When language of instruction and language of application differ: Cognitive costs of bilingual mathematics learning

Bilingual education programs implicitly assume that the acquired knowledge is represented in a language-independent way. This assumption, however, stands in strong contrast to research findings showing that information may be represented in a way closely tied to the specific language of instruction and learning. The present study aims to examine whether and to which extent cognitive costs appear during arithmetic learning when language of instruction and language of retrieving differ. Thirty-nine high school students participating in a bilingual education program underwent a four-day training on multiplication and subtraction problems in one language (German or French), followed by a test session in which they had to solve trained as well as untrained problems in both languages. We found that cognitive costs related to language switching appeared for both arithmetic operations. Implications of our findings are discussed with respect to bilingual education as well as to cognitive mechanisms underlying different arithmetic operations.

Operational Aspects of Full Reduction in Lambda Calculi

Esta tesis estudia la reducción plena (‘full reduction’ en inglés) en distintos cálculos lambda. 1 En esencia, la reducción plena consiste en evaluar los cuerpos de las funciones en los lenguajes de programación funcional con ligaduras. Se toma el cálculo lambda clásico (i.e., puro y sin tipos) como el sistema formal que modela el paradigma de programación funcional. La reducción plena es una técnica fundamental cuando se considera a los programas como datos, por ejemplo para la optimización de programas mediante evaluación parcial, o cuando algún atributo del programa se representa a su vez por un programa, como el tipo en los demostradores automáticos de teoremas actuales. Muchas semánticas operacionales que realizan reducción plena tienen naturaleza híbrida. Se introduce formalmente la noción de naturaleza híbrida, que constituye el hilo conductor de todo el trabajo. En el cálculo lambda la naturaleza híbrida se manifiesta como una ‘distinción de fase’ en el tratamiento de las abstracciones, ya sean consideradas desde fuera o desde dentro de si mismas. Esta distinción de fase conlleva una estructura en capas en la que una semántica híbrida depende de una o más semánticas subsidiarias. Desde el punto de vista de los lenguajes de programación, la tesis muestra como derivar, mediante técnicas de transformación de programas, implementaciones de semánticas operacionales que reducen plenamente a partir de sus especificaciones. Las técnicas de transformación de programas consisten en transformaciones sintácticas que preservan la equivalencia semántica de los programas. Se ajustan las técnicas de transformación de programas existentes para trabajar con implementaciones de semánticas híbridas. Además, se muestra el impacto que tiene la reducción plena en las implementaciones que utilizan entornos. Los entornos son un ingrediente fundamental en las implementaciones realistas de una máquina abstracta. Desde el punto de vista de los sistemas formales, la tesis desvela una teoría novedosa para el cálculo lambda con paso por valor (‘call-by-value lambda calculus’ en inglés) que es consistente con la reducción plena. Dicha teoría induce una noción de equivalencia observacional que distingue más puntos que las teorías existentes para dicho cálculo. Esta contribución ayuda a establecer una ‘teoría estándar’ en el cálculo lambda con paso por valor que es análoga a la ‘teoría estándar’ del cálculo lambda clásico propugnada por Barendregt. Se presentan resultados de teoría de la demostración, y se sugiere como abordar el estudio de teoría de modelos. ABSTRACT This thesis studies full reduction in lambda calculi. In a nutshell, full reduction consists in evaluating the body of the functions in a functional programming language with binders. The classical (i.e., pure untyped) lambda calculus is set as the formal system that models the functional paradigm. Full reduction is a prominent technique when programs are treated as data objects, for instance when performing optimisations by partial evaluation, or when some attribute of the program is represented by a program itself, like the type in modern proof assistants. A notable feature of many full-reducing operational semantics is its hybrid nature, which is introduced and which constitutes the guiding theme of the thesis. In the lambda calculus, the hybrid nature amounts to a ‘phase distinction’ in the treatment of abstractions when considered either from outside or from inside themselves. This distinction entails a layered structure in which a hybrid semantics depends on one or more subsidiary semantics. From a programming languages standpoint, the thesis shows how to derive implementations of full-reducing operational semantics from their specifications, by using program transformations techniques. The program transformation techniques are syntactical transformations which preserve the semantic equivalence of programs. The existing program transformation techniques are adjusted to work with implementations of hybrid semantics. The thesis also shows how full reduction impacts the implementations that use the environment technique. The environment technique is a key ingredient of real-world implementations of abstract machines which helps to circumvent the issue with binders. From a formal systems standpoint, the thesis discloses a novel consistent theory for the call-by-value variant of the lambda calculus which accounts for full reduction. This novel theory entails a notion of observational equivalence which distinguishes more points than other existing theories for the call-by-value lambda calculus. This contribution helps to establish a ‘standard theory’ in that calculus which constitutes the analogous of the ‘standard theory’ advocated by Barendregt in the classical lambda calculus. Some prooftheoretical results are presented, and insights on the model-theoretical study are given.

