En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

Herramientas de wikis semánticos

Este trabajo pretende hacer un análisis sobre la web semántica, centrándose en los wikis semánticos, definiendo qué son, cómo trabajan, estableciendo las situaciones en las que son necesarios..., y concluyendo con un estado del arte de las herramientas que se nos ofrecen y analizando una de ellas.

Wikis semánticas

Introducción a las wikis semánticas: ¿Qué son? ¿Cómo son? ¿Cómo trabajan? ¿Cuándo hacen falta?

Lenguajes de modelado de procesos para Servicios Web Semánticos : Caso de estudio BPEL4WS y WSMO

Estudi de les tecnologies Web Service Modeling Ontology (WSMO) i Business Process Execution Language For Web Services (BPEL4WS) i anàlisi de WSMO i de BPEL4WS documentant els punts clau de cada tecnologia, a continuació se'n realitzarà una comparativa entre les esmentades tecnologies, posant una especial atenció a WSMO

Personalized touristic routes implementing semantic web on GIS

Nowadays, when a user is planning a touristic route is very difficult to find out which are the best places to visit. The user has to choose considering his/her preferences due to the great quantity of information it is possible to find in the web and taking into account it is necessary to do a selection, within small time because there is a limited time to do a trip. In Itiner@ project, we aim to implement Semantic Web technology combined with Geographic Information Systems in order to offer personalized touristic routes around a region based on user preferences and time situation. Using ontologies it is possible to link, structure, share data and obtain the result more suitable for user's preferences and actual situation with less time and more precisely than without ontologies. To achieve these objectives we propose a web page combining a GIS server and a touristic ontology. As a step further, we also study how to extend this technology on mobile devices due to the raising interest and technological progress of these devices and location-based services, which allows the user to have all the route information on the hand when he/she does a touristic trip. We design a little application in order to apply the combination of GIS and Semantic Web in a mobile device.

Ontología de ALUS

En este trabajo se describe una base de conocimiento de las ALU humanas. La ontología incorpora términos SO y GO y está orientada a describir el contexto genómico del conjunto de ALU. Para cada elemento ALU se almacenan el gen y transcrito más cercanos, así como su anotación funcional de acuerdo a GO, el estado de la cromatina circundante y los factores de transcripción presentes en la ALU. Se han incorporado reglas semánticas para facilitar el almacenamiento, consulta e integración de la información. La ontología de ALU es plenamente analizable mediante razonadores como Pellet y está parcialmente transferida a una wiki semántica.

Reconciling phonological neighborhood effects in speech production through single trial analysis

A crucial step for understanding how lexical knowledge is represented is to describe the relative similarity of lexical items, and how it influences language processing. Previous studies of the effects of form similarity on word production have reported conflicting results, notably within and across languages. The aim of the present study was to clarify this empirical issue to provide specific constraints for theoretical models of language production. We investigated the role of phonological neighborhood density in a large-scale picture naming experiment using fine-grained statistical models. The results showed that increasing phonological neighborhood density has a detrimental effect on naming latencies, and re-analyses of independently obtained data sets provide supplementary evidence for this effect. Finally, we reviewed a large body of evidence concerning phonological neighborhood density effects in word production, and discussed the occurrence of facilitatory and inhibitory effects in accuracy measures. The overall pattern shows that phonological neighborhood generates two opposite forces, one facilitatory and one inhibitory. In cases where speech production is disrupted (e.g. certain aphasic symptoms), the facilitatory component may emerge, but inhibitory processes dominate in efficient naming by healthy speakers. These findings are difficult to accommodate in terms of monitoring processes, but can be explained within interactive activation accounts combining phonological facilitation and lexical competition.

