The secret is in the sound: from unsegmented speech to lexical categories

When learning language, young children are faced with many seemingly formidable challenges, including discovering words embedded in a continuous stream of sounds and determining what role these words play in syntactic constructions. We suggest that knowledge of phoneme distributions may play a crucial part in helping children segment words and determine their lexical category, and we propose an integrated model of how children might go from unsegmented speech to lexical categories. We corroborated this theoretical model using a two‐stage computational analysis of a large corpus of English child‐directed speech. First, we used transition probabilities between phonemes to find words in unsegmented speech. Second, we used distributional information about word edges – the beginning and ending phonemes of words – to predict whether the segmented words from the first stage were nouns, verbs, or something else. The results indicate that discovering lexical units and their associated syntactic category in child‐directed speech is possible by attending to the statistics of single phoneme transitions and word‐initial and final phonemes. Thus, we suggest that a core computational principle in language acquisition is that the same source of information is used to learn about different aspects of linguistic structure.     

Epistemic action: A measure for cognitive support in tangible user interfaces?

The quality of user interfaces is often measured in terms of efficiency, effectiveness, and satisfaction. In the area of tangible user interfaces, epistemic—or exploratory—action has been suggested as a fourth measure of quality. In computer game studies (Kirsh & Maglio, 1992, 1994), players used epistemic actions to modify the environment, which helped them determine the correct position of blocks with less mental effort. There, the researchers found that it might be easier to physically modify the external world and then interpret it than to compute and interpret a new state mentally. Specifically, epistemic action may be a relevant concept when researching tangible user interfaces incorporating physical handles. This article examines the potential relations between the three traditional measures of usability and epistemic actions using three spatial planning tools with different degrees of physicality. The results indicate that epistemic action is a measure that is independent of the three traditional usability measures: efficiency, effectiveness, and satisfaction. However, epistemic action does not increase linearly with the physicality of a user interface, and it probably is a more complex measure that is also related to the reusability of the interface. Further research is needed to fully understand the potential of this measure.     

Complicity and the responsibility dilemma

Philosophical Studies - Jeff McMahan famously defends a moral inequality of combatants, where liability to be attacked and potentially killed in war, should be grounded in the individual...     

Sequential learning in non-human primates

Sequential learning plays a role in a variety of common tasks, such as human language processing, animal communication, and the learning of action sequences. In this article, we investigate sequential learning in non-human primates from a comparative perspective, focusing on three areas: the learning of arbitrary, fixed sequences; statistical learning; and the learning of hierarchical structure. Although primates exhibit many similarities to humans in their performance on sequence learning tasks, there are also important differences. Crucially, non-human primates appear to be limited in their ability to learn and represent the hierarchical structure of sequences. We consider the evolutionary implications of these differences and suggest that limitations in sequential learning may help explain why non-human primates lack human-like language.     

Principles Behind Definitions of Diseases – a Criticism of the Principle of Disease Mechanism and the Development of a Pragmatic Alternative

Many philosophers and medical scientists assume thatdisease categories or entities used to classify concrete cases ofdisease, are often defined by disease mechanisms or causalprocesses. Others suggest that diseases should always be definedin this manner. This paper discusses these standpoints criticallyand concludes that they are untenable, not only when `diseasemechanism' refers to an objective mechanism, but also when`mechanism' refers to a pragmatically demarcated part of thetotal ``objective' causal structure of diseases. As an alternativeto principles that use the concept of disease mechanism oranalogous concepts, a pragmatic approach is suggested anddescribed. This approach has been suggested before, but inproblematic or inadequate versions. This paper proposes a versioncompiled of two ``pragmatic principles' and shows that they aremuch more adequate than the principle of disease mechanism. Withreference to a case study of a still ongoing internationaldiscussion of various candidates for a classification system formalignant lymphomas, including REAL (Revised European–AmericanClassification of Lymphoid Neoplasms) in which the concept ofdisease mechanism or analogous concepts plays a very small part,it is shown just how pivotal these two pragmatic principles canbe in actual discussions of definitions of diseases. Finally, itis pointed out that with regard to modern philosophy of languageit may, at least in some cases, be problematic to distinguishbetween the two pragmatic principles as they stand.     

Body size estimation in early adolescence: factors associated with perceptual accuracy in a nonclinical sample

This study investigated body size estimation in Norwegian adolescents (aged 12-15; N=406) using a distorting photograph technique. The percentage of over- or underestimation was calculated for pictures of the subject, other persons and a neutral object. The Eating Disorders Inventory for Children (EDI-C) was also completed. Among adolescents at risk of eating problems, girls tended to overestimate their own body size while boys showed a pattern of underestimation, compared to a relatively accurate body perception for low-risk subjects. The groups did not differ in the perception of the neutral object. Important predictors of perceived body size included the size estimation of other children, preoccupation with weight and shape, self-esteem, and emotional instability. The results support the predictive value of body size estimation. Gender differences in judgement bias can be interpreted within present aesthetic ideals and their relation to self perception, body image, and eating problems in adolescence.     

Looking in the wrong direction correlates with more accurate word learning

Previous research on lexical development has aimed to identify the factors that enable accurate initial word-referent mappings based on the assumption that the accuracy of initial word-referent associations is critical for word learning. The present study challenges this assumption. Adult English speakers learned an artificial language within a cross-situational learning paradigm. Visual fixation data were used to assess the direction of visual attention. Participants whose longest fixations in the initial trials fell more often on distracter images performed significantly better at test than participants whose longest fixations fell more often on referent images. Thus, inaccurate initial word-referent mappings may actually benefit learning.     

Initial relationship goal and couple therapy outcomes at post and six-month follow-up

The purpose of this study was to investigate the relationship between client initial goal for couple therapy (i.e., improve the relationship or clarify the viability of the relationship) and the outcomes (including their relationship status, i.e., separated or together) at posttreatment as well as at 6-month follow-up. Two hundred forty-nine couples (N = 498 individuals) seeking treatment for relationship distress in a naturalistic setting were treated by 20 therapists. Client initial relationship goal was attained by intake paperwork protocol, which included client initial goal for couple therapy and client perception of partner goal. Clients who reported that their goal was to improve the relationship reported better outcomes at post. Couples who reported their goal was to improve the relationship were less likely to break up at a 6-month follow-up. Of the 115 couples stating they wanted to improve the relationship, only nine (7.8%) couples were separated at 6 months. In contrast, of the 16 couples in which both partners wanted to clarify the relationship prior to therapy, nine (56%) were separated at follow-up. Therapist awareness of each individual's relationship goal prior to couple therapy could enhance outcomes, and treatment tailored according to initial goals could set the stage for positive outcomes however defined.