Language impairment in Huntington's disease

Language alterations in Huntington's disease (HD) are reported, but their nature and correlation with other cognitive impairments are still under investigation. This study aimed to characterize the language disturbances in HD and to correlate them to motor and cognitive aspects of the disease. We studied 23 HD patients and 23 controls, matched for age and schooling, using the Boston Diagnostic Aphasia Examination, Boston Naming Test, the Token Test, Animal fluency, Action fluency, FAS-COWA, the Symbol Digit Modalities Test, the Stroop Test and the Hooper Visual Organization Test (HVOT). HD patients performed poorer in verbal fluency (p<0.0001), oral comprehension (p<0.0001), repetition (p<0.0001), oral agility (p<0.0001), reading comprehension (p=0.034) and narrative writing (p<0.0001). There was a moderate correlation between the Expressive Component and Language Competency Indexes and the HVOT (r=0.519, p=0.011 and r=0.450, p=0.031, respectively). Language alterations in HD seem to reflect a derangement in both frontostriatal and frontotemporal regions.

Bias and learning in temporal binding: intervals between actions and outcomes are compressed by prior bias

It has consistently been shown that agents judge the intervals between their actions and outcomes as compressed in time, an effect named intentional binding. In the present work, we investigated whether this effect is result of prior bias volunteers have about the timing of the consequences of their actions, or if it is due to learning that occurs during the experimental session. Volunteers made temporal estimates of the interval between their action and target onset (Action conditions), or between two events (No-Action conditions). Our results show that temporal estimates become shorter throughout each experimental block in both conditions. Moreover, we found that observers judged intervals between action and outcomes as shorter even in very early trials of each block. To quantify the decrease of temporal judgments in experimental blocks, exponential functions were fitted to participants’ temporal judgments. The fitted parameters suggest that observers had different prior biases as to intervals between events in which action was involved. These findings suggest that prior bias might play a more important role in this effect than calibration-type learning processes.

Reinforcement learning in dendritic structures

The discovery of binary dendritic events such as local NMDA spikes in dendritic subbranches led to the suggestion that dendritic trees could be computationally equivalent to a 2-layer network of point neurons, with a single output unit represented by the soma, and input units represented by the dendritic branches. Although this interpretation endows a neuron with a high computational power, it is functionally not clear why nature would have preferred the dendritic solution with a single but complex neuron, as opposed to the network solution with many but simple units. We show that the dendritic solution has a distinguished advantage over the network solution when considering different learning tasks. Its key property is that the dendritic branches receive an immediate feedback from the somatic output spike, while in the corresponding network architecture the feedback would require additional backpropagating connections to the input units. Assuming a reinforcement learning scenario we formally derive a learning rule for the synaptic contacts on the individual dendritic trees which depends on the presynaptic activity, the local NMDA spikes, the somatic action potential, and a delayed reinforcement signal. We test the model for two scenarios: the learning of binary classifications and of precise spike timings. We show that the immediate feedback represented by the backpropagating action potential supplies the individual dendritic branches with enough information to efficiently adapt their synapses and to speed up the learning process.

Reinforcement learning in dendritic structures

The discovery of binary dendritic events such as local NMDA spikes in dendritic subbranches led to the suggestion that dendritic trees could be computationally equivalent to a 2-layer network of point neurons, with a single output unit represented by the soma, and input units represented by the dendritic branches. Although this interpretation endows a neuron with a high computational power, it is functionally not clear why nature would have preferred the dendritic solution with a single but complex neuron, as opposed to the network solution with many but simple units. We show that the dendritic solution has a distinguished advantage over the network solution when considering different learning tasks. Its key property is that the dendritic branches receive an immediate feedback from the somatic output spike, while in the corresponding network architecture the feedback would require additional backpropagating connections to the input units. Assuming a reinforcement learning scenario we formally derive a learning rule for the synaptic contacts on the individual dendritic trees which depends on the presynaptic activity, the local NMDA spikes, the somatic action potential, and a delayed reinforcement signal. We test the model for two scenarios: the learning of binary classifications and of precise spike timings. We show that the immediate feedback represented by the backpropagating action potential supplies the individual dendritic branches with enough information to efficiently adapt their synapses and to speed up the learning process.

'Neurons in Action' in Action - Educational settings for simulations and tutorials using NEURON

Neurons in Action (NIA1, 2000; NIA1.5, 2004; NIA2, 2007), a set of tutorials and linked simulations, is designed to acquaint students with neuronal physiology through interactive, virtual laboratory experiments. Here we explore the uses of NIA in lecture, both interactive and didactic, as well as in the undergraduate laboratory, in the graduate seminar course, and as an examination tool through homework and problem set assignments. NIA, made with the simulator NEURON (http://www.neuron.yale.edu/neuron/), displays voltages, currents, and conductances in a membrane patch or signals moving within the dendrites, soma and/or axon of a neuron. Customized simulations start with the plain lipid bilayer and progress through equilibrium potentials; currents through single Na and K channels; Na and Ca action potentials; voltage clamp of a patch or a whole neuron; voltage spread and propagation in axons, motoneurons and nerve terminals; synaptic excitation and inhibition; and advanced topics such as channel kinetics and coincidence detection. The user asks and answers "what if" questions by specifying neuronal parameters, ion concentrations, and temperature, and the experimental results are then plotted as conductances, currents, and voltage changes. Such exercises provide immediate confirmation or refutation of the student's ideas to guide their learning. The tutorials are hyperlinked to explanatory information and to original research papers. Although the NIA tutorials were designed as a sequence to empower a student with a working knowledge of fundamental neuronal principles, we find that faculty are using the individual tutorials in a variety of educational situations, some of which are described here. Here we offer ideas to colleagues using interactive software, whether NIA or another tool, for educating students of differing backgrounds in the subject of neurophysiology.

