Picture Matching Research Articles

A comparison of two dynamic assessment situations for detecting development language disorder in monolingual and bilingual children

ABSTRACT Bilingual children’s language skills are strongly influenced by exposure to each of their languages, among other linguistic, environmental, and cognitive factors. In the speech and language therapy clinic, it is difficult to disentangle developmental language disorders from insufficient exposure. Dynamic assessment, which directly tests the learning potential of children, offers a promising solution for this dilemma. This study compares the clinical potential of two dynamic assessment situations, varying amount of adult mediation (autonomous computer game vs. interactive story reading with graduated cues), as well as item types (nouns, verbs, and inflections in sentences) and linguistic modalities and tasks (comprehension – word picture matching and acceptability judgement, production – free recall and picture naming). Forty-nine French monolingual and French-Portuguese bilingual children with and without developmental language disorder, aged 5;0 to 7;11 years, were include in the final analyses. Using Lasso regressions, we were able to determine which variables best explain the presence of disorder. A combination of all item types and predominantly receptive tasks, mostly from the interactive situation, was retained for very high classification accuracy (up to 100% sensitivity and 96% specificity). Language status showed no influence, which encourages the use of dynamic assessment in the context of speech and language assessment with bilingual children. This study adds to evidence that dynamic assessment is a promising task for identifying bilingual and monolingual children with developmental language disorder, particularly when the situation involves interaction with graduated cues.

Investigating Adult Learners’ Perceptual and Phonolexical Representations of Novel Phonological Contrasts

Previous studies have shown that language learners’ auditory word recognition behavior provides evidence for independent contributions of perceptual and phonolexical representations, and learners’ patterns of auditory word recognition have been characterized as resulting from “fuzziness” or “imprecision” associated with these representations. More recently, it has been argued that representational “fuzziness” may in fact take various forms (e.g., neutralized, precise, ambiguous). The purpose of the present study is to further build on this line of work by elaborating additional logically possible scenarios by crossing larger sets of logically possible types of perceptual and phonolexical representational precision/imprecision, as an exercise in exploring the empirical and theoretical implications of our characterizations of representational fuzziness in language learners. We collect new empirical data for the purpose of demonstrating how we might evaluate auditory word recognition performance relative to this fuller set of predicted scenarios. We computed the set of hypothesized scenarios by crossing possible perceptual and lexical representations. We crossed four possible perceptual representations (NeutralizedC + NeutralizedV, NeutralizedC + PreciseV, PreciseC + NeutralizedV, or PreciseC + PreciseV) and six possible phonolexical representations (Neutralized, Ambiguous, Not X, Precise, Fuzzy Word, or Word Length), for a total of 24 scenarios, each accompanied by a set of predictions with respect to accuracy on an auditory word–picture matching test. We interpret the group and individual performance relative to these scenarios with the ultimate aim of better understanding the implications of our assumptions about the nature of perceptual and phonolexical representations relative to observed patterns of learner behavior. Our hope is that in computing this factorial typology of logically possible scenarios and demonstrating a starting point for how we might empirically evaluate its predictions, we set the stage for future research to refine the hypothesis space through empirical studies of auditory word processing in language learners.

Basal temporal language area revisited in Japanese language with a language function density map.

We revisited the anatomo-functional characteristics of the basal temporal language area (BTLA), first described by Lüders et al. (1986), using electrical cortical stimulation (ECS) in the context of Japanese language and semantic networks. We recruited 11 patients with focal epilepsy who underwent chronic subdural electrode implantation and ECS mapping with multiple language tasks for presurgical evaluation. A semiquantitative language function density map delineated the anatomo-functional characteristics of the BTLA (66 electrodes, mean 3.8cm from the temporal tip). The ECS-induced impairment probability was higher in the following tasks, listed in a descending order: spoken-word picture matching, picture naming, Kanji word reading, paragraph reading, spoken-verbal command, and Kana word reading. The anterior fusiform gyrus (FG), adjacent anterior inferior temporal gyrus (ITG), and the anterior end where FG and ITG fuse, were characterized by stimulation-induced impairment during visual and auditory tasks requiring verbal output or not, whereas the middle FG was characterized mainly by visual input. The parahippocampal gyrus was the least impaired of the three gyri in the basal temporal area. We propose that the BTLA has a functional gradient, with the anterior part involved in amodal semantic processing and the posterior part, especially the middle FG in unimodal semantic processing.

