Automaticity in L2 learning: Correlation between vocabulary proficiency and response time in word recognition

Automaticity (in this essay defined as short response time) and fluency in language use are closely connected to each other and some research has been conducted regarding some of the aspects involved. In fact, the notion of automaticity is still debated and many definitions and opinions on what automaticity is have been suggested (Andersson,1987, 1992, 1993, Logan, 1988, Segalowitz, 2010). One aspect that still needs more research is the correlation between vocabulary proficiency (a person’s knowledge about words and ability to use them correctly) and response time in word recognition. Therefore, the aim of this study has been to investigate this correlation using two different tests; one vocabulary size test (Paul Nation) and one lexical decision task (SuperLab) that measures both response time and accuracy. 23 Swedish students partaking in the English 7 course in upper secondary Swedish school were tested. The data were analyzed using a quantitative method where the average values and correlations from the test were used to compare the results. The correlations were calculated using Pearson’s Coefficient Correlations Calculator. The empirical study indicates that vocabulary proficiency is not strongly correlated with shorter response times in word recognition. Rather, the data indicate that L2 learners instead are sensitive to the frequency levels of the vocabulary. The accuracy (number of correct recognized words) and response times correlate with the frequency level of the tested words. This indicates that factors other than vocabulary proficiency are important for the ability to recognize words quickly.

Educational Systems for Maximizing Learning Online and in the Classroom

Thesis (Ph.D.)--University of Washington, 2016-06

Graph-based Semi-Supervised Learning in Acoustic Modeling for Automatic Speech Recognition

Thesis (Ph.D.)--University of Washington, 2016-06

Learning Models of Gene Expression from Synthetic DNA Sequences

Thesis (Ph.D.)--University of Washington, 2016-06

Optimization and Machine Learning Frameworks for Complex Network Analysis

Thesis (Ph.D.)--University of Washington, 2016-06

Evaluative learning in human Pavlovian conditioning: Extinct, but still there?

Previous studies of human affective learning, the acquisition of likes and dislikes, provided evidence that extinction training does not affect changes in conditional stimulus (CS) valence as indexed by paper/pencil ratings. Experiment 1 (N = 32) investigated whether this is an artifact of the CS valence assessment, which is taken in test sessions before and after training. Pleasantness ratings were collected in pre/post training tests and, for half of the participants, on-line during training. Rated unpleasantness of the CS that preceded the aversive US (CS+) increased during acquisition and decreased during extinction back to neutral. However, as in previous studies, post extinction paper/pencil ratings revealed the maintenance of rated CS+ unpleasantness. Experiment 2 (N = 34) replicated this finding for two measures of CS valence, paper/pencil and the continuous measure used during training. The present results indicate that previous reports of failures to find extinction of affective learning may reflect renewal rather than maintenance of acquired CS valence across extinction training. (C) 2003 Elsevier Science (USA). All rights reserved.

Learning, odour preference and flower foraging in moths

Floral volatiles play a major role in plant-insect communication. We examined the influence of two volatiles, phenylacetaldehyde and a-pinene, on the innate and learnt foraging behaviour of the moth Helicoverpa armigera. In dual-choice wind tunnel tests, adult moths flew upwind towards both volatiles, with a preference for phenylacetaldehyde. When exposure to either of these volatiles was paired with a feeding stimulus (sucrose), all moths preferred the learnt odour in the preference test. This change in preference was not seen when moths were exposed to the odour without a feeding stimulus. The learnt preference for the odour was reduced when moths were left unfed for 24 h before the preference test. We tested whether moths could discriminate between flowers that differed in a single volatile component. Moths were trained to feed on flowers that were odour-enhanced using either phenylacetaldehyde or a-pinene. Choice tests were then carried out in an outdoor flight cage, using flowers enhanced with either volatile. Moths showed a significant preference for the flower type on which they were trained. Moths that were conditioned on flowers that were not odour-enhanced showed no preference for either of the odour-enhanced flower types. The results imply that moths may be discriminating among odour profiles of individual flowers from the same species. We discuss this behaviour within the context of nectar foraging in moths and odour signalling by flowering plants.

The concurrent validity and test-retest reliability of a visuospatial working memory task

To determine whether the visuospatial n-back working memory task is a reliable and valid measure of cognitive processes believed to underlie intelligence, this study compared the reaction times and accuracy of perforniance of 70 participants, with performance on the Multidimensional Aptitude Battery (MAB). Testing was conducted over two sessions separated by 1 week. Participants completed the MAB during the second test session. Moderate testretest reliability for percentage accuracy scores was found across the four levels of the n-back task, whilst reaction times were highly reliable. Furthermore, participants' performance on the MAB was negatively correlated with accuracy of performance at the easier levels of the n-back task and positively correlated with accuracy of performance at the harder task levels. These findings confirm previous research examining the cognitive basis of intelligence, and suggest that intelligence is the product of faster speed of information processing, as well as superior working memory capacity. (C) 2004 Elsevier Inc. All rights reserved.

