic of the translator is the passion rather than linguistic competence. The article ends with the appeal to translators of various texts – not just theological ones – to observe the ancient principle of primum non nocere in order to ensure the acceptable quality of their works.

Deriving the Edge: What's in a phase?

This article offers a critical conceptual discussion and refinement of Chomsky’s (2000, 2001, 2007, 2008) phase system, addressing many of the problematic aspects highlighted in the critique of Boeckx & Grohmann (2007) and seeking to resolve these issues, in particular the stipulative and arbitrary properties of phases and phase edges encoded in the (various versions of the) Phase Impenetrability Condition (PIC). Chomsky’s (2000) original conception of phases as lexical subarrays is demonstrated to derive these properties straightforwardly once a single assumption about the pairwise composition of phases is made, and the PIC is reduced to its necessary core under the Strong Minimalist Thesis (SMT)—namely, the provision of an edge. Finally, a comparison is undertaken of the lexical-subarray conception of phases with the feature-inheritance system of Chomsky 2007, 2008, in which phases are simply the locus of uninterpretable features (probes). Both conceptions are argued to conform to the SMT, and both converge on a pairwise composition of phases. However, the two conceptions of phases are argued to be mutually incompatible in numerous fundamental ways, with no current prospect of unification. The lexical-subarray conception of phases is then to be preferred on grounds of greater empirical adequacy.

EEG decoding of semantic category reveals distributed representations for single concepts

Achieving a clearer picture of categorial distinctions in the brain is essential for our understanding of the conceptual lexicon, but much more fine-grained investigations are required in order for this evidence to contribute to lexical research. Here we present a collection of advanced data-mining techniques that allows the category of individual concepts to be decoded from single trials of EEG data. Neural activity was recorded while participants silently named images of mammals and tools, and category could be detected in single trials with an accuracy well above chance, both when considering data from single participants, and when group-training across participants. By aggregating across all trials, single concepts could be correctly assigned to their category with an accuracy of 98%. The pattern of classifications made by the algorithm confirmed that the neural patterns identified are due to conceptual category, and not any of a series of processing-related confounds. The time intervals, frequency bands and scalp locations that proved most informative for prediction permit physiological interpretation: the widespread activation shortly after appearance of the stimulus (from 100. ms) is consistent both with accounts of multi-pass processing, and distributed representations of categories. These methods provide an alternative to fMRI for fine-grained, large-scale investigations of the conceptual lexicon. © 2010 Elsevier Inc.

Statistically-constrained shallow text marking:Techniques, evaluation paradigm and results

We present three natural language marking strategies based on fast and reliable shallow parsing techniques, and on widely available lexical resources: lexical substitution, adjective conjunction swaps, and relativiser switching. We test these techniques on a random sample of the British National Corpus. Individual candidate marks are checked for goodness of structural and semantic fit, using both lexical resources, and the web as a corpus. A representative sample of marks is given to 25 human judges to evaluate for acceptability and preservation of meaning. This establishes a correlation between corpus based felicity measures and perceived quality, and makes qualified predictions. Grammatical acceptability correlates with our automatic measure strongly (Pearson's r = 0.795, p = 0.001), allowing us to account for about two thirds of variability in human judgements. A moderate but statistically insignificant (Pearson's r = 0.422, p = 0.356) correlation is found with judgements of meaning preservation, indicating that the contextual window of five content words used for our automatic measure may need to be extended. © 2007 SPIE-IS&T.

Discriminating Taxonomic Categories and Domains in Mental Simulations of Concepts of Varying Concreteness

Most studies of conceptual knowledge in the brain focus on a narrow range of concrete conceptual categories, rely on the researchers' intuitions about which object belongs to these categories, and assume a broadly taxonomic organization of knowledge. In this fMRI study, we focus on concepts with a variety of concreteness levels; we use a state of the art lexical resource (WordNet 3.1) as the source for a relatively large number of category distinctions and compare a taxonomic style of organization with a domain-based model (associating concepts with scenarios). Participants mentally simulated situations associated with concepts when cued by text stimuli. Using multivariate pattern analysis, we find evidence that all Taxonomic categories and Domains can be distinguished from fMRI data and also observe a clear concreteness effect: Tools and Locations can be reliably predicted for unseen participants, but less concrete categories (e.g., Attributes, Communications, Events, Social Roles) can only be reliably discriminated within participants. A second concreteness effect relates to the interaction of Domain and Taxonomic category membership: Domain (e.g., relation to Law vs. Music) can be better predicted for less concrete categories. We repeated the analysis within anatomical regions, observing discrimination between all/most categories in the left middle occipital and temporal gyri, and more specialized discrimination for concrete categories Tool and Location in the left precentral and fusiform gyri, respectively. Highly concrete/abstract Taxonomic categories and Domain were segregated in frontal regions. We conclude that both Taxonomic and Domain class distinctions are relevant for interpreting neural structuring of concrete and abstract concepts.

Dialogicality in university classroom talk

University classroom talk is a collaborative struggle to make meaning. Taking the perspectival nature of interaction as central, this paper presents an investigation of the genre of spoken academic discourse and in particular the types of activities which are orientated to the goal of collaborative ideas or tasks, such as seminars, tutorials, workshops. The purpose of the investigation was to identify examples of dialogicality through an examination of stance-taking. The data used in this study is a spoken corpus of academic English created from recordings of a range of subject discipline classrooms at a UK university. A frequency-based approach to recurrent word sequences (lexical bundles) was used to identify signals of epistemic and attitudinal stance and to initiate an exploration of the features of elaboration. Findings of quantitative and qualitative analyses reveal some similarities and differences between this study and those of US based classroom contexts in relation to the use and frequency of lexical bundles. Findings also highlight the process that elaboration plays in grounding perspectives and negotiating alignment of interactants. Elaboration seems to afford the space for the enactment of student stance in relation to the tutor embodiment of discipline knowledge.