Mixing Languages during Learning? Testing the One Subject—One Language Rule

In bilingual communities, mixing languages is avoided in formal schooling: even if two languages are used on a daily basis for teaching, only one language is used to teach each given academic subject. This tenet known as the one subject-one language rule avoids mixing languages in formal schooling because it may hinder learning. The aim of this study was to test the scientific ground of this assumption by investigating the consequences of acquiring new concepts using a method in which two languages are mixed as compared to a purely monolingual method. Native balanced bilingual speakers of Basque and Spanish—adults (Experiment 1) and children (Experiment 2)—learnt new concepts by associating two different features to novel objects. Half of the participants completed the learning process in a multilingual context (one feature was described in Basque and the other one in Spanish); while the other half completed the learning phase in a purely monolingual context (both features were described in Spanish). Different measures of learning were taken, as well as direct and indirect indicators of concept consolidation. We found no evidence in favor of the non-mixing method when comparing the results of two groups in either experiment, and thus failed to give scientific support for the educational premise of the one subject—one language rule.     

Language Acquisition: When Does the Learning Begin?

Language acquisition is quite sophisticated by four months of age. Two cues that babies use to discriminate their language from another are the stress patterns of words and visual cues inherent in language production.     

Epistasis: Obstacle or Advantage for Mapping Complex Traits?

Identification of genetic loci in complex traits has focused largely on one-dimensional genome scans to search for associations between single markers and the phenotype. There is mounting evidence that locus interactions, or epistasis, are a crucial component of the genetic architecture of biologically relevant traits. However, epistasis is often viewed as a nuisance factor that reduces power for locus detection. Counter to expectations, recent work shows that fitting full models, instead of testing marker main effect and interaction components separately, in exhaustive multi-locus genome scans can have higher power to detect loci when epistasis is present than single-locus scans, and improvement that comes despite a much larger multiple testing alpha-adjustment in such searches. We demonstrate, both theoretically and via simulation, that the expected power to detect loci when fitting full models is often larger when these loci act epistatically than when they act additively. Additionally, we show that the power for single locus detection may be improved in cases of epistasis compared to the additive model. Our exploration of a two step model selection procedure shows that identifying the true model is difficult. However, this difficulty is certainly not exacerbated by the presence of epistasis, on the contrary, in some cases the presence of epistasis can aid in model selection. The impact of allele frequencies on both power and model selection is dramatic.     

Multiple Vacuoles in Plant Cells: Rule or Exception?

It is generally accepted that plant cells can contain multiple vacuoles with different functions, for example lytic vacuoles with lysosome-like properties and protein storage vacuoles for reserve accumulation. Recent data call into question the generality of this theory. In this study, we review the published evidence for the existence of multiple vacuoles. We conclude that the multivacuole hypothesis is valid for a number of cases, but care should be taken before assuming that it applies universally.     

Linguistic Relativity: Does Language Help or Hinder Perception?

A recent study has explored the interplay between language and perception through the brain's visual pathways. The results suggest an influence of linguistic categories on the speed of colour discrimination.     

Grammatical Difficulties in Children with Specific Language Impairment: Is Learning Deficient?

Theoretical accounts of grammatical limitations in specific language impairment (SLI) have been polarized between those that postulate problems with domain-specific grammatical knowledge, and those that regard grammatical deficits as downstream consequences of perceptual or memory limitations. Here we consider an alternative view that grammatical deficits arise when the learning system is biased towards memorization of exemplars, and is poor at extracting statistical dependencies from the input. We examine evidence that SLI involves deficits in extracting nonadjacent dependencies from input, leading to reliance on rote learning, and consider how far this may be part of a limitation of procedural learning, or a secondary consequence of memory limitations.     

Incentive or Habit Learning in Amphibians?

Toads (Rhinella arenarum) received training with a novel incentive procedure involving access to solutions of different NaCl concentrations. In Experiment 1, instrumental behavior and weight variation data confirmed that such solutions yield incentive values ranging from appetitive (deionized water, DW, leading to weight gain), to neutral (300 mM slightly hypertonic solution, leading to no net weight gain or loss), and aversive (800 mM highly hypertonic solution leading to weight loss). In Experiment 2, a downshift from DW to a 300 mM solution or an upshift from a 300 mM solution to DW led to a gradual adjustment in instrumental behavior. In Experiment 3, extinction was similar after acquisition with access to only DW or with a random mixture of DW and 300 mM. In Experiment 4, a downshift from DW to 225, 212, or 200 mM solutions led again to gradual adjustments. These findings add to a growing body of comparative evidence suggesting that amphibians adjust to incentive shifts on the basis of habit formation and reorganization.     

Temporal Learning and List-Level Proportion Congruency: Conflict Adaptation or Learning When to Respond?

The current report presents a temporal learning account as a potential alternative to the conflict adaptation account of list-level proportion congruent effects in the Stroop paradigm. Specifically, retrieval of information about response times on previous trials influences a participant''s preparedness to respond at a similar time on following trials. First, an adaptation of the Parallel Episodic Processing (PEP) model is presented, and a list-level effect is produced with a temporal learning mechanism. Next, linear mixed effect model analyses show that temporal learning biases are present in list-level proportion congruent data. A non-conflict experiment is then presented in which a list-level effect is observed with a contrast, rather than congruency, manipulation. Analyses of the experimental and simulated data could not, however, provide a clear picture of whether temporal learning was the sole contributor to the list-level proportion congruent effect. These results do, however, demonstrate that caution is warranted when interpreting list-level proportion congruent effects.     