Kernel Block Based Morphing Identification and Elimination In Server

The primary stage of duplicated region identification for investigating duplicate and insert image forgeries does the image block match. Because of evolution of highly sophisticated tools, numerous image modifications have been made. When images are difficult to duplicate and transfer, forgeries of those parts may happen. The images are examined closely in the area where they were forged. By using the suggested Gaussian RBF kernel PCA, the segment of the image that is copied and pasted will be known. One of the most significant issues in this step is the high processing time required to locate related locations. This research proposes a digital block-based picture water mark embedding strategy this uses singular value decomposition (SVD), a mathematical technique. There is already embedding a water mark across the entire image using traditional SVD watermarking. The suggested method involves breaking up the partitioning original image into blocks, after which the water mark existindividually inserted into the singular value of each block. Additionally, the employ the temporal complexity calculate the recommended algorithm's performance. The result of the experiment and thecalculation analysisdemonstrate that two layer matching is possible more traditional approaches Similar to lexicographic sorting, illustrate how two-layer matching can be accomplished. . High key points are awarded for the dimensionality of the feature vector representation in the picture matching. The suggested approach eliminates compression, identifies picture features using blurring, and contaminates the image with noise. The most straightforward way to identify image forgeries using editing technology or morphing is through computational efficiency. Numerous tests have shown that the system is more efficient than the one that is already in use. It is helpful for recording historical time intervals with patterns resembling those of a query time range. To obtain an accurate prediction, the system determines the location, MAC address, and IP address of the morphing uploader.

When morphology is not enough: The acquisition of voice in monolingual Greek children and bilingual children with Greek as a heritage language

ABSTRACT The acquisition of voice in Greek remains understudied, especially in heritage populations. Voice in Greek poses a challenging acquisition task for children due to its syncretism, marking various verb classes as well as passives. The present study explores the acquisition of anticausatives, reflexives, and passives in 6-to-8-year-old monolingual Greek and Greek-German bilingual children with Greek as their heritage language. This age coincides with the immersion of children in the education system. A Sentence Picture Matching task tested participants’ interpretation preferences when ambiguity arises in reflexives and (optionally) (un)marked anticausatives (reflexive/anticausative vs. passive interpretation); it also tested accuracy in passives compared to actives-transitives (passive vs. active interpretation). All children exhibited adult-like performance in reflexives. In anticausatives, despite their lower performance, they were qualitatively similar to adults, exhibiting knowledge of verb classes. Children’s preferences were predicted by age (active-morphology/ACT) and vocabulary (non-active/NACT), confirming the role of the mental lexicon in the acquisition of NACT anticausatives. The only difference between bilingual and monolingual children was in optionally (un)marked anticausatives, both in ACT and NACT, that was marginally predicted by age and grammar production respectively, suggesting that optionality affects bilingual more than monolingual children. In passives, children were less accurate than adults despite ceiling performance in actives-transitives. Bilingual children performed less well than monolingual children and performance was predicted by grammar and exposure. These findings reflect the difficulties of monolingual children with passives and their late acquisition which further affects bilingual development due to reduced input in heritage Greek.

Are schematic diagrams valid visual representations of concepts? Evidence from mental imagery in online processing of English prepositions

Abstract Embodied imagery hypothesis proposes the activation of perceptual-motor systems during language processing. Previous studies primarily used concrete visual stimuli to investigate mental imagery in language processing by native speakers (NSs) and second language (L2) learners, but few studies employed schematic diagrams. The study aims to investigate mental imagery in processing prepositional phrases by English NSs and L2 learners. Using image-schematic diagrams as primes, we examine whether any mental imagery effect is modulated by target preposition (over, in), the abstractness of meaning (spatial, extended), and stimulus onset asynchrony (SOA; 1,040 ms, 2,040 ms). A total of 79 adult L2 learners and 100 NSs of English completed diagram–picture matching and semantic priming phrasal decision tasks. Results revealed interference effects on L2 processing of over phrases and under 2,040 ms SOA, but no such effects were observed in the NS group. The selective interference effects in L2 suggest different mental imagery patterns between L1 and L2 processing, and processing schematic diagram primes requires high cognitive demands, potentially leading to difficulties in integrating visual and linguistic information and making grammaticality judgments. The findings partially validate schematic diagrams as visual representations of concepts and suggest the need for further examination of schematic diagrams with varying degrees of complexity.

