Application of machine reading comprehension techniques for named entity recognition in materials science.

Materials science is an interdisciplinary field that studies the properties, structures, and behaviors of different materials. A large amount of scientific literature contains rich knowledge in the field of materials science, but manually analyzing these papers to find material-related data is a daunting task. In information processing, named entity recognition (NER) plays a crucial role as it can automatically extract entities in the field of materials science, which have significant value in tasks such as building knowledge graphs. The typically used sequence labeling methods for traditional named entity recognition in material science (MatNER) tasks often fail to fully utilize the semantic information in the dataset and cannot effectively extract nested entities. Herein, we proposed to convert the sequence labeling task into a machine reading comprehension (MRC) task. MRC method effectively can solve the challenge of extracting multiple overlapping entities by transforming it into the form of answering multiple independent questions. Moreover, the MRC framework allows for a more comprehensive understanding of the contextual information and semantic relationships within materials science literature, by integrating prior knowledge from queries. State-of-the-art (SOTA) performance was achieved on the Matscholar, BC4CHEMD, NLMChem, SOFC, and SOFC-Slot datasets, with F1-scores of 89.64%, 94.30%, 85.89%, 85.95%, and 71.73%, respectively in MRC approach. By effectively utilizing semantic information and extracting nested entities, this approach holds great significance for knowledge extraction and data analysis in the field of materials science, and thus accelerating the development of material science.Scientific contributionWe have developed an innovative NER method that enhances the efficiency and accuracy of automatic entity extraction in the field of materials science by transforming the sequence labeling task into a MRC task, this approach provides robust support for constructing knowledge graphs and other data analysis tasks.

An early effect of the parafoveal preview on post-saccadic processing of English words.

A key aspect of efficient visual processing is to use current and previous information to make predictions about what we will see next. In natural viewing, and when looking at words, there is typically an indication of forthcoming visual information from extrafoveal areas of the visual field before we make an eye movement to an object or word of interest. This "preview effect" has been studied for many years in the word reading literature and, more recently, in object perception. Here, we integrated methods from word recognition and object perception to investigate the timing of the preview on neural measures of word recognition. Through a combined use of EEG and eye-tracking, a group of multilingual participants took part in a gaze-contingent, single-shot saccade experiment in which words appeared in their parafoveal visual field. In valid preview trials, the same word was presented during the preview and after the saccade, while in the invalid condition, the saccade target was a number string that turned into a word during the saccade. As hypothesized, the valid preview greatly reduced the fixation-related evoked response. Interestingly, multivariate decoding analyses revealed much earlier preview effects than previously reported for words, and individual decoding performance correlated with participant reading scores. These results demonstrate that a parafoveal preview can influence relatively early aspects of post-saccadic word processing and help to resolve some discrepancies between the word and object literatures.

Mind reading dysfunctions in patients with obstructive sleep apnoea: A neuropsychological approach.

Obstructive sleep apnoea syndrome (OSAS) is a prevalent sleep-related breathing disorder that has been extensively studied for its effects on cognitive functions. However, little attention has been given to investigating Mind Reading (MR) skills in patients with OSAS. In this study, we employed a neuropsychological approach to thoroughly assess various facets of MR skills in patients with OSAS. Forty-two patients with untreated moderate or severe OSAS (AHI ≥15; 30 men, 12 women) and 16 healthy controls (7 men and 9 women), matched by age, were enrolled. To assess MR skills, we used: (i) The Story-based Empathy Task (SET), which includes three experimental conditions: identifying intentions (SET-IA), emotional states (SET-EA), and a control condition for inferring causality reactions (SET-CI); (ii) the Ekman 60 Faces Test (Ek60), which measures emotion recognition from facial expressions. Our findings revealed that patients with OSAS exhibit deficits in emotion-related MR skills, while their ability to make inferences about the cognitive states of social partners remains largely preserved. This finding corroborates previous evidence indicating that social cognition, particularly MR skills, may be one of the cognitive domains affected by OSAS. It emphasizes the significance of investigating social cognition and the relationship between MR skills and social functioning as a new and intriguing area of research in patients with OSAS.

