Words Research Articles

The Bajau-Tainment: An AI-Powered Puzzle Game for Learning the Bajau Language Using Finite State Machine and Shuffle Techniques

The research titled "Bajau-tainment" Educational Game (Edu-game) is a research project that focuses on the development of a Puzzle Game designed to improve memory, specifically in language learning. In this game, players must arrange randomized letters to form a word in the Bajau language. This research applies the shuffle random algorithm, which aims to ensure that the arrangement of letters is always shuffled, making the gameplay dynamic, non-monotonous, and engaging. AI Artificial Intelligence (AI) technology will also be applied in this research. Using the Finite State Machine (FSM) model method, the game will feature a game agent character that will accompany children during gameplay, like how a friend accompanies students in a classroom. This virtual friend can display emotions such as happiness or sadness based on the game environment. The research aims to make this edu-game more appealing and interactive for children. The AI game agent will act as a friend who accompanies the child throughout the game.

Language experience shapes predictive coding of rhythmic sound sequences.

Perceptual systems heavily rely on prior knowledge and predictions to make sense of the environment. Predictions can originate from multiple sources of information, including contextual short-term priors, based on isolated temporal situations, and context-independent long-term priors, arising from extended exposure to statistical regularities. While the effects of short-term predictions on auditory perception have been well-documented, how long-term predictions shape early auditory processing is poorly understood. To address this, we recorded magnetoencephalography data from native speakers of two languages with different word orders (Spanish: functor-initial vs Basque: functor-final) listening to simple sequences of binary sounds alternating in duration with occasional omissions. We hypothesized that, together with contextual transition probabilities, the auditory system uses the characteristic prosodic cues (duration) associated with the native language's word order as an internal model to generate long-term predictions about incoming non-linguistic sounds. Consistent with our hypothesis, we found that the amplitude of the mismatch negativity elicited by sound omissions varied orthogonally depending on the speaker's linguistic background and was most pronounced in the left auditory cortex. Importantly, listening to binary sounds alternating in pitch instead of duration did not yield group differences, confirming that the above results were driven by the hypothesized long-term 'duration' prior. These findings show that experience with a given language can shape a fundamental aspect of human perception - the neural processing of rhythmic sounds - and provides direct evidence for a long-term predictive coding system in the auditory cortex that uses auditory schemes learned over a lifetime to process incoming sound sequences.

A quantitative content analysis of topical characteristics of the online COVID-19 infodemic in the United States and Japan

BackgroundThe COVID-19 pandemic has spurred the growth of a global infodemic. In order to combat the COVID-19 infodemic, it is necessary to understand what kinds of misinformation are spreading. Furthermore, various local factors influence how the infodemic manifests in different countries. Therefore, understanding how and why infodemics differ between countries is a matter of interest for public health. This study aims to elucidate and compare the types of COVID-19 misinformation produced from the infodemic in the US and Japan.MethodsCOVID-19 fact-checking articles were obtained from the two largest publishers of fact-checking articles in each language. 1,743 US articles and 148 Japanese articles in their respective languages were gathered, with articles published between 23 January 2020 and 4 November 2022. Articles were analyzed using the free text mining software KH Coder. Exploration of frequently-occurring words and groups of related words was carried out. Based on agglomeration plots and prior research, eight categories of misinformation were created. Lastly, coding rules were created for these eight categories, and a chi-squared test was performed to compare the two datasets.ResultsOverall, the most frequent words in both languages were related to health-related terms, but the Japan dataset had more words referring to foreign countries. Among the eight categories, differences with chi-squared p ≤ 0.01 were found after Holm-Bonferroni p value adjustment for the proportions of misinformation regarding statistics (US 40.0% vs. JP 25.7%, ϕ 0.0792); origin of the virus and resultant discrimination (US 7.0% vs. JP 20.3%, ϕ 0.1311); and COVID-19 disease severity, treatment, or testing (US 32.6% vs. JP 45.9%, ϕ 0.0756).ConclusionsLocal contextual factors were found that likely influenced the infodemic in both countries; representations of these factors include societal polarization in the US and the HPV vaccine scare in Japan. It is possible that Japan’s relative resistance to misinformation affects the kinds of misinformation consumed, directing attention away from conspiracy theories and towards health-related issues. However, more studies need to be done to verify whether misinformation resistance affects misinformation consumption patterns this way.