Russian language maintenance through bedtime story reading?: Linguistic strategies and language negotiation in Russian-French speaking families in Switzerland

This article proposes an interactional approach to the question of Russian language maintenance through the activity of bedtime story-reading in Russian-French bilingual families in French speaking Switzerland. Reading stories appears to be a language maintenance strategy commonly employed by the Russian speaking parent. The ritual and recreational moment of story-reading therefore becomes an opportunity for language learning. Drawing upon a language socialization perspective, this paper proposes an interactional analysis of the language use in the activity of story-reading. It shows how the language choice of the participants may be requested, negotiated and challenged during the interaction. The analysis further informs us about the language choice pattern and the bilingual competences in these families. We will gain insight into (Russian) language maintenance as a daily social and linguistic practice.

Collaborative Learning in Context: The Problem with Peer Tutoring

Describes the effects that institutionalization of peer tutoring is having on the teaching-learning relationship.

Linguistic relativity and dialectical idiomatization: language ideologies and second language acquisition in the Irish language revival of Northern Ireland

A considerable number of Irish Catholics in West Belfast, originally native English speakers, have started learning the Irish language throughout the Northern Irish conflict in order to feel more Irish. Many of these have developed a strong conviction that the Irish language contains a different worldview from the one embodied in English. However, rather than constituting a plausible representation of relevant differences embodied in the languages themselves, this article puts forward the hypothesis that such a neo-Whorfian endorsement of linguistic relativity might rather be the product of dialectical idiomatization, following from the interplay of prevailing language ideologies and effects of second language acquisition.

Plataforma MALL (Mobile-Assisted Language Learning) para el aprendizaje y desarrollo del conocimiento del idioma, particularizado en el Inglés

El creciente uso de las Tecnologías de la Información y las Comunicaciones en el ámbito educativo ha hecho posible que existan nuevas formas de enseñanza que facilitan el aprendizaje y la mejora de éste. Una de las ramas educativas que más influenciada se ha visto por esto es la de los idiomas, debido en gran parte a la necesidad global de aprender nuevas lenguas y mejorar sus conocimientos de ellas. Entre todos los idiomas que la gente desea aprender destaca uno por encima de todos, el inglés. Esto viene dado no solo por la presencia de éste a nivel mundial, sino por la gran repercusión en el ámbito educativo, comenzando a ser un requisito indispensable en la realización de estudios superiores. El presente proyecto Fin de Grado pretende contribuir a la mejora del conocimiento del inglés para estudiantes que no han alcanzado un nivel B2 de éste. En éste se desarrolla una plataforma educativa accesible por el mayor número de alumnos posibles, no solo solo a través de ordenadores personales, sino principalmente a través de dispositivos móviles tales como smartphones y tablets. Para que fuese posible una mayor utilización de esta por parte de los estudiantes era necesario la creación de una aplicación que pudiese ser utilizada desde cualquier dispositivo sin importar el sistema operativo empleado. Dicha plataforma educativa está formada por un juego de preguntas en la que los estudiantes deberán contestar correctamente para obtener una puntuación final con la que accederán a una clasificación con el resto de miembros de dicha plataforma. Con éste sistema de puntos se pretende dar una componente de gamificación al juego para motivar a los estudiantes a que sigan compitiendo y realizando test de preguntas. Además a dicha plataforma podrán acceder los profesores administradores de ella para monitorizar y ver resultados de los estudiantes participantes. ABSTRACT. The growing use of Information and Communication Technologies in the educational field has made possible for new teaching ways to exist, thus making learning easier and better. One of the more influenced educational branches by this fact is languages, largely due to a global need to learn them and improve knowledge. Among all the languages that people wish to learn, one stands out above them, English. It is given, not only by its worldwide presence, but by its big scholar repercussion; that English is an essential requirement for higher education. This final degree project aims to improve the english level for those who have a hard time doing it. This project develops an educational accesible platform to the greatest number of students, not only through personal computers, but mainly through mobile devices like smartphones or tablets. To make a great use of it by students possible, it was necessary an application which could be used from any device regardless of the operative system. This teaching platform is formed by a quiz game in which students must answer correctly in order to get a final score which will place them in a ranking composed by other platform members. With this score system it is intended to give a gamification component in order to motivate students to keep playing and answering question tests. Also, in this platform, administration teachers will be able to monitor the students and watch their results.