Measuring environmental education program impacts and learning in the field: Using an action research cycle to develop a tool for use with young students

Despite the increasing importance of, and interest in, documenting the impact of environmental education programs on students' learning for sustainability, few tools are currently available to measure young students' environmental learning across all the dimensions of knowledge, skills, attitudes and behaviours. This paper reports on the development of such a tool, using an iterative action research process with 134 students, aged six to eleven, attending programs at an Environmental Education Centre in Queensland. The resulting instrument, the Environmental Learning Outcomes Survey (ELOS) incorporates observations of students' engagement in learning processes as well as measuring learning outcomes, and allows both of these aspects to be linked to particular components of the environmental education program. Test data using the instrument are reported to illustrate its potential usefulness. It is envisaged that the refined instrument will enable researchers to measure student environmental learning in the field, investigate environmental education program impacts and identify aspects of programs that are most effective in facilitating student learning. [Author abstract]

A misspelt youth: Spelling and orthographic learning in university students as a function of spelling-sound consistency

Pseudowords with inconsistent vs. consistent spellings (e.g., nurch, with rhyme neighbours search, lurch & perch, vs. mish, with neighbours dish, wish) were presented with definitions for naming either twice or 6 times. In an oral spelling test, there were main and interactive effects of consistency and the number of training trials on accuracy and main effects only on response latency, with the improvement in accuracy from 2 to 6 training trials greater for the more poorly learned inconsistent items. Of most interest, the smaller effect of training on accuracy in the consistent condition was reliable; contrary to the most obvious prediction of dual route spelling models that the sublexical procedure should produce correct spellings for consistent items early in training. In a second task students wrote spellings of multisyllabic words containing unstressed indeterminate (schwa) vowels. In their errors on the schwa vowel, students showed sensitivity to the most common spelling overall but also they were influenced by differences in schwa spellings in English words as a function of the number of syllables and schwa position. These results indicate that dual route models of spelling will need to accommodate the consistency of spellings within categories defined by lexical structure variables.

Blood type classification using computer vision and machine learning

In emergency situations, where time for blood transfusion is reduced, the O negative blood type (the universal donor) is administrated. However, sometimes even the universal donor can cause transfusion reactions that can be fatal to the patient. As commercial systems do not allow fast results and are not suitable for emergency situations, this paper presents the steps considered for the development and validation of a prototype, able to determine blood type compatibilities, even in emergency situations. Thus it is possible, using the developed system, to administer a compatible blood type, since the first blood unit transfused. In order to increase the system’s reliability, this prototype uses different approaches to classify blood types, the first of which is based on Decision Trees and the second one based on support vector machines. The features used to evaluate these classifiers are the standard deviation values, histogram, Histogram of Oriented Gradients and fast Fourier transform, computed on different regions of interest. The main characteristics of the presented prototype are small size, lightweight, easy transportation, ease of use, fast results, high reliability and low cost. These features are perfectly suited for emergency scenarios, where the prototype is expected to be used.

The impact of learning outcomes in business education: assessing value, relevance and graduate ability in a multi-country study of employers and business graduates

This paper discusses critical findings from a two-year EU-funded research project involving four European countries: Austria, England, Slovenia and Romania. The project had two primary aims. The first of these was to develop a systematic procedure for assessing the balance between learning outcomes acquired in education and the specific needs of the labour market. The second aim was to develop and test a set of meta-level quality indicators aimed at evaluating the linkages between education and employment. The project was distinctive in that it combined different partners from Higher Education, Vocational Training, Industry and Quality Assurance. One of the key emergent themes identified in exploratory interviews was that employers and recent business graduates in all four countries want a well-rounded education which delivers a broad foundation of key business knowledge across the various disciplines. Both groups also identified the need for personal development in critical skills and competencies. Following the exploratory study, a questionnaire was designed to address five functional business areas, as well as a cluster of 8 business competencies. Within the survey, questions relating to the meta-level quality indicators assessed the impact of these learning outcomes on the workplace, in terms of the following: 1) value, 2) relevance and 3) graduate ability. This paper provides an overview of the study findings from a sample of 900 business graduates and employers. Two theoretical models are proposed as tools for predicting satisfaction with work performance and satisfaction with business education. The implications of the study findings for education, employment and European public policy are discussed.

Retail multinational learning:a case study of Tesco

Purpose - This article examines the internationalisation of Tesco and extracts the salient lessons learned from this process. Design/methodology/ approach - This research draws on a dataset of 62 in-depth interviews with key executives, sell- and buy-side analysts and corporate advisers at the leading investment banks in the City of London to detail the experiences of Tesco's European expansion. Findings - The case study of Tesco illuminates a number of different dimensions of the company's international experience. It offers some new insights into learning in international distribution environments such as the idea that learning is facilitated by uncertainty or "shocks" in the international retail marketplace; the size of the domestic market may inhibit change and so disable international learning; and learning is not necessarily facilitated by step-by-step incremental approaches to expansion. Research limitations/implications - The paper explores learning from a rather broad perspective, although it is hoped that these parameters can be used to raise a new set of more detailed priorities for future research on international retail learning. It is also recognised that the data gathered for this case study focus on Tesco's European operations. Practical implications - This paper raises a number of interesting issues such as whether the extremities of the business may be a more appropriate place for management to experiment and test new retail innovations, and the extent to which retailers take self-reflection seriously. Originality/value - The paper applies a new theoretical learning perspective to capture the variety of experiences during the internationalisation process, thus addressing a major gap in our understanding of the whole internationalisation process. © Emerald Group Publishing Limited.

Ethnic diversity as a multilevel construct:the combined effects of dissimilarity, group diversity, and societal status on learning performance in work groups

The authors present a model of the multilevel effects of diversity on individual learning performance in work groups. For ethnically diverse work groups, the model predicts that group diversity elicits either positive or negative effects on individual learning performance, depending on whether a focal individual’s ethnic dissimilarity from other group members is high or low. By further considering the societal status of an individual’s ethnic origin within society (Anglo versus non-Anglo for our U.K. context), the authors hypothesize that the model’s predictions hold more strongly for non-Anglo group members than for Anglo group members. We test this model with data from 412 individuals working on a 24-week business simulation in 87 four- to seven-person groups with varying degrees of ethnic diversity. Two of the three hypotheses derived from the model received full support and one hypothesis received partial support. Implications for theory development, methods, and practice in applied group diversity research are discussed.