Cognitive Predictors of the Overlap of Reading and Math in Middle School.

Math and reading skills are known to be related, and predictors of each are well researched. What is less understood is the extent to which these predictors, uniquely and collectively, overlap with one another, are differentially important for different academic skills, and account for the overlap of math and reading. We examined 20 potential predictors from four domains (working memory, processing speed, attention, and language) using latent variables and both timed and untimed achievement skill, in a sample (N=212) of at-risk middle schoolers, half of whom were English learners. The predictors accounted for about half of the overlap among achievement skills, suggesting that other factors (e.g., domain specific skills) might also be relevant for the overlap. We also found some differential prediction (language for reading, working memory for math). The present results extend and refine our understanding of the contribution of these cognitive predictors for reading and math.

Effect of Repeated Reading on Reading Fluency for Adults with Specific Learning Disabilities.

The current study implemented an alternating-treatments design with Standard Celeration Charting. The applied experiment occurred via telecommunication and assessed the effectiveness of repeated reading (RR) on reading fluency for two adults with specific learning disabilities using high-level and low-level reading passages. Participants reread each passage until they met a predetermined fluency criterion. We measured participants reading fluency using correct words per 1 min (CWPM) and assessed for retention at 1 week, 2 weeks, and 1 month. Both participants reached their fluency aims and maintained their progress postintervention. • RR can improve reading fluency for children and adults with reading deficits. • RR practice sessions require minutes to implement, which offers great flexibility for scheduling. • Telecommunication represents an effective modality for implementing RR procedures for adults with reading disabilities. • Participants in the study retained their fluency gains post-intervention, supporting that time spent on RR may represent a good investment for clinicians.

Constraining current neuroanatomical models of reading: the view from Arabic.

There is a growing interest in imaging understudied orthographies to unravel their neuronal correlates and their implications for existing computational and neuroanatomical models. Here, we review current brain mapping literature about Arabic words. We first offer a succinct description of some unique linguistic features of Arabic that challenge current cognitive models of reading. We then appraise the existing functional neuroimaging studies that investigated written Arabic word processing. Our review revealed that (1) Arabic is still understudied, (2) the most investigated features concerned the effects of vowelling and diglossia in Arabic reading, (3) findings were not always discussed in the light of existing reading models such as the dual route cascaded, the triangle, and the connectionist dual process models, and (4) current evidence is unreliable when it comes to the exact neuronal pathways that sustain Arabic word processing. Overall, despite the fact that Arabic has some unique linguistic features that challenge and ultimately enrich current reading models, the existing functional neuroimaging literature falls short of offering a reliable evidence about brain networks of Arabic reading. We conclude by highlighting the need for more systematic studies of the linguistic features of Arabic to build theoretical and neuroanatomical models that are concurrently specific and general.

Attention switching through text dissimilarity: a cognition research on fragmented reading behavior.

People tend to obtain information through fragmented reading. However, this behavior itself might lead to distraction and affect cognitive ability. To address it, it is necessary to understand how fragmented reading behavior influences readers' attention switching. In this study, the researchers first collected online news that had 6 theme words and 60 sentences to compose the experimental material, then defined the degree of text dissimilarity, used to measure the degree of attention switching based on the differences in text content, and conducted an EEG experiment based on P200. The results showed that even after reading the fragmented text content with the same overall content, people in subsequent cognitive tasks had more working memory capacity, lower working memory load, and less negative impact on cognitive ability with the text content with lower text dissimilarity. Additionally, attention switching caused by differences in concept or working memory representation of text content might be the key factor affecting cognitive ability in fragmented reading behavior. The findings disclosed the relation between cognitive ability and fragmented reading and attention switching, opening a new perspective on the method of text dissimilarity. This study provides some references on how to reduce the negative impact of fragmented reading on cognitive ability on new media platforms.