Mobile assisted language learning : prototipo de la aplicación UP2B2

La forma de consumir contenidos en Internet ha cambiado durante los últimos años. Inicialmente se empleaban webs estáticas y con contenidos pobres visualmente. Con la evolución de las redes de comunicación, esta tendencia ha variado. A día de hoy, deseamos páginas agradables, accesibles y que nos presenten temas variados. Todo esto ha cambiado la forma de crear páginas web y en todos los casos se persigue el objetivo de atraer a los usuarios. El gran auge de los smartphones y las aplicaciones móviles que invaden el mercado actual han revolucionado el mundo del estudio de los idiomas permitiendo compatibilizar los recursos punteros con el aprendizaje tradicional. La popularidad de los dispositivos móviles y de las aplicaciones ha sido el principal motivo de la realización de este proyecto. En él se realizará un análisis de las diferentes tecnologías existentes y se elegirá la mejor opción que se ajuste a nuestras necesidades para poder desarrollar un sistema que implemente el enfoque llamado Mobile Assisted Language Learning (MALL) que supone una aproximación innovadora al aprendizaje de idiomas con la ayuda de un dispositivo móvil. En este documento se va a ofrecer una panorámica general acerca del desarrollo de aplicaciones para dispositivos móviles en el entorno del e-learning. Se estudiarán características técnicas de diferentes plataformas seleccionando la mejor opción para la implementación de un sistema que proporcione los contenidos básicos para el aprendizaje de un idioma, en este caso del inglés, de forma intuitiva y divertida. Dicho sistema permitirá al usuario mejorar su nivel de inglés mediante una interfaz web de forma dinámica y cercana empleando los recursos que ofrecen los dispositivos móviles y haciendo uso del diseño adaptativo. Este proyecto está pensado para los usuarios que dispongan de poco tiempo libre para realizar un curso de forma presencial o, mejor aún, para reforzar o repasar contenidos ya aprendidos por otros medios más tradicionales o no. La aplicación ofrece la posibilidad de que se haga uso del sistema de forma fácil y sencilla desde cualquier dispositivo móvil del que se disponga como es un smartphone, tablet o un ordenador personal, compitiendo con otros usuarios o contra uno mismo y mejorando así el nivel de partida a través de las actividades propuestas. Durante el proyecto se han comparado diversas soluciones, la mayoría de código abierto y de libre distribución que permiten desplegar servicios de almacenamiento accesibles mediante Internet. Se concluirá con un caso práctico analizando los requisitos técnicos y llevando a cabo las fases de análisis, diseño, creación de la base de datos, implementación y pruebas dentro del ciclo de vida del software. Finalmente, se migrará la aplicación con toda la información a un servidor en la nube. ABSTRACT. The way of consuming content on the Internet has changed over the past years. Initially, static websites were used with poor visual contents. Nevertheless, with the evolution of communication networks this trend has changed. Nowadays, we expect pleasant, accessible and varied topic pages and such expectations have changed the way to create web pages generally aiming at appealing and therefore, attracting users. The great boom of smartphones and mobile applications in the current market, have revolutionized the world of language learning as they make it possible to combine computing with traditional learning resources. The popularity of mobile devices and applications has been the main reason for the development of this project. Here, the different existing technologies will be examined and we will try to select the best option that adapts to our needs in order to develop a system that implements Mobile Assisted Language Learning (MALL) that in broad terms implies an approach to language learning with the help of a mobile device. This report provides an overview of the development of applications for mobile devices in the e-learning environment. We will study the technical characteristics of different platforms and we will select the best option for the implementation of a system that provide the basic content for learning a language, in this case English, by means of an intuitive and fun method. This system will allow the user to improve their level of English with a web interface in a dynamic and close way employing the resources offered by mobile devices using the adaptive design. This project is intended for users who do not have enough free time to make a classroom course or to review contents from more traditional courses as it offers the possibility to make use of the system quickly and easily from any mobile device available such as a smartphone, a tablet or a personal computer, competing with other users or against oneself and thus improving their departing level through different activities. During the project, different solutions have been compared. Most of them, open source and free distribution that allow to deploy storage services accessible via the Internet. It will conclude with a case study analyzing the technical requirements and conducting phases of analysis, design and creation of a database, implementation and testing in the software lifecycle. Finally, the application will be migrated with all the information to a server in the cloud.

A proposal for teaching with authentic texts in order to develop social awareness in a language subject in tertiary education

The University of the 21st century has to establish links with society and prepare students for the demands of the working world. Therefore, this article is a contribution to the integral preparation of university students by proposing the use of authentic texts with social content in English lessons so that students acquire emotional and social competencies while still learning content. This article will explain how the choice of texts on global issues such as racism and gender helps students to develop skills such as social awareness and critical thinking to deepen their understanding of discrimination, injustice or gender differences in both oral and written activities. A proposal will be presented which involves using the inauguration speech from Mandela's presidency and texts with photographs of women so that students analyse them whilst utilising linguistic tools that allow them to explore a text's social dimension.

Applied language learning.

No longer distributed to depository libraries in tangible format, .

Student community service in ACTION.

Mode of access: Internet.

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.