Aspects of the learner's dictionary with special reference to advanced Pakistani learners of English

The present work is an empirical investigation into the lq`reference skills' of Pakistani learners and their language needs on semantic, phonetic, lexical and pragmatic levels in the dictionary. The introductory chapter discusses the relatively problematic nature of lexis in comparison with the other aspects in EFL learning and spells out the aim of this study. Chapter two provides an analytical survey of the various types of research undertaken in different contexts of the dictionary and explains the eclectic approach adopted in the present work. Chapter three studies the `reference skills' of this category of learners in the background of highly sophisticated information structure of learners' dictionaries under evaluation and suggests some measures for improvement in this context. Chapter four considers various criteria, eg. pedagogic, linguistic and sociolinguistic for determining the macro-structure of learner's dictionary with a focus on specific Ll speakers. Chapter five is concerned with various aspects of the semantic information provided in the dictionaries matched against the needs of Pakistani learners with regard to both comprehension and production. The type, scale and presentation of grammatical information in the dictionary is analysed in chapter six with the object of discovering their role and utility for the learner. Chapter seven explores the rationale for providing phonological information, the extent to which this guidance is vital and the problems of phonetic symbols employed in the dictionaries. Chapter eight brings into perspective the historical background of English-Urdu bilingual lexicography and evalutes the currently popular bilingual dictionaries among the student community, with the aim of discovering the extent to which they have taken account of the modern tents of lexicography and investigating their validity as a useful reference tool in the learning of English language. The final chapter concludes the findings of individual aspects in a coherent fashion to assess the viability of the original hypothesis that learners' dictionaries if compiled with a specific set of users in mind would be more useful.

Information Processing in a Cognitive Model of NLP

A model of the cognitive process of natural language processing has been developed using the formalism of generalized nets. Following this stage-simulating model, the treatment of information inevitably includes phases, which require joint operations in two knowledge spaces – language and semantics. In order to examine and formalize the relations between the language and the semantic levels of treatment, the language is presented as an information system, conceived on the bases of human cognitive resources, semantic primitives, semantic operators and language rules and data. This approach is applied for modeling a specific grammatical rule – the secondary predication in Russian. Grammatical rules of the language space are expressed as operators in the semantic space. Examples from the linguistics domain are treated and several conclusions for the semantics of the modeled rule are made. The results of applying the information system approach to the language turn up to be consistent with the stages of treatment modeled with the generalized net.

A cognitive study of polysemy in Chinese 手 shǒu and Spanish mano ‘hand’

When studying polysemy in Chinese and Spanish, a cognitive approach shows what is common in the polysemous patterns of both languages, so that we can make generalizations applicable to other languages and other semantic phenomena of language. The paper’s hypothesis is that there are universal mechanisms of semantic extension that can be highlighted and can be used in teaching and learning languages.

