Cross-situational learning of object-word mapping using Neural Modeling Fields

The issue of how children learn the meaning of words is fundamental to developmental psychology. The recent attempts to develop or evolve efficient communication protocols among interacting robots or Virtual agents have brought that issue to a central place in more applied research fields, such as computational linguistics and neural networks, as well. An attractive approach to learning an object-word mapping is the so-called cross-situational learning. This learning scenario is based on the intuitive notion that a learner can determine the meaning of a word by finding something in common across all observed uses of that word. Here we show how the deterministic Neural Modeling Fields (NMF) categorization mechanism can be used by the learner as an efficient algorithm to infer the correct object-word mapping. To achieve that we first reduce the original on-line learning problem to a batch learning problem where the inputs to the NMF mechanism are all possible object-word associations that Could be inferred from the cross-situational learning scenario. Since many of those associations are incorrect, they are considered as clutter or noise and discarded automatically by a clutter detector model included in our NMF implementation. With these two key ingredients - batch learning and clutter detection - the NMF mechanism was capable to infer perfectly the correct object-word mapping. (C) 2009 Elsevier Ltd. All rights reserved.

'Aussies' and 'wogs' and the `group in-between': year 10 students' constructions of cross-cultural friendships

This paper reports on an aspect of a small, empirical study that explored how cross-category friendships were constructed among an ethnically diverse cohort of Year 10 students in an Australian school. The students, who self-identified as having friendships across gender and ethnic boundaries, were interviewed in focus groups. Young men and young women, in speaking of their cross-cultural friendships, generally stressed commonalities among rather than differences between groups of friends. Nevertheless, students identified two predominant peer groups and used the terms 'aussie' and 'wog' to name them. Some of the male students appeared to be more keen than many of the females to mark themselves out as belonging to one or the other of these groups. This paper will discuss how these terms are utilised among these students to construct particular identities. On one level, this naming signified differences of choice, with reference to styles of music, clothing, jewellery, hair and entertainment. Is this an attempt to reclaim and rework previously racist descriptors into more egalitarian terms by young people? The meanings and sense that students make of such traditionally racist terms and how their use reflects and challenges wider cultural discourses of difference are discussed. How 'sameness' is constituted around shared experiences rather than common cultural backgrounds is also considered.

Translating difference: questions of representation in cross-cultural research encounters

This paper addresses questions of cross-cultural communication and represen tation as they arose in a longitudinal research project which sought to learn about the lives and concerns of older women. It focuses on the translations and mistranslations that occurred in narrative workshops where Australian researchers, who did not speak Vietnamese, worked with Australian Vietnamese women aged 55-74 and a translator to produce video diaries of the older women's everyday life. A number of workshop interactions around storytelling are examined to document the complexities that can arise when communities meet and interact across cultures. The aim is to 'come clean' about the problems of trying to conduct research without a common language and to suggest just how difficult translations and representations of culture really are and how easily preconceptions and cultural positionings interfere with the process of communication that is actually occurring.

The effect of emotions in cross-cultural expatriate experiences

With increased recognition of the existence of emotions in everyday interpersonal interactions, the need for emotions in cross-cultural interactions has become more obvious. Emotions play an important role in cross-cultural expatriate interactions as these experiences are essentially social encounters. Yet, little research addresses the emotions felt and the emotional demands involved in the cross-cultural interaction. Research on expatriate experiences centres solely on the cross-cultural training, sensitivity, and adaptability of expatriates. What fails to be addressed, however, is the emotional aspect of this interaction. In this paper, we examine the cross-cultural expatriate experience, integrating both the cultural and emotional aspects of the interaction. In doing so, we aim to advance understanding of the expatriate experience and the potential reasons underlying expatriate success and failure.

Cultural sustainability of the arts through cross cultural market segmentation

The cultural characteristics attributed to individuals in their country of birth are likely to change through immigration and acculturation processes taking place in the host country. Immigrants are likely to develop their own unique cultural styles through a blending of their old culture and the host culture. With slightly less than half of the population born overseas or with at least one parent born overseas, and with some 200 languages Australia has one of the most cosmopolitan populations in the world, with a relatively small population of 20 million. This paper considers the cross cultural nature of the Australian population and the sustainability of culture through the Arts. This paper also considers the marketing of the arts from a cross cultural segmentation perspective. In so doing the paper identifies segmentation issues associated with cross cultural segmentation.

Behavioral adaptation within cross-cultural virtual teams

With today's business environments no longer confined to national borders, much work is undertaken in global virtual teams. Such teams consist of members located in different countries that communicate via technology media to complete a project task. Much of the research in this area has been focused on the technological aspects of such environments; there is, however, a lack of research into the behavioral aspects and the issue of cultural differences in particular. It has been acknowledged that when cultural diversity is neither recognized nor acted upon, significant challenges can arise for the team. Current advice in the literature suggests that team members should adapt their normal working behavior in consideration of cultural differences. However, there is little indication of how team members should do so. This study investigated if and/or how team members adapt their behavior in cross-cultural virtual teams. The results of this study indicate that team members can adapt their behavior in both spoken and written communication as well as allowing for religious beliefs and time zone differences. This paper discusses specifically how behavior can be adapted, including a discussion of behaviors that caused concern. Finally, a framework of behavioral adaptations is presented for ways to improve cross-cultural virtual team interactions.

Guanxi in a sub-national cross-cultural setting

This paper explores whether Chinese relationship building, Guanxi, is effective in crosscultural sub-national relationships. Derived from research into Sino-Australian Sister City Type Relationships and using material gathered through interviews in China and Australia, a modified Institutional Guanxi conceptual model has been developed. Some propositions are developed to link the components of the Guanxi conceptual model. Different methodologies are explored to determine the most effective way to test the hypotheses in a cross-cultural environment, and future research is outlined.

Cross cultural engagement: teaching African music to Australian students

This paper reports on research that examined the effectiveness of introducing rhythmic concepts through an unfamiliar musical genre to Australian generalist prim my teacher education students. The genre selected was African music, in particular action songs, dance and instrumental improvisation. The methodologies of Orff, Kodaly and Dalcroze were taught through the repertoire of African music in order to foster a closer relationship between pedagogical theory and practice and to teach rhythm through cross-cultural engagement. Through analyses of questionnaire and interview data, it was demonstrated that African music had a positive effect on students' conjidence as non-specialists music teachers and enhanced their skills in staff, sol-fa, hand notation and performance. Also students were not only highly motivated to engage with this new musical genre, but also gained an increased understanding of African culture. It is argued that African music was perceived by students not so much as a "novelty", but as a source of genuine motivation, interest and enjoyment. Its potential for extending student understanding of rhythm as well as taking a significant step towards internationalizing the curriculum for a cohort of predominantly Anglo-Celtic, pre-service teachers is also explored.

A comparative analysis of personal values of international postgraduate students from Asia studying in Australian universities: a cross cultural study

The rising expectations of university students with regard to quality, service and value for money, and the growing diversity of student populations have challenged universities to become increasingly student focused. Marketing theory suggests that a clear understanding of customer needs and expectations is central to being customer focused and to facilitate targeting of products and services to appropriate segments. The process requires the marketer to have insights into the cultural backgrounds of customers where the study of personal values becomes a critical component in understanding consumer needs and preferences. The results of this study indicate that personal values are useful in explaining differences amongst the student cohorts with regard to age, gender and nationality. Recommendations are made with regard to developing the educational product for the international student, based on underlying value domains of Self-efficacy and Hedonism.