An Experimental Investigation into the Scope Assignment of Japanese and Chinese Quantifier-Negation Sentences

Quantifier-Negation sentences such as all teachers did not use Sandy’s car are known to allow an inverse scope interpretation in English. However, there is a lack of experimental evidence to determine whether this interpretation is allowed in equivalent sentences in Japanese and Chinese. To address this issue, this study conducted a sentence–picture matching truth value judgment experiment in both Japanese and Chinese. The data suggested that Japanese Quantifier-Negation sentences do allow inverse scope readings, which suggests that the subject may be interpreted within the scope of negation. In contrast, Chinese Quantifier-Negation sentences prohibit inverse scope readings, which is in accordance with the strong scope rigidity consistently observed in this language. This paper also discussed how to develop a valid experiment for investigating scope ambiguities.

Sex differences in the effects of individual anxiety state on regional responses to negative emotional scenes

BackgroundMen and women are known to show differences in the incidence and clinical manifestations of mood and anxiety disorders. Many imaging studies have investigated the neural correlates of sex differences in emotion processing. However, it remains unclear how anxiety might impact emotion processing differently in men and women.MethodWe recruited 119 healthy adults and assessed their levels of anxiety using State-Trait Anxiety Inventory (STAI) State score. With functional magnetic resonance imaging (fMRI), we examined regional responses to negative vs. neutral (Neg-Neu) picture matching in the Hariri task. Behavioral data were analyzed using regression and repeated-measures analysis of covariance with age as a covariate, and fMRI data were analyzed using a full-factorial model with sex as a factor and age as a covariate.ResultsMen and women did not differ in STAI score, or accuracy rate or reaction time (RT) (Neg-Neu). However, STAI scores correlated positively with RT (Neg-Neu) in women but not in men. Additionally, in women, STAI score correlated positively with lingual gyrus (LG) and negatively with medial prefrontal cortex (mPFC) and superior frontal gyrus (SFG) activity during Neg vs. Neu trials. The parameter estimates (βs) of mPFC also correlated with RT (Neg-Neu) in women but not in men. Generalized psychophysiological interaction (gPPI) analysis in women revealed mPFC connectivity with the right inferior frontal gyrus, right SFG, and left parahippocampal gyrus during Neg vs. Neu trials in positive correlation with both STAI score and RT (Neg-Neu). In a mediation analysis, mPFC gPPI but not mPFC activity fully mediated the association between STAI scores and RT (Neg-Neu).ConclusionWith anxiety affecting the behavioral and neural responses to negative emotions in women but not in men and considering the known roles of the mPFC in emotion regulation, we discussed heightened sensitivity and regulatory demands during negative emotion processing as neurobehavioral markers of anxiety in women.

Examining the Relationship Between Multiple Tests of Receptive Vocabulary.

Numerous tasks have been developed to measure receptive vocabulary, many of which were designed to be administered in person with a trained researcher or clinician. The purpose of the current study is to compare a common, in-person test of vocabulary with other vocabulary assessments that can be self-administered. Fifty-three participants completed the Peabody Picture Vocabulary Test (PPVT) via online video call to mimic in-person administration, as well as four additional fully automated, self-administered measures of receptive vocabulary. Participants also completed three control tasks that do not measure receptive vocabulary. Pearson correlations indicated moderate correlations among most of the receptive vocabulary measures (approximately r = .50-.70). As expected, the control tasks revealed only weak correlations to the vocabulary measures. However, subsets of items of the four self-administered measures of receptive vocabulary achieved high correlations with the PPVT (r > .80). These subsets were found through a repeated resampling approach. Measures of receptive vocabulary differ in which items are included and in the assessment task (e.g., lexical decision, picture matching, synonym matching). The results of the current study suggest that several self-administered tasks are able to achieve high correlations with the PPVT when a subset of items are scored, rather than the full set of items. These data provide evidence that subsets of items on one behavioral assessment can more highly correlate to another measure. In practical terms, these data demonstrate that self-administered, automated measures of receptive vocabulary can be used as reasonable substitutes of at least one test (PPVT) that requires human interaction. That several of the fully automated measures resulted in high correlations with the PPVT suggests that different tasks could be selected depending on the needs of the researcher. It is important to note the aim was not to establish clinical relevance of these measures, but establish whether researchers could use an experimental task of receptive vocabulary that probes a similar construct to what is captured by the PPVT, and use these measures of individual differences.