Pathogenesis and clinical features of severe hepatitis E virus infection.

The hepatitis E virus (HEV), a member of the Hepeviridae family, is a small, non-enveloped icosahedral virus divided into eight distinct genotypes (HEV-1 to HEV-8). Only genotypes 1 to 4 are known to cause diseases in humans. Genotypes 1 and 2 commonly spread via fecal-oral transmission, often through the consumption of contaminated water. Genotypes 3 and 4 are known to infect pigs, deer, and wild boars, often transferring to humans through inadequately cooked meat. Acute hepatitis caused by HEV in healthy individuals is mostly asymptomatic or associated with minor symptoms, such as jaundice. However, in immunosuppressed individuals, the disease can progress to chronic hepatitis and even escalate to cirrhosis. For pregnant women, an HEV infection can cause fulminant liver failure, with a potential mortality rate of 25%. Mortality rates also rise amongst cirrhotic patients when they contract an acute HEV infection, which can even trigger acute-on-chronic liver failure if layered onto pre-existing chronic liver disease. As the prevalence of HEV infection continues to rise worldwide, highlighting the particular risks associated with severe HEV infection is of major medical interest. This text offers a brief summary of the characteristics of hepatitis developed by patient groups at an elevated risk of severe HEV infection.

LUMINA: Linguistic unified multimodal Indonesian natural audio-visual dataset.

The LUMINA (Linguistic Unified Multimodal Indonesian Natural Audio-Visual) Dataset is a carefully curated constrained audio-visual dataset designed to support research in the field of speech perception. Spoken exclusively in Indonesian, LUMINA contains high-quality audio-visual recordings featuring 14 native speakers, including 9 males and 5 females. Each speaker contributes approximately 1,000 sentences, producing a rich and diverse data collection. The recorded videos focus on facial recordings, capturing essential visual cues and expressions that accompany speech. This extensive dataset provides a valuable resource for understanding how humans perceive and process spoken language, paving the way for speech recognition and synthesis technology advancements.

Perinatal influences on academic achievement and the developing brain: a scoping systematic review.

Introduction and methods: In this PRISMA-compliant systematic review, we identify and synthesize the findings of research in which neuroimaging and assessments of achievement have been used to examine the relationships among aspects of developmental programming, neurodevelopment, and achievement in reading and mathematics. Results: Forty-seven studies met inclusion criteria. The majority examined the impact of prematurity (n = 32) and prenatal alcohol exposure (n = 13). Several prematurity studies reported a positive correlation between white-matter integrity of callosal fibers and executive functioning and/or achievement, and white matter properties were consistently associated with cognitive and academic performance in preterm and full-term children. Volumetric studies reported positive associations between academic and cognitive abilities and white and gray matter volume in regions such as the insula, putamen, and prefrontal lobes. Functional MRI studies demonstrated increased right-hemispheric language processing among preterm children. Altered activation of the frontoparietal network related to numerical abilities was also reported. Prenatal alcohol exposure studies reported alterations in white matter microstructure linked to deficits in cognitive functioning and academic achievement, including mathematics, reading, and vocabulary skills. Volumetric studies reported reductions in cerebral, cerebellar, and subcortical gray matter volumes associated with decreased scores on measures of executive functioning, attention, working memory, and academic performance. Functional MRI studies demonstrated broad, diffuse activation, reduced activation in canonical regions, and increased activation in non-canonical regions during numeric tasks. Discussion: A preponderance of studies linked prematurity and prenatal alcohol exposure to altered neurodevelopmental processes and suboptimal academic achievement. Limitations and recommendations for future research are discussed. Systematic review registration: Identifier: DOI 10.17605/OSF.IO/ZAN67.

Statistical learning ability at 17 months relates to early reading skills via oral language.

