Forgetting Of Words Research Articles

TERJEMAH AL-QURAN BAHASA JAWA BANYUMASAN: EPISTEMOLOGI DAN KONTRIBUSINYA DALAM MELESTARIKAN BAHASA LOKAL

This study aims to analyze the epistemology of "Al-Quran and the Banyumasan Javanese Translation" (hereinafter abbreviated as QTJB) compiled by 10 translators with different scientific backgrounds. This research is qualitative research which aims to: 1) determine the background of the compilation of "Al-Quran and the Javanese Banyumasan Translation" and a description of the social space when the translation is compiled; 2) knowing the source and method of translation; and 3) knowing the contribution of the translation of the Al-Quran in the Javanese Banyumas language in preserving local languages, especially the Javanese Banyumas language. This study found that the QTJB manuscript uses the ḥarfiyyah translation method as well as the ṭafsīriyyah method armed with the Koran and its translation (QTK) published by the Ministry of Religion as the main reference and several classical commentaries and the Banyumas-Indonesian dialect dictionary. The results of translating the Koran into the Javanese Banyumasan language in the form of the QTJB manuscripts did not add new vocabulary to the Banyumas Javanese vocabulary, but QTJB took another form in the preservation of the Banyumas Javanese language by reintroducing vocabulary. forgotten words and almost wiped out from the vocabulary of today's society.

OUTDATED AND OBSOLETEED VOCABULARY IN THE HANDWRITTEN «DICTIONARY OF THE CHEREMISS LANGUAGE»

For the first time, the paper analyzes one of the most valuable layers of the lexical composition of the language, namely the Mari lexemes, which are included in the zone of rare and forgotten words. The purpose of this article is to familiarize researchers with the archaic lexical units of the 240-year-old monument, glossaries fixed in the corpus of the dictionary, classify into lexico-semantic groups and put into scientific circulation. The interpretation material was, preserved in a single copy, an anonymous monument of the 2nd half of the XVIII century. The scientific novelty lies in the fact that the dictionary entries contained in the corpus of a lexicographic work are very valuable for modern lexicology and lexicography. Many of these lexemes are absent in modern standardized dictionaries, they have not found a place even in a ten-volume dictionary of the explanatory type of the Mari language. By returning obsolete or obsolete units to active use, the Mari literary language would become even richer, they could replenish the modern dictionary and thereby free the lexical composition of the native language from unnecessary intrusions and borrowings. Glossaries are also reliable assistants for masters of the artistic word. In the course of the work, the methods of linguistic, comparative, semantic analysis and elements of statistical analysis were used as the main ones.

Forgotten words: denominations of alcachofa in Medieval Spanish

Forgotten words: denominations of alcachofa in Medieval Spanish

Forgotten words. An investigation of Hans Christian Ørsted’s neologisms and their place in modern Danish

Forgotten words. An investigation of Hans Christian Ørsted’s neologisms and their place in modern Danish

The influence of cue probability on item and source judgments in item method directed forgetting

ABSTRACT The current study examined how selective rehearsal strategies in item method directed forgetting are influenced by the probability of remember or forget cues from different sources. In four experiments, study words were presented by one of two sources in an item method directed forgetting paradigm. In all experiments, one source was mostly-remember (presenting twice as many remember as forget words) and the other source was mostly-forget (presenting twice as many forget as remember words). Participants completed item recognition tests (providing cue tags in Experiment 2) with source judgments. Item recognition of forget words was generally greater for the mostly-remember source than for the mostly forget source, whereas recognition of remember words was largely unaffected by source cue probability. Source judgments were consistent with heuristic guessing based on memory strength and knowledge of source cue probability. Experiment 4 analysed overt rehearsal, and showed that words from the mostly-remember source were more likely to be rehearsed prior to the memory cue. Results are discussed in terms of the influence that source cue probability knowledge has on selective rehearsal strategies, recognition decisions, and source memory attributions.

