Consolidation improves the learning of new meanings for known words but not necessarily their integration into semantic memory.

Consolidation is essential to the integration of novel words into the mental lexicon; however, its role in learning new meanings for known words remains unclear. This old-form-new-meaning learning is very common, as when one learns that "skate" is also a type of fish in addition to its familiar roller- or ice-skating meaning. To address consolidation effects for new meanings, we compared the behavioral and ERP measures on new and original meanings tested 24 hours after learning with words tested immediately after learning. Semantic judgments of both new and original meanings benefitted from the study-test interval. However, N400 amplitudes on studied words-indicators of meaning access from semantic memory-were unaffected by learning or consolidation. These results suggest that while sleep benefits memory for new meanings, the new meanings do not become integrated into the mental lexicon within that period. Instead, episodic retrieval remains functional in accessing new meanings even after 24 hours.

The effects of EFL wordlist and proficiency on vocabulary knowledge.

Introduction: The Gaokao Word List (GWL) in China serves as a guideline for learning L2 vocabulary, but there are few studies verifying its effect on university EFL learners' vocabulary knowledge. Method: This study investigated the effects of the GWL and EFL proficiency on 66 Chinese university EFL learners' vocabulary knowledge by administering word recognition tests. Results and discussion: The results showed that: (1) the GWL had significant effects on participants' receptive vocabulary knowledge; (2) EFL proficiency had significant effects on participants' word recognition, without interaction with the GWL. These findings were discussed through the lens of frequency of exposure, accounting for the overwhelming GWL effect on learners' vocabulary knowledge. We suggest EFL proficiency be taken into consideration when the GWL is revised in the future, to smoothen the transition in vocabulary learning from high school to university, and improve vocabulary learning efficiency.

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.

Incorporating gendered analysis and flexibility in heavy work investment studies: a systematic literature review.

Introduction: Significant impacts of heavy work investment on employee well-being and organizational performance have prompted its increasing importance as a research topic. The findings about good or evil of these repercussions are nonetheless inconclusive. The intersection of Heavy Work Investment construct with gender has not been explicitly addressed by previous literature review and research. Besides, the relevance of flexibility for women, as one of the key factors for successful work-family balance management, still remains to be analyzed. Methods: A literature review on Heavy Work Investment was conducted using the SPAR-4-SLR protocol, wherein 83 articles were selected from a pool of 208 previously identified works. Bibliometric and content analysis techniques were employed, including co-word analysis, to evaluate research production, impact, and trends in the gender perspective within Heavy Work Investment. Results: As a result, a strategic diagram illustrates thematic topics, providing a clear understanding of the field's structure and evolution. Six thematic groups were identified, around work-family conflict as the central theme. Discussion: The explicit consideration of a gender perspective in literature involves nuanced differences regarding the conclusions of studies with a broader focus. First, the emerging prominence of studies on China and Japan becomes clear with gender as the specific focus of the review, aiming to clarify the experiences women face in more traditional societies with a more decisive division of roles. Second, there is a shift in interest regarding the analysis of Job Demands and Job Resources. Despite the apparent decline in interest in the former, the focus in gender literature clearly shifts toward the side of Job Resources, showing potential for the future. It could be understood that in a context of talent war and employee retention efforts, priority is given to better understanding of facilitating individual and organizational factors for work-life balance, especially for women. Future research areas are identified, including gender differences in organizational support and the impact of flexible work on the work-life balance, providing valuable insights for academia, practitioners, and organizations. The need for more comprehensive cross-cultural and gender research is also made clear.

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.

Objectifying subjective memory complaints: VR-based Verbal Word Learning Test in chronic stroke patients.

Memory impairment imposes a great burden on stroke patients and can be divided into Objective Memory Problems (OMPs) and Subjective Memory Complaints (SMCs). Studies have shown that these do not always co-occur. Possibly, the gap between SMCs and OMPs can be bridged when using a more ecologically valid memory test and considering the impact of other common stroke symptoms such as sensory hypersensitivity (SHS) and fatigue. In the present study, we applied Virtual Reality (VR) to create a sensory-rich environment with real-life stimuli. Memory performance was tested with the 15-Verbal Word Learning Test (VLT). Furthermore, we assessed SMCs (Everyday Memory Questionnaire), and the levels of SHS (Multi-Modal Evaluation of Sensory Sensitivity) and fatigue in the previous month. 31 chronic stroke patients and 32 healthy controls participated. The results showed that participants' memory performance decreased in a sensory-rich compared to a neutral environment. This decrease did not significantly differ between the groups. Interestingly, fatigue and SHS are related to the level of SMC in stroke patients but no such evidence was found in healthy controls. Last, for stroke patients, we found a significant negative correlation between SMCs and memory performance in a sensory-rich environment, but not in a neutral environment. In conclusion, our study implicates that in stroke patients, fatigue and SHS are related to SMCs and that using a sensory-rich VR environment might be a more ecologically valid way to objectify SMCs. However, interpretative caution is warranted due to the absence of sex and age-matched controls and potential selection bias.