Studying Conversational Adjustments in Interaction: Beyond Acoustic Phonetic Changes.

We examined which measures of complexity are most informative when studying language produced in interaction. Specifically, using these measures, we explored whether native and nonnative speakers modified the higher level properties of their production beyond the acoustic-phonetic level based on the language background of their conversation partner. Using a subset of production data from the Wildcat Corpus that used Diapix, an interactive picture matching task, to elicit production, we compared English language production at the dyad and individual level across three different pair types: eight native pairs (English-English), eight mixed pairs (four English-Chinese and four English-Korean), and eight nonnative pairs (four Chinese-Chinese and four Korean-Korean). At both the dyad and individual levels, native speakers produced longer and more clausally dense speech. They also produced fewer silent pauses and fewer linguistic mazes relative to nonnative speakers. Speakers did not modify their production based on the language background of their interlocutor. The current study examines higher level properties of language production in true interaction. Our results suggest that speakers' productions were determined by their own language background and were independent of that of their interlocutor. Furthermore, these demonstrated promise for capturing syntactic characteristics of language produced in true dialogue. https://doi.org/10.23641/asha.24712956.

TelePriming sentence production in aphasia.

The application of videoconferencing to the assessment and treatment of aphasia has been rapidly increasing; however, there is a need to develop treatments targeting sentence production in persons with aphasia (PWA) that can be delivered through videoconferencing. Structural priming has received recent attention as a potential training method for PWA. We investigated the feasibility and efficacy of a collaborative structural priming task delivered via the internet, TelePriming, in facilitating sentence production in PWA and healthy adults. In Study 1, young adults (YA), older adults (OA), and PWA participated in a collaborative dialogue-like priming task through videoconferencing, taking turns with an interlocutor (experimenter) to describe transitive action pictures with the goal of finding matching pictures. We measured whether participants produced more passive sentences to describe their picture after hearing their interlocutor produce passive compared to active sentences (primes). In Study 2, we compared the data from the OA and PWA of Study 1 (TelePriming) to different groups of OA and PWA, who completed the same priming task in person. All three groups showed robust priming effects in Study 1, producing more passive sentences to describe target pictures after hearing the experimenter produce passive versus active sentences. In Study 2, when controlling for demographic information (age, education) and aphasia severity, TelePriming resulted in larger priming effects for OA and PWA, compared to the in-person priming task. Survey results revealed that both OA and PWA experienced increased comfort and satisfaction with using technology following the task. Interactive message-structure alignment processes remain largely intact in PWA, and the positive effects of structural priming in a collaborative communicative task are not diminished by remote delivery. The findings demonstrate the feasibility and validity of TelePriming in OA and PWA, laying experimental groundwork for future use of TelePriming in the assessment and treatment of clinical populations with limited access to face-to-face sessions.

Insights from the Meaning First Approach and cognition into denominal verbs in child language: <em>Cherrying</em> means ‘eating cherries’, not ‘becoming like a cherry’

We experimentally investigate the meaning of denominal verbs in child and adult Romanian using a semi-artificial/semi-nonce denominal verb (SAD) paradigm, i.e., using non-existent verbs derived from familiar nouns (a cireşi ‘to cherry’). Importantly, the SAD paradigm allows us to probe into meaning formation without the lexical bias of existing verbs. To see whether children have difficulties understanding SAD verbs in linguistic contexts, we conducted a Contextual Denominal Task. Children were asked to select a matching picture after hearing sentences with SAD verbs in linguistic contexts biasing them for a particular interpretation. Children generally opted for a literal interpretation of a cireşi ‘to cherry’, involving the actual object cherry (‘to pick/eat cherries’), over a figurative interpretation such as a deveni (roşie) ca cireaşa ‘to become (red) like a cherry’, i.e., ‘to blush’ even in figurative-biasing contexts (like Mary cherried when John told her she was beautiful). In order to see whether children perform better when the meaning is made explicit or whether they have a general difficulty with figurative meanings (whether implicit or explicit), we also conducted an Explicit Denominal Paraphrase Task, where children were instead exposed to the corresponding denominal paraphrases (e.g., a deveni ca cireaşa ‘to become like a cherry’). Children performed almost adult-like when the figurative meaning was more explicit. We account for our findings within a Meaning First Approach (Sauerland & Alexiadou 2020; Guasti, Alexiadou & Sauerland 2023), which assumes that compressed meaning is hard, and that decompressing words is subject to two possible principles: (structural and conceptual) simplicity and plausibility. While adults tend to observe plausibility, children prefer simplicity more, generally opting for literal readings, which merge the light verb DO or similar verbs with nouns (Hale & Keyser 2002; Kiparsky 1997).