Mid age APOE \u03b54 carriers show memory-related functional differences and disrupted structure-function relationships in\xa0hippocampal regions

Carriers of the APOE e4 allele are at higher risk of age-related cognitive decline and Alzheimer’s disease (AD). The underlying neural mechanisms are uncertain, but genotype differences in medial temporal lobe (MTL) functional activity and structure at mid-age might contribute. We tested 16 non-e4 and 16 e4 carriers (aged 45–55) on a subsequent memory task in conjunction with MRI to assess how hippocampal volume (from T1 structural) and microstructure (neurite orientation-dispersion, from NODDI) differs by genotype and in relation to memory encoding. No previous study has investigated APOE effects on hippocampal microstructure using NODDI. Recall performance did not differ by genotype. A genotype by condition interaction in left parahippocampus indicated that in e4 carriers activity did not differentiate subsequently remembered from forgotten words. Hippocampal volumes and microstructure also did not differ by genotype but hippocampal volumes correlated positively with recognition performance in non-e4 carriers only. Similarly, greater hippocampal neurite orientation-dispersion was linked to better recall but only in non-e4s. Thus, we suggest that mid-age e4 carriers show a breakdown of normal MTL activation and structure-performance relationships. This could reflect an inability to utilise compensatory mechanisms, and contribute to higher risk of cognitive decline and AD in later life.

Akhisar (Manisa) İlçesindeki Kırsal Yerleşim Birimlerinin Adlandırılmasında Etkili Olan Coğrafi Faktörler

The aim of the course is to examine the specific names of places and to reveal the tradition of naming them. Although toponymy is an area that has attracted the attention of researchers, the use of different methods in studies in this area shows that these studies do not fit into a particular Systematics. Toponymy and systematic studies in this field contribute to other fields, especially historical researchers as well as linguists. The names of the settlements can shed light on the identification of migration routes, and the ethnonymderived yerads can lead a history researcher who studies ethnic structure. Today, forgotten words that are not used colloquially live in their place. A hill, a stream, a spring who knows what our ancestors who lived in this land would like to tell us. To reveal the richness of language in Anatolian geography and to bring the words used by our ancestors back to the surface should be the most important mission in the work of yeradi. The sooner these names are identified and recorded, the stronger our connection to the past will be. Akhisar Akhisar (Manisa) rural settlements in the name of the factors that are effective in the naming of this study is a research on the determination of physical and Human Geography factors that are effective in the naming of rural settlements within the boundaries of Akhisar district. The purpose of the study is to determine the names of rural settlements in the district, to investigate these places by using the information obtained from the region and the studies made on the land names so far and to uncover the tradition of giving the place names in the region of Akhisar.

The relationship between mental toughness and cognitive control: Evidence from the item‐method directed forgetting task

SummaryPrevious research by the authors found that mental toughness, as measured by the Mental Toughness Questionnaire 48 (MTQ48; Clough, P.J., Earle, K., & Sewell, D. [2002]. Mental toughness: the concept and its measurement. In I. Cockerill (Ed.), Solutions in sport psychology [pp. 32–43]. London: Thomson Publishing), was significantly associated with performance on the list‐method directed forgetting task. The current study extends this finding to the item‐method directed forgetting task in which the instruction to Remember or Forget is given after each item in the study list. A significant positive association was found between the correct recognition of Remember words and the emotional control subscale of the MTQ48. No significant associations were observed with other measures of mental toughness or personality. The findings are discussed in terms of the relationship between mental toughness and cognitive control.