Linking acoustic variability in the infants' input to their early word production.

Exposure to talker variability shapes how learning unfolds in the lab, and occurs in the everyday speech infants hear in daily life. Here, we asked whether aspects of talker variability in speech input are also linked to the onset of word production. We further asked whether these effects were redundant with effects of speech register (i.e., whether speech input was adult- vs. child-directed). To do so, we first extracted a set of highly common nouns from a longitudinal corpus of home recordings from North-American English-learning infants. We then used the acoustic variability in how these tokens were said to predict when the children first produced these same nouns. We found that in addition to frequency, variability in how words sound in 6-17 month's input predicted when children first said these words. Furthermore, while the proportion of child-directed speech also predicted the month of first production, it did so alongside measurements of acoustic variability in children's real-world input. Together, these results add to a growing body of literature suggesting that variability in how words sound in the input is linked to learning both in the lab and in daily life. RESEARCH HIGHLIGHTS: Talker variability shapes learning in the lab and exists in everyday speech; we asked whether it predicts word learning in the real world. Acoustic measurements of early words in infants' input (and their frequency) predicted when infants first said those same words. Speech register also predicted when infants said words, alongside effects of talker variability. Our results provide a deeper understanding of how sources of variability inherent to children's input connect to their learning and development.

Modelling individual differences in reading using an optimised MikeNet simulator: the impact of reading instruction.

Reading is vital for acquiring knowledge and studies have demonstrated that phonology-focused interventions generally yield greater improvements than meaning-focused interventions in English among children with reading disabilities. However, the effectiveness of reading instruction can vary among individuals. Among the various factors that impact reading skills like reading exposure and oral language skills, reading instruction is critical in facilitating children's development into skilled readers; it can significantly influence reading strategies, and contribute to individual differences in reading. To investigate this assumption, we developed a computational model of reading with an optimised MikeNet simulator. In keeping with educational practices, the model underwent training with three different instructional methods: phonology-focused training, meaning-focused training, and phonology-meaning balanced training. We used semantic reliance (SR), a measure of the relative reliance on print-to-sound and print-to-meaning mappings under the different training conditions in the model, as an indicator of individual differences in reading. The simulation results demonstrated a direct link between SR levels and the type of reading instruction. Additionally, the SR scores were able to predict model performance in reading-aloud tasks: higher SR scores were correlated with increased phonological errors and reduced phonological activation. These findings are consistent with data from both behavioral and neuroimaging studies and offer insights into the impact of instructional methods on reading behaviors, while revealing individual differences in reading and the importance of integrating OP and OS instruction approaches for beginning readers.

A Continuity in Logical Development: Domain-General Disjunctive Inference by Toddlers.

Children grow up surrounded by opportunities to learn (the language of their community, the movements of their body, other people's preferences and mental lives, games, social norms, etc.). Here, we find that toddlers (N = 36; age range 2.3-3.2 years) rely on a logical reasoning strategy, Disjunctive Inference (i.e., A OR B, A is ruled out, THEREFORE, B), across a variety of situations, all before they have any formal education or extensive experience with words for expressing logical meanings. In learning new words, learning new facts about a person, and finding the winner of a race, toddlers systematically consider and reject competitors before deciding who must be the winner. This suggests that toddlers may have a general-purpose logical reasoning tool that they can use in any situation.

Factors influencing the cruisers in recommending onshore excursions in Gran Canaria.