Statistical learning ability has been found to relate to children's reading skills. Yet, statistical learning is also known to be vital for developing oral language skills, and oral language and reading skills relate strongly. These connections raise the question of whether statistical learning ability affects reading via oral language or directly. Statistical learning is multifaceted, and so different aspects of statistical learning might influence oral language and reading skills distinctly. In a longitudinal study, we determined how two aspects of statistical learning from an artificial language tested on 70 17-month-old infants-segmenting sequences from speech and generalizing the sequence structure-related to oral language skills measured at 54 months and reading skills measured at approximately 75 months. Statistical learning segmentation did not relate significantly to oral language or reading, whereas statistical learning generalization related to oral language, but only indirectly related to reading. Our results showed that children's early statistical learning ability was associated with learning to read via the children's oral language skills.

Cellular function of the GndA small open reading frame-encoded polypeptide during heat shock.

Over the past 15 years, hundreds of previously undiscovered bacterial small open reading frame (sORF)-encoded polypeptides (SEPs) of fewer than fifty amino acids have been identified, and biological functions have been ascribed to an increasing number of SEPs from intergenic regions and small RNAs. However, despite numbering in the dozens in Escherichia coli, and hundreds to thousands in humans, same-strand nested sORFs that overlap protein coding genes in alternative reading frames remain understudied. In order to provide insight into this enigmatic class of unannotated genes, we characterized GndA, a 36-amino acid, heat shock-regulated SEP encoded within the +2 reading frame of the gnd gene in E. coli K-12 MG1655. We show that GndA pulls down components of respiratory complex I (RCI) and is required for proper localization of a RCI subunit during heat shock. At high temperature GndA deletion (ΔGndA) cells exhibit perturbations in cell growth, NADH+/NAD ratio, and expression of a number of genes including several associated with oxidative stress. These findings suggest that GndA may function in maintenance of homeostasis during heat shock. Characterization of GndA therefore supports the nascent but growing consensus that functional, overlapping genes occur in genomes from viruses to humans.

Investigating the crowding effect on letters and symbols in deaf adults.

Reading requires the transformation of a complex array of visual features into sounds and meaning. For deaf signers who experience changes in visual attention and have little or no access to the sounds of the language they read, understanding the visual constraints underlying reading is crucial. This study aims to explore a fundamental aspect of visual perception intertwined with reading: the crowding effect. This effect manifests as the struggle to distinguish a target letter when surrounded by flanker letters. Through a two-alternative forced choice task, we assessed the recognition of letters and symbols presented in isolation or flanked by two or four characters, positioned either to the left or right of fixation. Our findings reveal that while deaf individuals exhibit higher accuracy in processing letters compared to symbols, their performance falls short of that of their hearing counterparts. Interestingly, despite their proficiency with letters, deaf individuals didn't demonstrate quicker letter identification, particularly in the most challenging scenario where letters were flanked by four characters. These outcomes imply the development of a specialized letter processing system among deaf individuals, albeit one that may subtly diverge from that of their hearing counterparts.

Emotion processing in concrete and abstract words: evidence from eye fixations during reading.

We replicated and extended the findings of Yao et al. [(2018). Differential emotional processing in concrete and abstract words. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44(7), 1064-1074] regarding the interaction of emotionality, concreteness, and imageability in word processing by measuring eye fixation times on target words during normal reading. A 3 (Emotion: negative, neutral, positive) × 2 (Concreteness: abstract, concrete) design was used with 22 items per condition, with each set of six target words matched across conditions in terms of word length and frequency. Abstract (e.g. shocking, reserved, fabulous) and concrete (e.g. massacre, calendar, treasure) target words appeared (separately) within contextually neutral, plausible sentences. Sixty-three participants each read all 132 experimental sentences while their eye movements were recorded. Analyses using Gamma generalised linear mixed models revealed significant effects of both Emotion and Concreteness on all fixation measures, indicating faster processing for emotional and concrete words. Additionally, there was a significant Emotion × Concreteness interaction which, critically, was modulated by Imageability in early fixation time measures. Emotion effects were significantly larger in higher-imageability abstract words than in lower-imageability ones, but remained unaffected by imageability in concrete words. These findings support the multimodal induction hypothesis and highlight the intricate interplay of these factors in the immediate stages of word processing during fluent reading.