Chinese heritage children learning to read characters: The effects of group reading and frequency of character exposure

Learning to read Chinese has been the main focus of Chinese heritage language education. The frequency of exposure to orthography–phonology and orthography–semantics correspondences and radical awareness play a significant role in character learning. However, limited exposure to characters in Chinese textbooks and the lack of explicit instruction on phonetic radicals have been proposed as limitations of conventional instruction methods used with Chinese heritage language learners. The current study assessed the efficacy of providing frequent character exposure in group reading activities for Chinese heritage children in their early learning to read Mandarin Chinese through a teaching method called Progressive Character Reading. The effectiveness of the teaching method on Chinese character acquisition and Chinese reading comprehension was examined through a quasi-experimental framework that compared a group of children undergoing the new teaching method (experimental group, n = 20) with a group of learners experiencing the traditional textbook-based instruction (control group, n = 20). Significant differences in gains between these two groups were found in measures of Chinese character reading, character–picture matching and Chinese sentence comprehension. These results suggest that group reading activities with frequent character exposure can increase learning for Chinese heritage language learners over that associated with conventional textbook-based instruction.

Gaya Belajar SAVIO: Membentuk Pelajar Multitalent dalam Pembelajaran Bahasa Arab

The purpose of this study is to find out how SAVIO's learning style activities can form multitalented students in learning Arabic for students. This research includes phenomenological research with a qualitative approach. The location of the research was carried out at MI Nahdlatul Ulama' Kraksaan. Data collection techniques were carried out through the process of observation, in-depth interviews, and documentation. The data analysis technique uses the Miles and Huberman Interactive Model with data reduction activities, data presentation, and drawing conclusions. The validity of the data with the process of triangulation of sources and techniques. The results of this study state that the SAVIO learning style applied by MI Nahdhatul Ulama', especially in learning Arabic, reaches the stage of forming students who master many fields (multitalent) through four main activities, namely (1) see and demonstrate, (2) matching picture, (3 ) analyze problem solving with true or false, and (4) dialogue habits. So this SAVIO learning style can awaken students' integrated intelligence in full by combining physical movement with intellectual activity, creating a better, interesting and effective learning atmosphere.

Scope assignment in Quantifier-Negation sentences in Tibetan as a heritage language in China

Quantifier-Negation sentences allow an inverse scope reading in Tibetan but not in Chinese. This difference can be attributed to the underlying syntactic difference: the negation word can be raised at Logical Form in Tibetan but not in Chinese. This study investigated whether Chinese-dominant Tibetan heritage speakers know such difference. We conducted a sentence–picture matching truth value judgment task with 28 Chinese-dominant Tibetan heritage speakers, 25 baseline Tibetan speakers and 31 baseline Chinese speakers. Our baseline data first confirmed the difference between Tibetan and Chinese: the inverse scope reading is allowed in Tibetan but prohibited in Chinese. Our heritage participants’ data showed a divergence: one group of heritage speakers allow the inverse scope reading in both Tibetan and Chinese while another group prohibit it in both languages. There is a third group of heritage speakers who are aware of the difference between Tibetan and Chinese. Our findings suggest that while it is possible for heritage speakers to attain nativelike knowledge of an interface phenomenon that differs in their two languages, they may also be subject to crosslinguistic influence and adopt one of two opposite strategies. Both strategies can minimize syntactic differences between their two grammars so an economy of syntactic representations in their repository of grammars can be achieved.