This paper investigates which elements are the ones that most influence the cruise passenger to recommend the onshore excursions, offering relevant information that could help all stakeholders (cruise firms, local operators, politicians, etc.) to better design/adapt shore excursions to the expectations of the cruise passengers, increasing the positive impact of this activity in the destination. The latter is essential for the existence of a good harmony between the cruise ships visiting a destination and the population living there. To this aim, an ordered logit model was estimated using a sample of 1,059 questionnaires obtained during the period 2018-2020. The results have shown that cruise passengers are more likely to recommend the onshore excursions if their expectations regarding the excursion have been covered, they have perceived a good quality/price ratio and have had a satisfactory tour guide service. Moreover, the fact that the cruisers aged between 45 and 55 are less likely to recommend excursions could suggest that the design of existing excursions could be improved by being tailored by demographic characteristics (i.e., aged-oriented) or even by offering different alternatives for each group during the shore excursion when possible. The results could be useful to all stakeholders when designing excursions to increase the positive impact of this activity on the destination.

Word Forms Reflect Trade-Offs Between Speaker Effort and Robust Listener Recognition.

How do cognitive pressures shape the lexicons of natural languages? Here, we reframe George Kingsley Zipf's proposed "law of abbreviation" within a more general framework that relates it to cognitive pressures that affect speakers and listeners. In this new framework, speakers' drive to reduce effort (Zipf's proposal) is counteracted by the need for low-frequency words to have word forms that are sufficiently distinctive to allow for accurate recognition by listeners. To support this framework, we replicate and extend recent work using the prevalence of subword phonemic sequences (phonotactic probability) to measure speakers' production effort in place of Zipf's measure of length. Across languages and corpora, phonotactic probability is more strongly correlated with word frequency than word length. We also show this measure of ease of speech production (phonotactic probability) is strongly correlated with a measure of perceptual difficulty that indexes the degree of competition from alternative interpretations in word recognition. This is consistent with the claim that there must be trade-offs between these two factors, and is inconsistent with a recent proposal that phonotactic probability facilitates both perception and production. To our knowledge, this is the first work to offer an explanation why long, phonotactically improbable word forms remain in the lexicons of natural languages.

Modeling item-level variance of polysyllabic word reading in developing readers: Exploring semantically related child, word, and child-by-word predictors.

Across word reading development, there are important and evolving relationships between oral and written semantic knowledge. Recent research has focused on these relationships, with accumulating evidence supporting the role of word knowledge and related word characteristics as important factors influencing polysyllabic word reading abilities. The purpose of this study was to investigate how semantic-related effects across child-level skills (e.g., general vocabulary knowledge), word-level properties (e.g., age of acquisition), child-by-word-level familiarity (e.g., item-level familiarity), and interactions between key child attributes and word characteristics (e.g., word reading skill by age of acquisition) contribute to polysyllabic word reading. Specifically, we emphasize the semantic contributions of word-level features to word reading development, which have been relatively underexplored in the literature. A sample of elementary school students oversampled for word reading difficulty (N = 92) in Grades 3 to 5 read a set of polysyllabic words (J = 45) and completed a battery of reading and language-related measures. Using cross-classified random-effects models and accounting for various control variables, semantic-related variables representing item-level familiarity; child-level set for variability; and word-level age of acquisition and number of morphemes were significant predictors in the main-effects model. A significant interaction between sight word efficiency and age of acquisition indicated higher probabilities of correctly reading polysyllabic words at lower levels of acquisition for better readers. Results indicate important semantic-related influences on polysyllabic word reading at the child, word, and child-by-word levels, suggesting meaningful relationships between knowledge of the orthographic form of a word and semantic knowledge in developing readers.

A comprehensive dataset for Arabic word sense disambiguation.

This data paper introduces a comprehensive dataset tailored for word sense disambiguation tasks, explicitly focusing on a hundred polysemous words frequently employed in Modern Standard Arabic. The dataset encompasses a diverse set of senses for each word, ranging from 3 to 8, resulting in 367 unique senses. Each word sense is accompanied by contextual sentences comprising ten sentence examples that feature the polysemous word in various contexts. The data collection resulted in a dataset of 3670 samples. Significantly, the dataset is in Arabic, which is known for its rich morphology, complex syntax, and extensive polysemy. The data was meticulously collected from various web sources, spanning news, medicine, finance, and more domains. This inclusivity ensures the dataset's applicability across diverse fields, positioning it as a pivotal resource for Arabic Natural Language Processing (NLP) applications. The data collection timeframe spans from the first of April 2023 to the first of May 2023. The dataset provides comprehensive model learning by including all senses for a frequently used Arabic polysemous term, even rare senses that are infrequently used in real-world contexts, thereby mitigating biases. The dataset comprises synthetic sentences generated by GPT3.5-turbo, addressing instances where rare senses lack sufficient real-world data. The dataset collection process involved initial web scraping, followed by manual sorting to distinguish word senses, supplemented by thorough searches by a human expert to fill in missing contextual sentences. Finally, in instances where online data for rare word senses was lacking or insufficient, synthetic samples were generated. Beyond its primary utility in word sense disambiguation, this dataset holds considerable value for scientists and researchers across various domains, extending its relevance to sentiment analysis applications.

