Different Categories Of Words Research Articles

Deep learning speech recognition for residential assistant robot

This work presents the design and validation of a voice assistant to command robotic tasks in a residential environment, as a support for people who require isolation or support due to body motor problems. The preprocessing of a database of 3600 audios of 8 different categories of words like “paper”, “glass” or “robot”, that allow to conform commands such as "carry paper" or "bring medicine", obtaining a matrix array of Mel frequencies and its derivatives, as inputs to a convolutional neural network that presents an accuracy of 96.9% in the discrimination of the categories. The command recognition tests involve recognizing groups of three words starting with "robot", for example, "robot bring glass", and allow identifying 8 different actions per voice command, with an accuracy of 88.75%.

Morphological Complexity in Arabic Spelling and Its Implication for Cognitive Processing.

Spelling poses a challenge to Arabic-speaking learners due to the complexity of the morphological and orthographic systems in Arabic. Arabic morphology has been argued to play a critical role in spelling since its morphological operations are built on a system consisting of a root that is interlocking into different patterns of vowels to form different categories of words. This study made a detailed classification of spelling errors in a word dictation task, based on morphological structures, undertaken by 107 Typically-developing learners (TD) and learners with learning disabilities (LD) attending the same schools in Jordan. All participants ranged in age from 7years, 3months to 15years, 2months (grades 2 to 8). The spelling task was made up of 400 common words representing most morphological forms in different conjugations and grammatical classes. The results indicated that TD and LD learners follow a similar pattern of complexity even though the LD group produced more errors than the TD group. Both groups encountered more difficulties in passive voice forms followed by active voice forms. Furthermore, both groups spelled nouns, verbal nouns and derivations more accurately than verbal forms (active and passive voice). The results provide additional evidence for the nonlinear growth of morphological knowledge in spelling. In addition, spelling errors suggested that the spelling process goes in a hierarchical way where words can be accessed and processed either according to the root or according to the stem. Therefore, roots or stems are firstly accessed and attached to basic word patterns (the grapheme without diacritics and affixes). Thereafter, prefixes and, then, suffixes are attached to the word pattern and, finally, diacritics are accessed and attached to the word pattern.

Main aspects, principles and targets of teaching foreign languages

The language is entering the era of the information society and is undergoing changes associated with borrowing words from the dominant language. With the development of social, political, economic and cultural conditions with other societies, there is a “mixing of languages” or “language contact”. This process affects the structure or vocabulary of one of the languages. Since contact occurs through the social and speech interaction of native speakers, the result is either minor changes in vocabulary or significant structural changes at all language levels. In the vocabulary of any language, there are many borrowed words, which are very diverse both in their composition and in the degree of penetration into the language they are borrowed from. Of all the units of a language – phonetic, grammatical, and lexical-words are usually the most easily borrowed due to their General mobility. However, in the vocabulary of any language there are, as we already know, different “layers”, different categories of words that are borrowed in different ways. The problem of borrowing in vocabulary has both a general and a particular aspect, due to the peculiarity of the relationship between different languages.

Cognitive Reserve and Its Effect in Older Adults on Retrieval of Proper Names, Logo Names and Common Nouns