Effects of social skills on lexical alignment in human-human interaction and human-computer interaction

Over the past decade, people's language behaviors towards computer partners have been capturing growing interests with the prevalence of interaction with dialogue systems. However, it remains controversial whether people perceive and respond to computer and human partners in the same way. To address this issue, the current study investigated whether speakers converge with their conversational partner on lexical choices (i.e., lexical alignment) to the same extent when they believed the partner was a human (i.e., human-human interaction, HHI) and when they believed the partner was a computer (i.e., human-computer interaction, HCI), and whether the strength of lexical alignment is moderated by individuals' social skills in the same fashion in HHI and HCI. A speech-based picture naming and matching task was adopted to measure participants' lexical alignment towards their conversational partner while participants' social skills were assessed by using the Chinese University-students Social Skill Inventory (ChUSSI). Results indicated that lexical alignment in HCI was stronger than that in HHI (79.5% vs. 58.6%). In addition, participants' social skills score, in particular the score on protecting Partner's Mianzi (i.e., dignity and prestige) in the ChUSSI significantly predicted participants' propensity of lexical alignment in HHI but didn't in HCI. More specifically, participants who were evaluated to be more concerned with others' social standing were significantly more likely to align with their partner in the HHI context (β = 0.896, Z = 2.847, p < 0.001), but this correlation did not hold in HCI (β = −0.333, Z = −1.241, p = 0.214). These findings shed light on the potential boundary between speakers' representations of human and computer interlocutors.

Word picture verification performance reveals auditory comprehension deficits in primary progressive aphasia

Word/picture verification has been found to be a sensitive measure of lexical-semantic abilities in post-stroke aphasia and reveals information about disruptions in semantic and phonological processing. Exploration of the nature of auditory comprehension deficits using word/picture verification has not been replicated in primary progressive aphasia (PPA). We tested 108 individuals with PPA [logopenic variant PPA (lvPPA), n = 50; nonfluent agrammatic PPA (nfaPPA), n = 36; semantic variant PPA (svPPA), n = 22] on a spoken word/picture verification task and a spoken word/picture matching task. The spoken word/picture matching task identified 22 (20%) of individuals as impaired, whereas the spoken word/picture verification task identified 51 (47%) of individuals as impaired (two-tailed p < 0.001). Errors on spoken word/picture verification were due to semantic rather than phonologic foils in lvPPA (nouns, p < 0.001; verbs, p < 0.001), svPPA (nouns, p < 0.001; verbs, p < 0.001), and for nouns (p = 0.001) but not verbs in nfaPPA. Spoken word/picture verification was a more sensitive measure of single-word auditory comprehension deficits in PPA than word/picture matching. The error pattern, consistent with the distributed model of semantic knowledge, suggests that degradation of semantic representations for both nouns and verbs can occur in lvPPA, which may help to distinguish lvPPA versus nfaPPA and guide treatment for anomia. • We investigated picture verification and picture matching to assess auditory comprehension impairment in primary progressive aphasia (PPA). • Picture verification was a more sensitive measure of single-word auditory comprehension deficits in PPA than picture matching. • Errors on spoken word/picture verification were due to semantic rather than phonologic foils for nouns and verbs in logopenic variant and semantic variant PPA.

Resting-state connectivity and neural response to emotional images in patients with severe health anxiety: An fMRI study

BackgroundSevere health anxiety is a disorder characterized by a persistent preoccupation with one's health. In behavioral studies, biases in the processing of health-related stimuli (e.g., pictures, words) are consistently associated with health anxiety symptoms. The neural correlates of the observed behavioral abnormalities remain however poorly understood. MethodsIn this functional magnetic resonance imaging study, 22 treatment-seeking patients with severe health anxiety and 22 control participants performed a resting-state and a picture matching task. Immediately after the resting-state, participants completed a questionnaire quantifying their thoughts and feelings during rest along several dimensions. The picture task included images of health-related and neutral scenes and of disgusted and neutral faces. ResultsCompared to controls, patients with health anxiety showed increased functional connectivity in the dorsolateral prefrontal cortex within the left fronto-parietal resting-state network, which correlated positively with the self-reported thought dimensions of Self, Health Concern, and Thought Suppression. In the picture matching task, no significant group differences were found in the hypothesised regions (amygdala and insula) or at a whole-brain level in response to either health-related versus neural scenes or disgust versus neutral faces contrasts. LimitationsA relatively small sample size and that no information about patients declining to participate was obtained. ConclusionsOur findings suggest that behavioral biases in health anxiety may be related to aberrant left dorsolateral prefrontal cortex functional connectivity at rest. In contrast, the health anxiety patients did not show significant hyperactivations of amygdala and insula during processing of emotional stimuli, contrasting findings in other anxiety disorders.