Cognitive and structural aspects of addiction: Relation between iris patterns, time perception, eyeblink rate, impulsivity and cigarette addiction

Objectif : Le but de ce travail est d'étudier les corrélations existantes entre les patterns de l'iris, la perception du temps et la fréquence de clignement des paupières (eye blink rate) et ceci en relation avec l'addiction à la cigarette. Méthodologie: Revue de la littérature existante. Expériences sur une cohorte d'au moins trente sujets fumeurs/non-fumeurs. Analyses statistiques. Résultats: Nos résultats confirment qu'il existe des relations entre l'impulsivité, les patterns d'iris, l'eye blink rate spontané et la perception du temps. Nous observons également que l'addiction à la cigarette et son niveau de dépendance ont une influence sur ces différentes mesures. En effet, les sujets fumeurs tendent à avoir une personnalité plus impulsive par rapport aux sujets contrôles. On remarque également une nette diminution de l'eye blink rate dans le groupe des fumeurs et une tendance à la sur-estimation du temps qui passe. Conclusion : Ce travail nous permet de mieux comprendre les différentes corrélations qui existent entre les différentes variables que nous avons mesurées (patterns d'iris, score d'impulsivité et eye blink rate) ainsi que leur relation à l'addiction à la cigarette. Dès lors qu'il est avéré que les fumeurs peuvent avoir une perception du temps altérée par rapport au groupe contrôle, il serait intéressant d'en étudier l'évolution sur le long terme (aggravation avec la durée du tabagisme actif) ainsi que les conséquences qui en découlent écologiquement au moyen d'études longitudinales et de terrain.

Comparison of language impairment in late-onset depression and Alzheimer`s disease

Objectives: Depression and dementia are highly prevalent in the elderly. Language impairment is an inherent component of Alzheimer`s disease (AD), which can also be encountered in depressed patients. The aim of this study wasto compare the profiles of language abilities in late-onset depression and mild AD groups. Methods: We studied 25 patients with late-onset depression (mean age 73.6 +/- 6.6 years; schooling 9.1 +/- 5.7 years) and 30 patients with mild AD (77.6 +/- 5.4 years; 7.5 +/- 7.1 years) using the Arizona Battery for Communication Disorders of Dementia (ABCD), compared to a group of 30 controls (73.8 +/- 5.8 years; 9.1 +/- 5.4 years). Cut-off scores to discriminate between Controls x Depression and Depression x AD were determined. Results: Depressed patients` scores were similar to AD in confrontation naming, concept definition, following commands, repetition and reading comprehension (sentence). Episodic memory and mental status subtests were useful in differentiating depressed patients from AD, a result that was reproduced when using analysis of covariance to control for the effect of age in the same subtests (p = 0.01 and 0.04, respectively). Conclusion: Language impairment resembling AD was found in the aforementioned language subtests of the ABCD in elderly depressed patients; the mental status and episodic memory subtests were useful to discriminate between AD and depression. The ABCD has proven to be a suitable tool for language evaluation in this population and should aid in the differentiation of AD and pseudodementia (as that of depression).

Cultural aspects of classroom effectiveness: Overseas-educated students in Australian classrooms

Teachers who are new to the country often find themselves as 'the stranger' in their own classroom. Languages education is one area where such overseas-educated teachers are common. The study reported here investigated what cultural factors might influence the classroom performance of such teachers. The early classroom experience of beginning Japanese native speaker teachers and trainees was examined to this end.

The English-only movement: A communication analysis of changing perceptions of language vitality

This paper reexamines the potential impact of the English-only movement on linguistic minorities and Anglos' perceptions of their own and minority groups' language vitality. Of particular interest is the Hispanic population-the fastest growing minority in the U.S. Communication scholars have paid only scant attention to the English-only movement and how it affects the social and communication climate for Latinos. However, literature reviews prepared for the American Psychological Association and for the Teachers of English to Speakers of Other Languages (in 1991 and 1995, respectively) concluded that English-only initiatives have negative consequences for limited-English proficiency groups. Revisiting this still-growing issue in the light of more recent studies across disciplines and media reports, we examine how Anglo support for English-only policies limits the use, promotion, and salience of minority languages like Spanish in institutional settings and in the linguistic landscape and suggest directions for future research.