Analyzing hidden semantics in social bookmarking of open educational resources

Web 2.0 services such as social bookmarking allow users to manage and share the links they find interesting, adding their own tags for describingthem. This is especially interesting in the field of open educational resources, asdelicious is a simple way to bridge the institutional point of view (i.e. learningobject repositories) with the individual one (i.e. personal collections), thuspromoting the discovering and sharing of such resources by other users. In this paper we propose a methodology for analyzing such tags in order to discover hidden semantics (i.e. taxonomies and vocabularies) that can be used toimprove descriptions of learning objects and make learning object repositories more visible and discoverable. We propose the use of a simple statistical analysis tool such as principal component analysis to discover which tags createclusters that can be semantically interpreted. We will compare the obtained results with a collection of resources related to open educational resources, in order to better understand the real needs of people searching for open educational resources.

Repurposing Social Tagging Data for Extraction of Domain-level Concepts

The World Wide Web, the world¿s largest resource for information, has evolved from organizing information using controlled, top-down taxonomies to a bottom up approach that emphasizes assigning meaning to data via mechanisms such as the Social Web (Web 2.0). Tagging adds meta-data, (weak semantics) to the content available on the web. This research investigates the potential for repurposing this layer of meta-data. We propose a multi-phase approach that exploits user-defined tags to identify and extract domain-level concepts. We operationalize this approach and assess its feasibility by application to a publicly available tag repository. The paper describes insights gained from implementing and applying the heuristics contained in the approach, as well as challenges and implications of repurposing tags for extraction of domain-level concepts.

Toward Synchronous Extensible Dependency Grammar

Extensible Dependency Grammar (XDG; Debusmann, 2007) is a flexible, modular dependency grammarframework in which sentence analyses consist of multigraphs and processing takes the form of constraint satisfaction. This paper shows how XDGlends itself to grammar-driven machine translation and introduces the machinery necessary for synchronous XDG. Since the approach relies on a shared semantics, it resembles interlingua MT.It differs in that there are no separateanalysis and generation phases. Rather, translation consists of the simultaneousanalysis and generation of a single source-target sentence.

Facilitatory and interfering effects of neighbourhood density on speech production: Evidence from aphasic errors.

In a system where tens of thousands of words are made up of a limited number of phonemes, many words are bound to sound alike. This similarity of the words in the lexicon as characterized by phonological neighbourhood density (PhND) has been shown to affect speed and accuracy of word comprehension and production. Whereas there is a consensus about the interfering nature of neighbourhood effects in comprehension, the language production literature offers a more contradictory picture with mainly facilitatory but also interfering effects reported on word production. Here we report both of these two types of effects in the same study. Multiple regression mixed models analyses were conducted on PhND effects on errors produced in a naming task by a group of 21 participants with aphasia. These participants produced more formal errors (interfering effect) for words in dense phonological neighbourhoods, but produced fewer nonwords and semantic errors (a facilitatory effect) with increasing density. In order to investigate the nature of these opposite effects of PhND, we further analysed a subset of formal errors and nonword errors by distinguishing errors differing on a single phoneme from the target (corresponding to the definition of phonological neighbours) from those differing on two or more phonemes. This analysis confirmed that only formal errors that were phonological neighbours of the target increased in dense neighbourhoods, while all other errors decreased. Based on additional observations favouring a lexical origin of these formal errors (they exceeded the probability of producing a real-word error by chance, were of a higher frequency, and preserved the grammatical category of the targets), we suggest that the interfering effect of PhND is due to competition between lexical neighbours and target words in dense neighbourhoods.

Suomi tiellä sivistyskieleksi. Suomenkielisen maantieteen sanaston kehittyminen ja kehittäminen 1800-luvulla