On the etymology of the word <i>konoval</i>

The author of the article analyzes the etymology of the lexeme konoval, which originally served to name people who were engaged in grooming and treating horses, as well as other domestic animals. They were homegrown doctors. The attitude towards them was ambiguous. Frequent unsuccessful results of treatment led to the fact that the word konoval began to acquire a negative connotation and, as a result, in the 18th century there appeared another meaning of the word in Russian language: ‘a bad, unqualified doctor’. There is no unity regarding the etymology of the lexeme konoval. There are two mutually exclusive points of view. M. Vasmer believes that this noun is borrowed from the Polish language. The compilers of the “Etymological Dictionary of the Russian Language” edited by N. M. Shansky share this view. The authors of the Etymological Dictionary of Slavic Languages edited by O. N. Trubachev attribute this lexeme to the Proto-Slavic lexical fund. The author examines in detail both versions of the origin of the lexeme. As a result of the analysis and referring to numerous Polish and East Slavic sources, we put forward a hypothesis that the word konoval is actually Russian. This lexeme originally belonged to the Old Russian language, and subsequently got into the Polish language through Ukrainian.

The Change of Thaiyung Language

This research is to study the change of Thaiyung language, particularly the change of words in Yang language that use in the three generation. There are 400 w0rds are used to test the three generation at Namfa village, Viengphouka district, Luangnamtha province. There are 30 samples such as over 70 years old generation, 35-55 years old generation and 15-25 years old generation. The research is used linguistic separation use and linguistic voice translation criteria of words that use by three generations. The result found out that, there are three types of the same words used by three generations. There are four types of the same words used by two generations and there is a type of the different words used by three generations. The language used by three generations still use a lots of Yang words for communication. The first generation use Yang word (A) more than second and third generations. The second and third generations used Yang words with other words in social more than the first generation. And the third generation use other words (B) more than the first and second generations. This is because the third generation of teenagers is open and ready to accept new things all the time and prefer to use the national language (standard Lao language) to communicate with other ethnic groups in society. As a result, the use of the Yang language has diminished in daily life, or may have been used only when living with parents, families, and in a group of people who use the Yang language.

Does executives' political identity improve firm financial performance? Evidence from China

Using data from Chinese A-share listed companies between 2010 and 2021, we employ natural language processing techniques and word frequency statistical analysis to investigate the influence of executives' subjective political values on firm financial performance. We draw on social identity theory and find that executives' political identity significantly enhances firm financial performance, with government subsidies and corporate compliance behavior playing intermediary roles. Furthermore, the promotional effect is more pronounced for enterprises that are geographically closer to the government, have lower marketization and are in the central and western regions. Our study contributes to the literature on the subjective political attitudes of Chinese executives and enhances the understanding of the economic consequences of such relationships. Additionally, our research offers valuable insights into corporate performance in countries without partisan conflict.

Chaining Strategy and Word Recognition Development among Deaf Pupils in Tanzania

Despite chaining strategy being used in teaching deaf pupils in Tanzania, still deaf graduate with poor reading skills. Thus, there was the need of finding out the reasons for this stressing situation in the country. Basing on the theory of simple view of reading which highlights that reading comprehension is determined by word recognition ability and language comprehension ability, this study explored the contribution of chaining strategy in developing word recognition ability among deaf pupils in selected special primary schools in Tanzania. The study employed mixed research approach with a convergent research design, whereby, in-depth interview, observation, questionnaire and test were employed to collect data from teachers and deaf pupils respectively. A sample of 182 respondents that included 20 teachers and 162 deaf pupils was used. Data obtained were analysed through descriptive, simple linear regression and content analysis. The study revealed that the use of chaining strategy has significant contribution in developing word recognition ability among deaf pupils in Tanzania. This is because the strategy contributed much in building up major word recognition sub-skills among deaf such as, fingerspelling ability, ability to select specific word from the group of written words, abilities to match words with their corresponding signs, and ability to identify misspelled words. In-turn the subskills contributed to word recognition ability among deaf pupils. The study recommends the government to strengthen on in-service training among teachers for deaf as it will keep teachers updated as far as sign language is concern and on how to effectively apply chaining strategy

Lip reading using deep learning in Turkish language

<p>Computer vision is one of the most important areas of artificial intelligence and lip reading is one of the most important areas of computer vision. Lip-reading, which is more important in noisy environments or where there is no sound flow, is one of the working areas that can help the hearing-impaired people. There is no dataset in Turkish for lip reading, which there are different datasets at alphabet, word, and sentence level in different languages. The dataset of this study was created by the author and video data were collected from 72 people for 71 words. Audio streams were removed from the collected videos and a dataset was created using only images. Due to the small size of the dataset, the data was replicated with the Camtasia application. After the model of the research was designed and trained, the model was tested on adjectives, nouns, and verbs dataset and success rates of 71.8%, 71.88%, and 79.69% were obtained, respectively.</p>