Closing eyes during auditory memory retrieval modulates alpha rhythm but does not alter tau rhythm

The alpha power increase that occurs when the eyes are closed is one of the most well-known effects in human electrophysiology. In particular, previous psychological studies have investigated whether eye closure can boost memory performance under certain circumstances, providing contradictory evidence across sensory input modalities. Although alpha power is modulated during different phases of memory and these modulations are correlated with performance, few studies have reported on the relationship between eye closure, memory, and alpha-band power. The present study investigates the influence of eye closure while participants (n = 21) performed an auditory recognition memory task with spoken words during the recording of magnetoencephalography (MEG) data. Our results showed no evidence for a behavioural effect of eye closure in the performance of the task. In addition, electrophysiological responses to the stimuli showed the expected alpha event-related desynchronization (ERD) 0.5–1 s and a high-alpha/beta event-related synchronization (ERS) 1–2 s after word onset. The data showed the expected memory effect, i.e. remembered words elicited greater 10 Hz ERD than forgotten words in the brain regions typically associated with the language network, suggesting a modulation of tau rhythm. Eye closure modulated alpha rhythm only in posterior-parietal and occipital regions. The lack of interaction and the different localizations found for modulations of tau and classical alpha rhythms suggests that these rhythms play distinct functional roles in memory performance.

Children Use Regions in the Visual Processing and Executive Function Networks during a Subsequent Memory Reading Task.

Memory encoding is a critical process for memory function, which is foundational for cognitive functioning including reading, and has been extensively studied using subsequent memory tasks. Research in adults using such tasks indicates the participation of visual and cognitive-control systems in remembered versus forgotten words. However, given the known developmental trajectories of these systems, the functional neuroanatomy of memory encoding in children may be different than in adults. We examined brain activation for silent word reading and checkerboard viewing during an event-related reading task in 8-12 year-old children. Results indicate greater activation for checkerboard viewing than lexical processing in early visual regions, as well as for lexical processing versus checkerboard viewing in regions in left sensorimotor mouth, cingulo-opercular and dorsal-attention networks. Greater activation for remembered than forgotten words was observed in bilateral visual system and left lateralized regions within the ventral- and dorsal-attention, cingulo-opercular and fronto-parietal networks. These findings suggest a relatively mature reliance on the cognitive-control system, but greater reliance on the visual system in children when viewing words subsequently remembered. The location of regions with greater activity for remembered words reinforces the involvement of the attention and cognitive-control systems in subsequent memory in reading.

Blessing the Rains: Fieldwork Meditations on ‘Africa’ by Toto

As an anthropologist who works in West Africa, I have ambivalent feelings towards the 1982 song ‘Africa’ by Toto. It is a song that lyrically does not make sense, although powerfully draws its audience into a romanticized mental imagery of the continent with “drums echoing,” “wild dogs crying,” and “old men” with “long forgotten words or ancient melodies.” Despite my annoyance at and critique of the lyrics and music video, I often found myself humming the lyrics “I bless the rains down in Africa” during my fifteen months fieldwork in the small town in south-eastern Ghana. This paper explores how the song came to signify for me a plea for disconnection from the relations I had worked to develop and a celebration when that disconnection was momentarily achieved during the downpours in the rainy seasons. Fieldwork, participant observation, culture shock, West Africa

Особенности обучения студентов-иностранцев основам ораторского искусства

We substantiate the necessity of teaching students foreigners the aesthetics of Russian language, speech culture and oratory. This is due to the fact that the students in the learning process have to speak publicly: to participate in discussions, conversations, dialogues, make presentations and reports on scientific topics, read the verses, retell the texts, defend coursework, diplomas, etc. It is necessary for them to acquire communication skills to communicate in Russian language, get acquainted with the culture, traditions and customs of our country. It is well known that public speaking foreigners studying Russian language at home in most cases, using textbooks and with fewer practical classes are not always convincing, of course. It is well known that public speaking of foreigners who studied Russian in their native country, in most cases with the help of textbooks and with a small number of practical classes, do not always sound convincing and naturally. Pov-erty of lexicon leads to voids in the speech, ignorance of basic grammar rules entails the use of nouns only in the nominative case, and verbs in the infinitive form. Students, especially from Asian countries, are very much afraid of public speaking, nervous, worrying, often go astray, for-get words, etc. In connection with this we analyze the main aspects of teaching foreign students the public speaking. We formulate the requirements for the speech technique and speed, intona-tion, tone and timbre of their voices, the use of specific rhetorical techniques, lexical means of ex-pressiveness, pantomimicry of students and the formation of general informativeness, expressive-ness and beauty of oratorical speeches.