The role of left temporo-parietal and inferior frontal cortex in comprehending syntactically complex sentences: A brain stimulation study

Background and objectivesSyntactic competence relies on a left-lateralized network converging on hubs in inferior-frontal and posterior-temporal cortices. We address the question whether anodal transcranial direct current stimulation (a-tDCS) over these hubs can modulate comprehension of sentences, whose syntactic complexity systematically varied along the factors embedding depths and canonicity. Semantic content and length of the sentences were kept identical and forced choice picture matching was required after the full sentence had been presented. MethodsWe used a single-blind, within-subject, sham-controlled design, applying a-tDCS targeting left posterior tempo-parietal (TP) and left inferior frontal cortex (FC). Stimulation sites were determined by individual neuro-navigation. 20 participants were included of whom 19 entered the analysis. Results were analysed using (generalized) mixed models. In a pilot-experiment in another group of 20 participants we validated the manipulation of syntactic complexity by the two factors embedding depth and argument-order. ResultsReaction times increased and accuracy decreased with higher embedding depth and non-canonical argument order in both experiments. Notably a-tDCS over TP enhanced sentence-to-picture matching, while FC-stimulation showed no consistent effect. Moreover, the analysis disclosed a session effect, indicating improvements of task performance especially regarding speed. ConclusionsWe conclude that the posterior ‘hub’ of the neuronal network affording syntactic analysis represents a ‘bottleneck’, likely due to working-memory capacity and the challenges of mapping semantic to syntactic information allowing for role assignment. While this does not challenge the role of left inferior-frontal cortex for syntax processing and novel-grammar learning, the application of highly established syntactic rules during sentence comprehension may be considered optimized, thus not augmentable by a-tDCS in the uncompromised network. Significance statementAnodal transcranial direct current stimulation (a-tDCS) over left temporo-parietal cortex enhances comprehension of complex sentences in uncompromised young speakers. Since a-tDCS over left frontal cortex did not elicit any change, the ‘bottleneck’ for the understanding of complex sentences seems to be the posterior, temporo-parietal rather than the anterior inferior-frontal ‘hub’ of language processing. Regarding the attested role of inferior-frontal cortex in syntax processing, we suggest that its function is optimized in competent young speakers, preventing further enhancement by (facilitatory) tDCS. Results shed light on the functional anatomy of syntax processing during sentence comprehension; moreover, they open perspectives for research in the lesioned language network of people with syntactic deficits due to aphasia.

Meningkatkan Kemampuan Berbahasa Anak Melalui Metode Karyawisata di TK Balitka Manado

This research was conducted with the problem of whether the field trip method can improve children's language skills. Children's language skills are important because with language (children aged 4-5 years) children can communicate with friends or people around them. Language is the main form of conveying messages, thoughts, and being able to relate to other people. Language skills are needed in developing aspects of language to children, because children can communicate or relate to other people. Children understand many things better and can increase their vocabulary more. Field trips are one of the learning methods in kindergarten that are carried out outside of school, observing the world according to the realities that exist directly, for example humans, animals and plants, the surrounding nature and other objects. Children can directly observe the conditions that exist in the natural surroundings so that with these conditions children can understand and give an impression of the results of their observations through the five senses of what is seen, heard, and touched. Using this field trip method helps children increase the vocabulary of what they see, by directly and making children interesting and happy with what they observe. Thus it will be easy to develop children's language. The benefits of this field trip method are for children to get to know and learn something real. With field trips, children also learn to observe and do other activities. The use of this field trip method makes children interesting and fun and is liked by many children. School education can take advantage of the environment and nature as a tourist attraction. Thus it will be easier to develop children's language skills through good communication and the use of correct language. The strategy used by the teacher is to help children to be able to speak well. With field trips, children also learn to observe and do other activities, such as role playing, matching pictures with word stories and so on.