Toward mastering foreign-language translations: transfer between productive and receptive learning

ABSTRACT Learners can study foreign language-English vocabulary (e.g., denken – to think) both receptively and productively. Receptive learning involves being cued with a foreign language word (e.g., denken) and trying to translate it (i.e., to think). Productive learning involves being cued with an English word (e.g., to think) and trying to produce the translation. When students use retrieval practice to learn foreign-language translations in one direction (e.g., receptively) until they correctly recall the translation, do they demonstrate transfer in the other direction (i.e., productively)? Across three experiments, we answered this question by manipulating the order of learning schedule (reception first followed by production or vice versa). For a given schedule, participants continued to practice retrieving translations (with feedback) using the dropout method until they correctly recalled each translation three times; they then proceeded to practice the pairs in the opposite direction until they correctly recalled each translation three times. Across all experiments, transfer was partial (learning in one direction did not entirely eliminate the need to practice in the other), but transfer did occur regardless of which schedule students used first during practice.

Improving Third Year English Students’ Translation of Text Genres by Using The Method of Comparing the Position of Words in Phrases or Sentences in the Text Genres

This article presents an action research study undertaken at the Faculty of Education, Souphanouvong University during the 2020-2021 academic year. The aim was to determine whether teaching a method of comparing the position of words in the source language (English) and the target language (Lao) could improve third-year English students’ translation of text genres, and whether they were able to learn new vocabulary using this procedure. The sample comprised the 19 students from class 3ENT who studied English as their major. Research instruments included a pre-test, post-test, and questionnaire. Both pre-test and post-test consisted of English to Lao and Lao to English translation, and the questionnaire included 12 closed and open-ended questions. For the experimental method of teaching-learning translation, specific instruction for comparing the position of words between English and Lao was provided for three hours, followed by further practice in translating text genres for two hours per week over 16 weeks. This was implemented in-class and online. Finally, the pre-test and post-test scores of the 19 students were compared to see the difference in students’ translation ability. SPSS version 20 was used to calculate all the data. The results of this study showed the mean of the pre-test was 13.5263 with SD = 5.30585, and the mean of the post-test was 28.5263 with SD = 5.95696, while the t-test = -8.652 and p = 0.000. Before learning this technique for translation, 37% of students did not know how to translate English phrases or sentences into the Lao language by themselves, 47% of them knew a few ways, and 16% of students knew and understood how to use many techniques by themselves. After the experimental method was taught, 63% of students felt they knew how to translate English to Lao by themselves. In addition, 84% of students indicated they could learn new vocabulary from text genres, while 16% said they could learn a little new vocabulary from them.

Importance of Visual Support Through Lipreading in the Identification of Words in Spanish Language.

We sought to examine the contribution of visual cues, such as lipreading, in the identification of familiar (words) and unfamiliar (phonemes) words in terms of percent accuracy. For that purpose, in this retrospective study, we presented lists of words and phonemes (adult female healthy voice) in auditory (A) and audiovisual (AV) modalities to 65 Spanish normal-hearing male and female listeners classified in four age groups. Our results showed a remarkable benefit of AV information in word and phoneme recognition. Regarding gender, women exhibited better performance than men in both A and AV modalities, although we only found significant differences for words but not for phonemes. Concerning age, significant differences were detected in word recognition in the A modality between the youngest (18-29 years old) and oldest (⩾50 years old) groups only. We conclude visual information enhances word and phoneme recognition and women are more influenced by visual signals than men in AV speech perception. On the contrary, it seems that, overall, age is not a limiting factor for word recognition, with no significant differences observed in the AV modality.

Visual experience modulates the sensitivity to the distributional history of words in natural language.