Tutkimukseni käsittelee suomen kielen sanaston kehitystä 1800-luvulla eli aikana, jolloin suomen kielestä kehittyi monialainen sivistyskieli. Esimerkkiaineistona on yhden erikoisalan, maantieteen sanasto. Suomen kirjakieli syntyi 1500-luvulla, mutta aluksi kirjoitettua kieltä tarvittiin pääasiassa uskonnollisissa yhteyksissä. 1800-luvun aikana kielen käyttöalat monipuolistuivat ja uutta sanastoa tarvittiin monien erikoisalojen tarpeisiin. Ryhdyttiin tietoisesti kääntämään tietokirjallisuutta ja kirjoittamaan eri aiheista. Tutkimukseni selvittää maantieteen sanaston kehittymistä sadassa vuodessa erityisesti maantieteen oppikirjoissa. Tutkimus kuvaa sanaston kehitystä teoreettisesti uudenlaisista lähtökohdista tarkastelemalla leksikaalista variaatiota. Variaatiota on kuvattu tarkasti sekä yksittäisten käsitteiden nimitysten kehityksenä että ilmiönä yleisesti. Tutkimus hyödyntää myös kognitiivista lähestymistapaa, etenkin sosiokognitiivisen terminologian teoriaa. Aineiston analyysin pohjalta syntyy kuva sanaston kehityksestä ja vakiintumisesta. Tutkimus kuvaa myös tapoja, joilla uusia käsitteitä nimettiin. Se pohtii eri nimeämistapojen suhdetta sekä kirjoittajien ja aikalaisten roolia sanaston vakiintumisessa. 1800-luvun maantieteen sanastossa on runsaasti variaatiota; vain harvojen käsitteiden nimitykset ovat vakiintuneita tai vakiintuvat nopeasti. Tämän variaation kuvaaminen leksikaalisena variaationa osoittautui tutkimuksessa hyväksi metodiksi. Koska kirjakieli oli vakiintumatonta, nimityksissä esiintyy paljon kontekstuaalista variaatiota esimerkiksi sanojen kirjoitusasuissa. Kirjoittajat myös pohtivat havainnollista tapaa nimetä käsitteitä, ja tästä aiheutuu onomasiologista variaatiota. Semasiologinen variaatio taas kertoo käsitejärjestelmän vakiintumattomuudesta. Aineiston sanaston lähtökohdat ovat vanhan kirjasuomessa, mutta tältä pohjalta luodaan valtava määrä uutta sanastoa tai otetaan aiemmin kirjakielessä käytettyjä nimityksiä uuteen merkitykseen. Tärkeä rooli on sekä nimitysten muodostamisella kotoisista aineksista että kääntämisellä, jossa malli saadaan toisesta kielestä mutta nimitysten ainekset ovat omaperäisiä.

Hemispheric language asymmetry in first episode psychosis and schizotypy : the role of cannabis consumption and cognitive disorganization

Cannabis use has been related to an elevated psychosis risk and attenuated cognitive functioning. Cannabis-related cognitive impairments are also observed in populations along the psychosis dimension. We here investigated whether a potential behavioural marker of the psychosis dimension (attenuated functional hemispheric asymmetry) is even further attenuated in individuals using cannabis (CU) versus those not using cannabis (nCU). We tested 29 patients with first episode psychosis (FEP; 11 CU) and 90 healthy controls (38 CU) on lateralized lexical decisions assessing left hemisphere language dominance. In patients, psychotic symptoms were assessed (PANSS). In controls, self-reported schizotypy was assessed (O-LIFE questionnaire). Results indicated that nCU FEP patients had a relative reduced hemispheric asymmetry, as did controls with increasing cognitive disorganisation scores, in particular when belonging to the group of nCU controls. Positive, disorganised and negative PANSS scores in patients and negative and positive schizotypy in controls were unrelated to hemispheric asymmetry. These findings suggest that cannabis use balances rather than exacerbates uncommon hemispheric laterality patterns. Moreover, in healthy populations, the potential stabilisation of typical hemispheric asymmetry in CU might be most relevant to individuals with elevated cognitive disorganisation. We discuss the potential beneficial and harmful effects of cannabis use along the psychosis dimension together with propositions for future studies that should account for the mediating role of additional substances (e.g. nicotine), cannabis composition (e.g. cannabidiol content), and individual differences (e.g. physical health, or absence of significant polysubstance use).