O możliwości wykorzystania filmowych list dialogowych w opisie leksykograficznym współczesnej polszczyzny

The article discusses the possibility of using film dialogue lists for creating dictionaries of the contemporary Polish language. It turns out that a lexicographer may find a lot of rare, substandard or forgotten words in them. Screenwriters use this kind of vocabulary for stylistic purposes, but they take it from authentic language. They are especially interested in sociolects which are often poorly researched. Because of that, film dialogue lists should be incorporated into text corpora which are exploited by editors of dictionaries. Theoretical findings were completed by analyses of some rare words taken by the author from a popular Polish TV series “07 Come In” (07 zgłoś się).

O zapomnianych XIX-wiecznych wyrazach i związkach wyrazowych z kręgu leksyki religijnej (na przykładzie dokumentów Zgromadzenia Sióstr Opatrzności Bożej)

W artykule zaprezentowane zostały wyrazy i związki wyrazowe z kręgu leksyki religijnej, które funkcjonowały w XIX-wiecznej polszczyźnie, a które nie występują we współczesnych tekstach o tematyce religijnej. Źródłem badanego materiału językowego są teksty XIX-wiecznych dokumentów Zgromadzenia Sióstr Opatrzności Bożej stanowiących normę prawną tej rodziny zakonnej: Zbiór Ustaw Zgromadzenia Panien Opatrzności (1857) i Ustawy Zgromadzenia Sióstr Opatrzności z 1882 roku. Analiza etymologiczno-strukturalna i semantyczna wyodrębnionych jednostek językowych, poświadczona cytatami odpowiednich zapisów, w których te wyrazy i połączenia występują, wskazuje, że prawie wszystkie wymienione w artykule zapomniane wyrazy i związki wyrazowe wyekscerpowane z dokumentów Zgromadzenia to archaizmy leksykalne. Archaizmem rzeczowym jest leksem pokutnica. Najczęściej powtarzającymi się w analizowanym materiale wyrazami są rzeczowniki admonitorka i pokutnica, następnie próbantka i kolejno frazeologizmy dawać pokuty, cnota gruntowna, rzeczownik szafarka i wyrażenie postępek duchowny. Leksemy cnota i pokora nabrały z kolei nieco negatywnego zabarwienia, zwłaszcza w rzeczywistości laickiej.

«Blagoglasie slova» (About Lexicographical Experience of A.I. Solzhenitsyn)

The article considers the unusual lexicographical experience of A.I. Solzhenitsyn (1918–2008) on compiling the historical and cultural thesaurus of the forgotten words from «Tolkovyi slovar’ zhivogo velikorusskogo yazyka» by V.I. Dal’ with the purpose of its regeneration and using in the modern speech. The specific attention is paid to ecophilological problematic of the lexicographical work for keeping the popular and literary language safe from unreasonable use of borrowings and deformation of natural word image.

Remember to blink: Reduced attentional blink following instructions to forget.

This study used rapid serial visual presentation (RSVP) to determine whether, in an item-method directed forgetting task, study word processing ends earlier for forget words than for remember words. The critical manipulation required participants to monitor an RSVP stream of black nonsense strings in which a single blue word was embedded. The next item to follow the word was a string of red fs that instructed the participant to forget the word or green rs that instructed the participant to remember the word. After the memory instruction, a probe string of black xs or os appeared at postinstruction positions 1-8. Accuracy in reporting the identity of the probe string revealed an attenuated attentional blink following instructions to forget. A yes-no recognition task that followed the study trials confirmed a directed forgetting effect, with better recognition of remember words than forget words. Considered in the context of control conditions that required participants to commit either all or none of the study words to memory, the pattern of probe identification accuracy following the directed forgetting task argues that an intention to forget releases limited-capacity attentional resources sooner than an instruction to remember-despite participants needing to maintain an ongoing rehearsal set in both cases.