Different experiential traces (i.e., linguistic, motor, and perceptual) are likely contributing to the organization of human semantic knowledge. Here, we aimed to address this issue by investigating whether visual experience may affect the sensitivity to distributional priors from natural language. We conducted an independent reanalysis of data from Bottini et al., in which early blind and sighted participants performed an auditory lexical decision task. Since previous research has shown that semantic neighborhood density-the mean distance between a target word and its closest semantic neighbors-can influence performance in lexical decision tasks, we investigated whether vision may alter the reliance on this semantic index. We demonstrate that early blind participants are more sensitive to semantic neighborhood density than sighted participants, as indicated by the significantly faster response times for words with higher levels of semantic neighborhood density shown by the blind group. These findings suggest that an early lack of visual experience may lead to enhanced sensitivity to the distributional history of words in natural language, deepening in turn our understanding of the strict interplay between linguistic and perceptual experience in the organization of conceptual knowledge.

Declarative and Automatized Phonological Vocabulary Knowledge: Recognition, Recall, Lexicosemantic Judgment, and Listening‐Focused Employability of Second Language Words

AbstractThis study revisits the roles of different aspects of phonological vocabulary knowledge in second language (L2) listening. Japanese learners of English (n = 114) completed the TOEIC Listening test and three phonological vocabulary tests assessing (a) ability to recognize the meanings of aural forms (meaning recognition), (b) ability to recall the meanings of aural forms (meaning recall), and (c) ability to spontaneously judge the appropriate use of word meanings in sentential contexts (lexicosemantic judgment task [LJT]). Among the three measures, the LJT best predicted the participants’ ability to access the target words during real‐life L2 listening comprehension of monologues and conversations (measured via TOEIC). Structural equation modeling demonstrated that the LJT was distinct from both meaning recognition and recall and revealed their different associations with listening comprehension scores. In line with the skill acquisition theory, we propose that the LJT reflects automatized knowledge, whereas meaning recognition and recall represent declarative knowledge.

Large language models (LLMs): survey, technical frameworks, and future challenges

Artificial intelligence (AI) has significantly impacted various fields. Large language models (LLMs) like GPT-4, BARD, PaLM, Megatron-Turing NLG, Jurassic-1 Jumbo etc., have contributed to our understanding and application of AI in these domains, along with natural language processing (NLP) techniques. This work provides a comprehensive overview of LLMs in the context of language modeling, word embeddings, and deep learning. It examines the application of LLMs in diverse fields including text generation, vision-language models, personalized learning, biomedicine, and code generation. The paper offers a detailed introduction and background on LLMs, facilitating a clear understanding of their fundamental ideas and concepts. Key language modeling architectures are also discussed, alongside a survey of recent works employing LLM methods for various downstream tasks across different domains. Additionally, it assesses the limitations of current approaches and highlights the need for new methodologies and potential directions for significant advancements in this field.

An idea to explore: Student-centered scientific and medical writing project and workshop for undergraduate students.

Writing is usually integrated in the curriculum of science studies. However, students often lack the skills to write for various audiences or, to produce a well written manuscript. We developed a concise project of 15 European Credits to improve the writing skills in an early phase of the bachelor study. Students worked on texts from various journals and looked at the writing styles. They rewrote texts in a popular and more scientific way and practiced with clear, vivid language, avoiding clutter and hedge words, considering a proper use of grammar and interpunction. Medical writing was also introduced during the project. Grading was based on rewriting for a non-expert and expert audience. A rewritten text was presented to the public in the form of a student-initiated survey. This project shows an inverted approach creating student ownership and enthusiasm for writing. In addition, we created and tested successfully a concise two-day workshop based on this project. Based on the results we herewith present the work as an idea to explore.

Effects of processing tasks on children's learning of second language words

This study investigated the impact of different semantic tasks (pleasantness-rating and translation reading-aloud) and structural tasks (letter-counting and word-copying) on Chinese-speaking children's learning of English words. Participants' memory of first language (L1) counterparts for second language (L2) words and learning of L2 word phonology and phonology-meaning mapping were respectively assessed via the L1 free recall, L2 free recall, and picture-cued L2 recall tests. Logistic mixed-effects regression modeling yielded the following findings. First, pleasantness-rating and letter-counting had minimal impact on the acquisition of L2 word knowledge, except that letter-counting significantly facilitated the recall of L2 word phonology. Second, translation reading-aloud and word-copying positively influenced L2 word acquisition, although the former did not significantly affect phonology learning. Third, translation reading-aloud outperformed pleasantness-rating when it came to recalling L1 counterparts and learning L2 word phonology and phonology-meaning mapping, and word-copying was more effective than letter-counting in the learning of L2 word phonology and phonology-meaning mapping. These findings partially support the transfer appropriate processing (TAP) framework and confirm the predictions of the processing-resource allocation (TOPRA) model, although some divergent results—most likely attributable to methodological difference—were observed. Additionally, these results offer valuable instructional implications.