Neural mechanism underlying preview effects and masked priming effects in visual word processing.

Two classic experimental paradigms - masked repetition priming and the boundary paradigm - have played a pivotal role in understanding the process of visual word recognition. Traditionally, these paradigms have been employed by different communities of researchers, with their own long-standing research traditions. Nevertheless, a review of the literature suggests that the brain-electric correlates of word processing established with both paradigms may show interesting similarities, in particular with regard to the location, timing, and direction of N1 and N250 effects. However, as of yet, no direct comparison has been undertaken between the two paradigms. In the current study, we used combined eye-tracking/EEG to perform such a within-subject comparison using the same materials (single Chinese characters) as stimuli. To facilitate direct comparisons, we used a simplified version of the boundary paradigm - the single word boundary paradigm. Our results show the typical early repetition effects of N1 and N250 for both paradigms. However, repetition effects in N250 (i.e., a reduced negativity following identical-word primes/previews as compared to different-word primes/previews) were larger with the single word boundary paradigm than with masked priming. For N1 effects, repetition effects were similar across the two paradigms, showing a larger N1 after repetitions as compared to alternations. Therefore, the results indicate that at the neural level, a briefly presented and masked foveal prime produces qualitatively similar facilitatory effects on visual word recognition as a parafoveal preview before a single saccade, although such effects appear to be stronger in the latter case.

Early skills that predict English reading ability: A longitudinal study of bilingual children from 5 to 10 years.

Despite substantial research, the contribution of oral language skills acquired in Spanish to Spanish-English bilingual children's acquisition of English reading skill is unclear. The current study addressed this question with data on the oral language and pre-literacy skills of 101 Spanish-English bilingual learners at 5 years of age and their English word reading (i.e., decoding) and reading comprehension skills at 6, 7, 8, 9, and 10 years. Separate multilevel models using English language, Spanish language, and pre-literacy skills as predictors of these outcomes identified English phonological awareness, Spanish phonological awareness, and concepts of print knowledge as positive predictors of word reading. A final model including all these significant predictors found only Spanish phonological awareness and concept of print to be significant predictors. Significant predictors of reading comprehension in separate models were English vocabulary, Spanish phonological awareness, and concepts about print. In the final model, only English vocabulary and Spanish phonological awareness predicted English reading comprehension. These findings provide evidence that phonological awareness is a language-general skill that supports reading across languages, consistent with the common underlying proficiency model of bilingual reading development. The finding that only English vocabulary predicts English reading comprehension suggests that vocabulary knowledge is not part of a common underlying proficiency but is language specific in its value to reading ability.

Loneliness and socioemotional memory.

Do chronically high-lonely individuals exhibit specific memory biases when recalling past social episodes? We explored negative memory biases, focusing on the recall of unfavourable social experiences and social memory biases, emphasizing the recall of social experiences irrespective of emotional valence. We conducted a dictionary-based semantic analysis of autobiographical episodes obtained from 4095 participants via four datasets. Participants recalled a positive, negative or emotionally neutral episode from their recent past. High-lonely individuals predominantly exhibited a decline in recalling positive social episodes, providing partial support for negative memory biases. However, both high- and low-lonely individuals were similarly inclined to recall negative social episodes. These results suggest that the primary issue among high-lonely individuals is the limited recall of positive social experiences rather than the general negativity in memory biases or the hypersensitivity to general social memories.

[A medical visual question answering approach based on co-attention networks].

Recent studies have introduced attention models for medical visual question answering (MVQA). In medical research, not only is the modeling of "visual attention" crucial, but the modeling of "question attention" is equally significant. To facilitate bidirectional reasoning in the attention processes involving medical images and questions, a new MVQA architecture, named MCAN, has been proposed. This architecture incorporated a cross-modal co-attention network, FCAF, which identifies key words in questions and principal parts in images. Through a meta-learning channel attention module (MLCA), weights were adaptively assigned to each word and region, reflecting the model's focus on specific words and regions during reasoning. Additionally, this study specially designed and developed a medical domain-specific word embedding model, Med-GloVe, to further enhance the model's accuracy and practical value. Experimental results indicated that MCAN proposed in this study improved the accuracy by 7.7% on free-form questions in the Path-VQA dataset, and by 4.4% on closed-form questions in the VQA-RAD dataset, which effectively improves the accuracy of the medical vision question answer.