Holistic exploration of reading comprehension skills, technology and socioeconomic factors in Spanish teenagers.

The intricate relationship between teenagers' literacy and technology underscores the need for a comprehensive understanding, particularly in the Spanish context. This study employs explainable artificial intelligence (AI) to delve into this complex interplay, focusing on the pivotal role of reading comprehension skills in the personal and career development of Spanish teenagers. With a sample of 22,400 15-year-olds from the PISA dataset, we investigate the impact of socioeconomic factors, technology habits, parental education, residential location, and school type on reading comprehension skills. Utilizing machine learning techniques, our analysis reveals a nuanced connection between autonomy, technological proficiency, and academic performance. Notably, family oversight of technology use emerges as a crucial factor in managing the impact of digital technology and the Internet on reading comprehension skills. The study emphasizes the necessity for a balanced and supervised introduction to technology from an early age. Contrary to current trends, our findings indicate that online gaming may not contribute positively to reading comprehension skills, while moderate daily Internet use (1-4 h) proves beneficial. Furthermore, the study underscores the ongoing nature of acquiring reading comprehension and technological skills, emphasizing the need for continuous attention and guidance from childhood. Parental education levels are identified as partial predictors of children's performance, emphasizing the importance of a holistic educational approach that considers autonomy and technological literacy. This study advocates for addressing socio-economic and gender inequalities in education and highlights the crucial role of cooperation between schools and families, particularly those with lower educational levels.

Neural bases of reading fluency: A systematic review and meta-analysis.

Reading fluency, the ability to read quickly and accurately, is a critical marker of successful reading and is notoriously difficult to improve in reading disabled populations. Despite its importance to functional literacy, fluency is a relatively under-studied aspect of reading, and the neural correlates of reading fluency are not well understood. Here, we review the literature of the neural correlates of reading fluency as well as rapid automatized naming (RAN), a task that is robustly related to reading fluency. In a qualitative review of the neuroimaging literature, we evaluated structural and functional MRI studies of reading fluency in readers from a range of skill levels. This was followed by a quantitative activation likelihood estimate (ALE) meta-analysis of fMRI studies of reading speed and RAN measures. We anticipated that reading speed, relative to untimed reading and reading-related tasks, would harness ventral reading pathways that are thought to enable the fast, visual recognition of words. The qualitative review showed that speeded reading taps the entire canonical reading network. The meta-analysis indicated a stronger role of the ventral reading pathway in rapid reading and rapid naming. Both reviews identified regions outside the canonical reading network that contribute to reading fluency, such as the bilateral insula and superior parietal lobule. We suggest that fluent reading engages both domain-specific reading pathways as well as domain-general regions that support overall task performance and discuss future avenues of research to expand our understanding of the neural bases of fluent reading.

Performance and eye movement patterns of industrial design students reading sustainable design articles.

Sustainable design education plays a crucial role in cultivating sustainability awareness and competencies among students studying industrial design. This research investigates their sustainability levels, reading performance when engaging with articles, and fixation patterns during reading. 60 industrial design students participated in the study. We evaluated their sustainability levels using the Sustainable Consumption Measurement Scale. After reading both theoretical and case article, they completed tests assessing their recall and perspective scores. We collected eye-tracking data to analyze fixation duration and conducted lag sequential analysis on fixation transitions. Students were categorized into higher and lower sustainability groups based on their sustainability scores. Female students demonstrated higher sustainability levels, and students with design experience performed better in the higher sustainability group. While recall scores did not differ significantly, the higher sustainability group exhibited elevated perspective scores in theory article. Perspective scores were generally higher for case article compared to theory article. The higher sustainability group exhibited longer fixation durations in theory article, while the case article had longer fixation durations on images. Fixation transition patterns varied between theoretical and case article, with the former featuring transitions from images to texts, and the latter demonstrating transitions between images. This study provides valuable insights into sustainable design education for students studying industrial design.