Item-method directed forgetting: Effects at retrieval?

In an item-method directed forgetting paradigm, words are presented one at a time, each followed by an instruction to Remember or Forget; a directed forgetting effect is measured as better subsequent memory for Remember words than Forget words. The dominant view is that the directed forgetting effect arises during encoding due to selective rehearsal of Remember over Forget items. In three experiments we attempted to falsify a strong view that directed forgetting effects in recognition are due only to encoding mechanisms when an item method is used. Across 3 experiments we tested for retrieval-based processes by colour-coding the recognition test items. Black colour provided no information; green colour cued a potential Remember item; and, red colour cued a potential Forget item. Recognition cues were mixed within-blocks in Experiment 1 and between-blocks in Experiments 2 and 3; Experiment 3 added explicit feedback on the accuracy of the recognition decision. Although overall recognition improved with cuing when explicit test performance feedback was added in Experiment 3, in no case was the magnitude of the directed forgetting effect influenced by recognition cueing. Our results argue against a role for retrieval-based strategies that limit recognition of Forget items at test and posit a role for encoding intentions only.

Disrupted neural activity patterns to novelty and effort in young adult APOE-e4 carriers performing a subsequent memory task.

IntroductionThe APOE e4 allele has been linked to poorer cognitive aging and enhanced dementia risk. Previous imaging studies have used subsequent memory paradigms to probe hippocampal function in e4 carriers across the age range, and evidence suggests a pattern of hippocampal overactivation in young adult e4 carriers.MethodsIn this study, we employed a word‐based subsequent memory task under fMRI; pupillometry data were also acquired as an index of cognitive effort. Participants (26 non‐e4 carriers and 28 e4 carriers) performed an incidental encoding task (presented as word categorization), followed by a surprise old/new recognition task after a 40 minute delay.ResultsIn e4 carriers only, subsequently remembered words were linked to increased hippocampal activity. Across all participants, increased pupil diameter differentiated subsequently remembered from forgotten words, and neural activity covaried with pupil diameter in cuneus and precuneus. These effects were weaker in e4 carriers, and e4 carriers did not show greater pupil diameter to remembered words. In the recognition phase, genotype status also modulated hippocampal activity: here, however, e4 carriers failed to show the conventional pattern of greater hippocampal activity to novel words.ConclusionsOverall, neural activity changes were unstable in e4 carriers, failed to respond to novelty, and did not link strongly to cognitive effort, as indexed by pupil diameter. This provides further evidence of abnormal hippocampal recruitment in young adult e4 carriers, manifesting as both up and downregulation of neural activity, in the absence of behavioral performance differences.

Explaining the forgetting bias effect on value judgments: The influence of memory for a past test.

People often feel that information that was forgotten is less important than remembered information. Prior work has shown that participants assign higher importance to remembered information while undervaluing forgotten information. The current study examined two possible accounts of this finding. In three experiments, participants studied lists of words in which each word was randomly assigned a point value denoting the value of remembering the word. Following the presentation of each list participants engaged in a free recall test. After the presentation of all lists participants were shown each of the words they had studied and asked to recall the point value that was initially paired with each word. Experiment 1 tested a fluency-based account by presenting items for value judgments in a low-fluency or high-fluency format. Experiment 2 examined whether value judgments reflect attributions based on the familiarity of an item when value judgments are made. Finally, in Experiment 3, we evaluated whether participants believe that forgotten words are less important by having them judge whether an item was initially recalled or forgotten prior to making a value judgment. Manipulating the fluency of an item presented for judgment had no influence on value ratings (Experiment 1) and familiarity exerted a limited influence on value judgments (Experiment 2). More importantly, participants' value judgments appeared to reflect a theory that remembered information is more valuable than forgotten information (Experiment 3). Overall, the present work suggests that individuals may apply a theory about remembering and forgetting to retrospectively assess the value of information.