Neurocognitive mechanisms of emotional interference in native and foreign languages: evidence from proficient bilinguals.

Currently available data show mixed results as to whether the processing of emotional information has the same characteristics in the native (L1) as in the second language (L2) of bilinguals. We conducted a functional magnetic resonance imaging (fMRI) experiment to shed light on the neurocognitive mechanisms underlying bilinguals' emotional processing in L1 and L2 during an emotional interference task (i.e., the Emotional Stroop Task - EST). Our sample comprised proficient Italian-English bilinguals who learned their L2 during childhood mainly in instructional rather than immersive contexts. In spite of no detectable behavioural effects, we found stronger brain activations for L1 versus L2 emotional words in sectors of the posteromedial cortex involved in attention modulation, episodic memory, and affective processing. While fMRI findings are consistent with the hypothesis of a stronger emotional resonance when processing words in a native language, our overall pattern of results points to the different sensitivity of behavioural and hemodynamic responses to emotional information in the two languages of bilingual speakers.

Subword Representations Successfully Decode Brain Responses to Morphologically Complex Written Words

Abstract This study extends the idea of decoding word-evoked brain activations using a corpus-semantic vector space to multimorphemic words in the agglutinative Finnish language. The corpus-semantic models are trained on word segments, and decoding is carried out with word vectors that are composed of these segments. We tested several alternative vector-space models using different segmentations: no segmentation (whole word), linguistic morphemes, statistical morphemes, random segmentation, and character-level 1-, 2- and 3-grams, and paired them with recorded MEG responses to multimorphemic words in a visual word recognition task. For all variants, the decoding accuracy exceeded the standard word-label permutation-based significance thresholds at 350–500 ms after stimulus onset. However, the critical segment-label permutation test revealed that only those segmentations that were morphologically aware reached significance in the brain decoding task. The results suggest that both whole-word forms and morphemes are represented in the brain and show that neural decoding using corpus-semantic word representations derived from compositional subword segments is applicable also for multimorphemic word forms. This is especially relevant for languages with complex morphology, because a large proportion of word forms are rare and it can be difficult to find statistically reliable surface representations for them in any large corpus.

Neural Mechanisms of Learning and Consolidation of Morphologically Derived Words in a Novel Language: Evidence From Hebrew Speakers

Abstract We examined neural mechanisms associated with the learning of novel morphologically derived words in native Hebrew speakers within the Complementary Learning Systems (CLS) framework. Across four sessions, 28 participants were trained on an artificial language, which included two types of morphologically complex words: linear (root + suffix) with a salient structure, and non-linear (root interleaved with template), with a prominent derivational structure in participants’ first language (L1). A third simple monomorphemic condition, which served as baseline, was also included. On the first and fourth sessions, training was followed by testing in an fMRI scanner. Our behavioural results showed decomposition of both types of complex words, with the linear structure more easily learned than the non-linear structure. Our fMRI results showed involvement of frontal areas, associated with decomposition, only for the non-linear condition, after just the first session. We also observed training-related increases in activation in temporal areas specifically for the non-linear condition, which was correlated with participants’ L1 morphological awareness. These results demonstrate that morphological decomposition of derived words occurs in the very early stages of word learning, is influenced by L1 experience, and can facilitate word learning. However, in contrast to the CLS framework, we found no support for a shift from reliance on hippocampus to reliance on cortical areas in any of our conditions. Instead, our findings align more closely with recent theories showing a positive correlation between changes in hippocampus and cortical areas, suggesting that these representations co-exist and continue to interact with one another beyond initial learning.

The Internet – Support or Threat to Learning Habits of the Younger Generation?

I've often heard young students say, "Let me check on the internet," when they're unsure of an answer. It's also evident that traditional paper dictionaries are rarely used nowadays, with foreign language words being automatically translated online. While the internet provides quick access to information, the accuracy of these answers needs research on sources and may require deep reading of different materials. This raises questions about the internet's role as a learning tool and how it's shaping our learning habits. Conducted in February 2024, a survey among 35 Romanian high school students aged 15-19 serves as the basis for this paper, which seeks to delve into students' internet usage for learning, their platform preferences, and their perceptions of how internet usage affects their learning styles. In conclusion, the paper will underscore the evolving learning needs identified and suggest ways educators can adapt to maintain students' interest in learning, guiding them towards focused research topics that align with their passions and future career aspirations.