Previous studies showed that high Cognitive Reserve (CR, years of education and experience and knowledge acquired in life) is correlated with language proficiency as measured with vocabulary size, verbal analogy and semantic processing. The aim of the present study is to investigate the relationship between CR and the ability in retrieving different categories of words: Proper Names, Logo Names and Common Nouns. The hypothesis is that CR contributes more in retrieving Common Nouns and Logo Names which are highly semantically interconnected, than Proper Names which are pure referring expressions. Forty-six Italian healthy older adults underwent the Montreal Cognitive Assessment (MoCA) and their performances spanned from low to high global cognitive profile. They were also administered a picture naming task for Proper Names, Logo Names and Common Nouns. Latency and Accuracy were recorded. CR was measured with the Cognitive Reserve Index (CRI) questionnaire which includes education, working time activities, and leisure time activities. Participants were significantly faster and more accurate in name retrieval when CR was high. CRI and MoCA as interaction terms predicted naming Latency with a stronger effect of CRI when the global cognitive profile was in the low range. The effect of CRI on Accuracy was lower for Proper Names than for Common Nouns and Logo Names, which did not differ from each other. Our results show that name retrieval Accuracy can be predicted by CR, significantly more in the case of Logo Names and Common Nouns than in the case of Proper Names. As Proper Names have scarce semantic interconnections and are arbitrarily assigned to unique individuals, they are not much influenced by CR. Although Logo Names are also arbitrarily assigned to their bearers, they can be conceptually categorized and thus influenced by CR. The weak relationship between Proper Names and CR might suggest a proper name task as a useful tool to detect early signs of dementia, in particular for persons with high CR.

Attentional bias to respiratory- and anxiety-related threat in children with asthma

This study investigated attentional biases in children with asthma. The study aimed at testing whether children with asthma are vigilant to asthma and/or anxiety cues. Thirty-six children (18 with asthma and 18 healthy controls) aged 9–12 completed a computerised dot probe task designed to measure attentional bias to three different categories of words: asthma, anxiety symptom and general negative emotion. Main caregiver anxiety was also assessed, as was frequency of inhaler use for those with asthma. Children with asthma showed an attentional bias towards asthma words but not anxiety or general negative emotion words. Children without asthma showed no significant attentional biases to any word categories. Caregiver anxiety was correlated with asthma word attentional bias in the asthma group. The findings indicate that attentional bias is present in children with asthma. Further research is required to ascertain if this exacerbates or maintains health-related problems.

The effects of gender and self-insight on early semantic processing.

This event-related potential (ERP) study explored individual differences associated with gender and level of self-insight in early semantic processing. Forty-eight Chinese native speakers completed a semantic judgment task with three different categories of words: abstract neutral words (e.g., logic, effect), concrete neutral words (e.g., teapot, table), and emotion words (e.g., despair, guilt). They then assessed their levels of self-insight. Results showed that women engaged in greater processing than did men. Gender differences also manifested in the relationship between level of self-insight and word processing. For women, level of self-insight was associated with level of semantic activation for emotion words and abstract neutral words, but not for concrete neutral words. For men, level of self-insight was related to processing speed, particularly in response to abstract and concrete neutral words. These findings provide electrophysiological evidence for the effects of gender and self-insight on semantic processing and highlight the need to take into consideration subject variables in related research.

Early vocabulary and gestures in Estonian children

Parents of 592 children between the age of 0 ; 8 and 1 ; 4 completed the Estonian adaptation of the MacArthur-Bates Communicative Development Inventory (ECDI Infant Form). The relationships between comprehension and production of different categories of words and gestures were examined. According to the results of regression modelling the production of object gestures and gestural routines was positively correlated with the use of all the word categories. Comprehension of common nouns was positively correlated to the production of common nouns and predicates, whereas the comprehension of predicates was negatively correlated to the production of common nouns and social terms. The older the children were the more they produced words from each category. Girls were reported to produce more social terms. First-born children had an advantage over later-born children in the production of common nouns. Maternal educational level was associated with the production of common nouns and predicates.

Language in Science Classrooms: An Analysis of Physics Teachers’ Use of and Beliefs About Language

The world over, secondary school science is viewed mainly as a practical subject. This may be one reason why effectiveness of teaching approaches in science education has often been judged on the kinds of practical activity with which teachers and students engage. In addition to practical work, language—often written (as in science texts) or oral (as in the form of teacher and student talk)—is unavoidable in effective teaching and learning of science. Generally however, the role of (instructional) language in quality of learning of school science has remained out of focus in science education research. This has been in spite of findings in empirical research on difficulties science students encounter with words of the instructional language used in science. The findings have suggested that use of (instructional) language in science texts and classrooms can be a major influence on the level of students’ understandings and retention of science concepts. This article reports and discusses findings in an investigation of physics teachers’ approaches to use of and their beliefs about classroom instructional language. Direct classroom observations of, interviews with, as well as content analyses of the participant teachers’ verbatim classroom talk, were used as the methods of data collection. Evidence is presented of participant physics teachers’ lack of explicit awareness of the difficulty, nature, and functional value of different categories of words in the instructional language. In conclusion, the implications of this lack of explicit awareness on the general education (initial and in-service) of school physics teachers are considered.