Words of Grief

I sat there as mistruths were told, yet I so wanted to believe them. You have no idea how much I wanted to believe them. Grieving family members do that, they want to believe that everything will be okay. Pamela, the mother of our two daughters, lay dying in a bed in the intensive care unit. “Our hope is that she’ll go home, albeit with her arm amputated,” the attending physician reassured us. She lay dying, kidneys failing, left arm and right hand gangrenous, petechiae painting her skin, her eyes closed half way to heaven, and she was half way to heaven, and she was going home after amputation of her arm? Alive? Really? Oh how me and my two daughters wanted to believe that, we really did. Mom was coming home. Yet a mere 24 hours later, I found myself agreeing to a “do-not-resuscitate” order and then to deactivation of her newly placed defibrillator. The metaphorical gun was loaded and cocked. The end was clear—no words could change it. Death was just around the corner. “What’s that mean, Dad?” my youngest daughter asked. The bedside monitor showed a brief run of ventricular tachycardia. “It’s not normal—it’s an abnormal heart rhythm,” I told her. Then another, longer run. “What’s that mean, Dad?” she asked again, her voice fearful and pleading for reassurance. “It means Mom is dying.” I choked on my words. “Noooooo!” she screamed. “Nooooooooo!” My older daughter sobbed, as did I, Pamela’s sister, and my sister-in-law. Sobbing filled the room, a sort of mournful music common in intensive care units, our cries joining the troubled souls that preceded us in the struggle with death. Pamela’s heart began to slow, and after a few brief minutes, stopped, and she was dead. What a cold sounding word, but it is what it is—dead, without breath, without anything. Gone, gone forever. A chaplain and social worker entered her room. We were told, “She’s in a better place.” Oh really? She’s in a better place? What better place is there than here with her daughters? Please, tell me! Answer that question: what better place than with her daughters? I know they meant well—but words can hurt. And those that are grieving never forget words, especially words that wound or confuse. A physician came in and pronounced her dead—a necessity to make her death legal. Like if he didn’t say so, she wouldn’t be dead. “Would you like an autopsy?” he asked. “No we wouldn’t,” I answered. An autopsy is such an intimate invasion of a loved one, a cutting open of their essence. “No we wouldn’t.” Then we collected our things, said our final goodbyes and left. As we walked to the elevator, a surreal air surrounded us. We knew we would never see Pamela again. My youngest daughter worried whether her mother would be shown respect in the morgue and on the ride back home to Phoenix in the cargo hold of an airplane. I assured her she would, not really knowing the truth. The 800 mile drive home from Los Angeles to Phoenix allowed for time to think, as the car was necessarily silent. I thought about the words that were said and not said, of the frequent absence of physicians and of the presence of nurses. In fact, the only names I can remember are the names of the nurses. So telling, and in a strange way, so comforting. Pamela’s nurses were honest and their words were unafraid of the truth, and I am forever grateful to them. We physicians can learn much from them. And now, as I relive Pamela’s death over and over, I wonder what this free fall into grief and loss has taught me. To be honest, I’m not sure, but the staggering strength of denial and the overwhelming desire to hear the words one wants to hear, no matter how unbelievable, blinds the heart. Did I really think Pamela was going home after her arm was amputated? The absurdity (and frankly, the dishonesty) of those words from six-plus years past seems so obvious now. And while the starkness of truth is painful and oftentimes unwanted, I have no doubt that it facilitates the process of grief, bereavement, and moving forward. So what I have learned is that in the end, our words mean so very much and weigh so very heavily; use them carefully and with honesty. For words are final and forever—just like death.