Establishing neural representations for new word forms in 12-month-old infants.

During the first year of life, infants start to learn the lexicon of their native language. Word learning includes the establishment of longer-term representations for the phonological form and the meaning of the word in the brain, as well as the link between them. However, it is not known how the brain processes word forms immediately after they have been learned. We familiarized 12-month-old infants (N = 52) with two pseudowords and studied their neural signatures. Specifically, we determined whether a newly learned word form elicits neural signatures similar to those observed when a known word is recognized (i.e., when a well-established word representation is activated, eliciting enhanced mismatch responses) or whether the processing of a newly learned word form shows the suppression of the neural response along with the principles of predictive coding of a learned rule (i.e., the order of the syllables of the new word form). The pattern of results obtained in the current study suggests that recognized word forms elicit a mismatch response of negative polarity, similar to newly learned and previously known words with an established representation in long-term memory. In contrast, prediction errors caused by acoustic novelty or deviation from the expected order in a sequence of (pseudo)words elicit responses of positive polarity. This suggests that electric brain activity is not fully explained by the predictive coding framework.

Relationship Between Resting State Functional Connectivity and Reading-Related Behavioural Measures in 69 Adults.

In computational models of reading, written words can be read using print-to-sound and/or print-to-meaning pathways. Neuroimaging data associate dorsal stream regions (left posterior occipitotemporal cortex, intraparietal cortex, dorsal inferior frontal gyrus [dIFG]) with the print-to-sound pathway and ventral stream regions (left anterior fusiform gyrus, middle temporal gyrus) with the print-to-meaning pathway. In 69 typical adults, we investigated whether resting state functional connectivity (RSFC) between the visual word form area (VWFA) and dorsal and ventral regions correlated with phonological (nonword reading, nonword repetition, spoonerisms), lexical-semantic (vocabulary, sensitivity to morpheme units in reading), and general literacy (word reading, spelling) skills. VWFA activity was temporally correlated with activity in both dorsal and ventral reading regions. In pre-registered whole-brain analyses, spoonerisms performance was positively correlated with RSFC between the VWFA and left dorsal regions (dIFG, superior parietal and intraparietal cortex). In exploratory region-of-interest analyses, VWFA-dIFG connectivity was also positively correlated with nonword repetition, spelling, and vocabulary. Connectivity between the VWFA and ventral stream regions was not associated with performance on any behavioural measure, either in whole-brain or region-of-interest analyses. Our results suggest that tasks such as spoonerisms and spellings, which are both complex (i.e., involve multiple subprocesses) and have high between-subject variability, provide greater opportunity for observing resting-state brain-behaviour associations. However, the complexity of these tasks limits the conclusions we can draw about the specific mechanisms that drive these associations. Future research would benefit from constructing latent variables from multiple tasks tapping the same reading subprocess.

Lexical pathway from L2 to L1 activation in intermediate proficient bilinguals: behavioral and ERP evidence.

Numerous studies have demonstrated that second language (L2) comprehension is often accompanied by activations in the first language (L1). Using both behavioral measurement and event-related potential (ERP), this study conducted two experiments to investigate whether a direct activation pathway exists from L2 lexical representation to L1 lexical representation (the lexical pathway) in intermediate proficient bilinguals. In Experiment 1, we designed a vowel letter search task on English word pairs, which enables bilinguals to prevent semantic priming in the first 300 ms processing stage after the words' onset. In Experiment 2, Mandarin-English bilinguals were recruited to complete this task on English word pairs with occasional first character repetition between the Chinese counterparts of a word pair. Results showed a significant main effect within both the P200 and N400 time windows, indicating the activation of bilinguals' L1 lexical representation during these intervals. However, the main effect of semantic relatedness was only significant in the N400 time window. These results suggest that bilinguals can activate their L1 lexical representation directly before engaging in conceptual representation. This finding supported a lexical pathway of activation from L2 lexical representation to L1 lexical representation during visual-word recognition in intermediate proficient bilinguals.