Translational regulation enhances distinction of cell types in the nervous system.

Multicellular organisms are composed of specialized cell types with distinct proteomes. While recent advances in single-cell transcriptome analyses have revealed differential expression of mRNAs, cellular diversity in translational profiles remains underinvestigated. By performing RNA-seq and Ribo-seq in genetically defined cells in the Drosophila brain, we here revealed substantial post-transcriptional regulations that augment the cell-type distinctions at the level of protein expression. Specifically, we found that translational efficiency of proteins fundamental to neuronal functions, such as ion channels and neurotransmitter receptors, was maintained low in glia, leading to their preferential translation in neurons. Notably, distribution of ribosome footprints on these mRNAs exhibited a remarkable bias toward the 5' leaders in glia. Using transgenic reporter strains, we provide evidence that the small upstream open-reading frames in the 5' leader confer selective translational suppression in glia. Overall, these findings underscore the profound impact of translational regulation in shaping the proteomics for cell-type distinction and provide new insights into the molecular mechanisms driving cell-type diversity.

Exploring the linguistic complexity of third-grade numerical literacy.

Reading numbers aloud, a central aspect of numerical literacy, is a challenging skill to acquire, but the origins of this difficulty remain poorly understood. To investigate this matter, we examined the performance of 127 third- and fourth-grade children who read aloud, in Hebrew, numbers with 2-5 digits. We found several key observations. First, we observed a substantial variation among the 3rd graders-7% and 59% errors in the top and bottom deciles, respectively. Second, the task difficulty stemmed from syntactic processing: Most errors were distortions of the number's syntax, as opposed to digit substitutions or transpositions, and the main factor affecting a specific number's difficulty was not its magnitude, as is commonly assumed, but rather its syntactic structure. Third, number reading performance was not predicted by a school-like task that assessed syntactic-conceptual knowledge of the decimal system structure, but rather by knowledge of specific syntactic-verbal rules, suggesting that the syntactic-verbal knowledge is separate from the syntactic-conceptual knowledge. Last, there was a double dissociation between 4-digit numbers and 5-digit numbers, which in Hebrew have completely different syntactic structures: Half of the children showed a significant advantage in one number length compared to the other, with equal numbers of children preferring either length. This indicates that the different syntactic-verbal rules are learned relatively independently of each other, with little or no generalization from one rule to another. In light of these findings, we propose that schools should specifically teach number reading, with focus on specific syntactic-verbal rules.

Strategic and self-regulated instruction in synthesis tasks in the university context.

Introduction: The aim of the study was to improve student skills in writing good-quality synthesis texts through a strategic, self-regulated instruction program aimed at ensuring that students properly activated reading and writing strategies required by the synthesis task. Methods: The sample consisted of 84 university students who were randomly assigned to experimental or control conditions. The experimental group received an instructional program based on the development and self-regulated implementation of reading and writing strategies for producing synthesis texts. The control group received a program involving metacognitive knowledge of various academic text types. Both programs involved eight 60-min sessions, taught by teachers in a compulsory degree subject. For the evaluations, students produced synthesis texts from different source texts. The syntheses were graded considering text product measures: information selection, idea connection, text organization, and holistic quality; and measures of reading (underlining and note-taking) and writing (planning and review) strategies. Results: The results show that the experimental group exhibited greater improvements in synthesis quality and greater improvements in activation of information organization processes, note-taking while reading, and text planning. Discussion: In conclusion, university students can, following implementation of a strategic instructional procedure in the context of a study plan, adapt and re-work their own reading and writing strategies and apply them in a self-regulated manner to synthesis tasks, improving text quality and some of the cognitive processes involved.