Expressive Vocabulary in Language Learners From Two Ecological Settings in Three Language Communities.

This study compared multiple characteristics of girls' and boys' vocabulary in 6 different linguistic communities-1 urban and 1 rural setting in each of 3 countries. Two hundred fifty-two mothers in Argentina, Italy, and the United States completed vocabulary checklists for their 20-month-old children. Individual variability was substantial within each linguistic community. Minimal cross-linguistic differences were found in children's vocabulary size; however, differences among languages in the composition of children's vocabularies appeared possibly related to cultural valuing of different categories of words. Ecological setting differences within cultures appeared in children's vocabulary size, even when the composition of children's vocabularies was examined: Children living in urban areas were reported by their mothers to say significantly more words than children living in rural areas, particularly for Argentine and U.S. children. Girls had consistently larger vocabularies than boys. These findings are discussed in terms of contextual and child factors that together influence first language learning.

Bilingual Lexical Organization

This experiment studied lexical organization within bilinguals under the concept heading of color. This experiment was carried out using a computer program, the bilingual stroop task, which asked users to name the color of a word that was flashed on a computer screen, regardless of what the word itself said. It sought to compare varying amounts of interference time generated by the stroop effect across different categories of words: words that were color related and words that were not color related. It was found, however, that the mere presence of interference in relation to categories of words was not sufficient for explaining the psycholinguistic issues surrounding communication between the two languages of a bilingual, but rather the deeper study of amounts of interference with respect to each language was necessary.

Le terme cuḥ en cambodgien

The author gives a short description of the usages of the word written cuh and raises the question whether it should be analysed as a unit which belongs to different categories of words or whether the orthographical form is homophonous of two or three different units. Considering the fact that the written form cuḥ actually stands for two different phonetic forms ([cɔh] and [cah]), he chooses the second option.

The performance of clinically depressed children and adolescents on the modified Stroop paradigm

The study investigated selective processing of emotional information in childhood depression using a computerised version of the modified Stroop colour naming task. Three groups of children and adolescents—clinically depressed ( n = 19), patients with mixed depression and anxiety ( n = 19), and normal controls ( n = 26)—were required to name the colours of depression-related, threat-related, trauma-related, happy, and categorised neutral words. Normal subjects, compared with the patient groups, exhibited faster colour naming overall. There were no significant differences on the colour naming of different categories of words and the performance across the three groups was not significantly different for different categories of words.

Neologistic Jargon Sparing Numbers: A Category-specific Phonological Impairment

We report the case of a patient suffering from a severe neologistic jargon sparing number words. Neologisms resulted from pervasive phoneme substitutions with frequent preservation of the overall syllabic structure (e.g. /revolver/ /reveltil/). Word and nonword reading, as well as picture naming, were equally affected. No significant influence of frequency, imageability, and grammatical class was found. In striking contrast with this severe speech impairment, the patient made virtually no phonological errors when reading aloud arabic or spelled-out numerals, but made frequentword selection errors (e.g. 250 "four hundred and sixty"). This observation indicates that during speech planning, different categories of words are processed by separable brain systems down to the level of phoneme selection, a more peripheral level than was previously assumed. Number words may be singled out during phonological processing either because they constitute a particular semantic category, or because they benefit from special brain mechanisms devoted to the production of ''automatic speech", or because they are the elementary building blocks of speech during the production of complex numerals.