Body Size Evolution in Extant Oryzomyini Rodents: Cope's Rule or Miniaturization?

At the macroevolutionary level, one of the first and most important hypotheses that proposes an evolutionary tendency in the evolution of body sizes is "Cope's rule". This rule has considerable empirical support in the fossil record and predicts that the size of species within a lineage increases over evolutionary time. Nevertheless, there is also a large amount of evidence indicating the opposite pattern of miniaturization over evolutionary time. A recent analysis using a single phylogenetic tree approach and a bayesian based model of evolution found no evidence for Cope's rule in extant mammal species. Here we utilize a likelihood-based phylogenetic method, to test the evolutionary trend in body size, which considers phylogenetic uncertainty, to discern between Cope's rule and miniaturization, using extant Oryzomyini rodents as a study model. We evaluated body size trends using two principal predictions: (a) phylogenetically related species are more similar in their body size, than expected by chance; (b) body size increased (Cope's rule)/decreased (miniaturization) over time. Consequently the distribution of forces and/or constraints that affect the tendency are homogenous and generate this directional process from a small/large sized ancestor. Results showed that body size in the Oryzomyini tribe evolved according to phylogenetic relationships, with a positive trend, from a small sized ancestor. Our results support that the high diversity and specialization currently observed in the Oryzomyini tribe is a consequence of the evolutionary trend of increased body size, following and supporting Cope's rule.     

Speech rhythm: a metaphor?

Is speech rhythmic? In the absence of evidence for a traditional view that languages strive to coordinate either syllables or stress-feet with regular time intervals, we consider the alternative that languages exhibit contrastive rhythm subsisting merely in the alternation of stronger and weaker elements. This is initially plausible, particularly for languages with a steep ‘prominence gradient’, i.e. a large disparity between stronger and weaker elements; but we point out that alternation is poorly achieved even by a ‘stress-timed’ language such as English, and, historically, languages have conspicuously failed to adopt simple phonological remedies that would ensure alternation. Languages seem more concerned to allow ‘syntagmatic contrast’ between successive units and to use durational effects to support linguistic functions than to facilitate rhythm. Furthermore, some languages (e.g. Tamil, Korean) lack the lexical prominence which would most straightforwardly underpin prominence of alternation. We conclude that speech is not incontestibly rhythmic, and may even be antirhythmic. However, its linguistic structure and patterning allow the metaphorical extension of rhythm in varying degrees and in different ways depending on the language, and it is this analogical process which allows speech to be matched to external rhythms.     

The Greatest Learning Return on Your Pedagogical Investment: Alignment,Assessment or In-Class Instruction?

Critical thinking is often considered an essential learning outcome of institutions in higher education. Previous work has proposed three pedagogical strategies to address this goal: more active, student-centered in-class instruction, assessments which contain higher-order cognitive questions, and greater alignment within a classroom (i.e., high agreement of the cognitive level of learning objectives, assessments, and in-class instruction). Our goals were to determine which of these factors, individually or the interactions therein, contributed most to improvements in university students’ critical thinking. We assessed students’ higher-order cognitive skills in introductory non-majors biology courses the first and last week of instruction. For each of the fifteen sections observed, we also measured the cognitive level of assessments and learning objectives, evaluated the learner-centeredness of each classroom, and calculated an alignment score for each class. The best model to explain improvements in students’ high-order cognitive skills contained the measure of learner-centeredness of the class and pre-quiz scores as a covariate. The cognitive level of assessments, learning objectives, nor alignment explained improvements in students’ critical thinking. In accordance with much of the current literature, our findings support that more student-centered classes had greater improvements in student learning. However, more research is needed to clarify the role of assessment and alignment in student learning.     

Does Learning or Instinct Shape Habitat Selection?

Habitat selection is an important behavioural process widely studied for its population-level effects. Models of habitat selection are, however, often fit without a mechanistic consideration. Here, we investigated whether patterns in habitat selection result from instinct or learning for a population of grizzly bears (Ursus arctos) in Alberta, Canada. We found that habitat selection and relatedness were positively correlated in female bears during the fall season, with a trend in the spring, but not during any season for males. This suggests that habitat selection is a learned behaviour because males do not participate in parental care: a genetically predetermined behaviour (instinct) would have resulted in habitat selection and relatedness correlations for both sexes. Geographic distance and home range overlap among animals did not alter correlations indicating that dispersal and spatial autocorrelation had little effect on the observed trends. These results suggest that habitat selection in grizzly bears are partly learned from their mothers, which could have implications for the translocation of wildlife to novel environments.     

Park or Ride? Evolution of Infant Carrying in Primates

Few mammalian orders carry their infants clinging to the mother's fur. I investigated the evolution of carrying behavior in primates and the life-history and ecological correlates of infant care patterns. Primates are ideal for the study as there is variation in infant care patterns. Primate infants are left hidden in nests or parked in trees, both of which strategies I term parking, and are carried orally or ride clinging to the mother's fur: riding. Infant carrying has evolved several times in the Primates and, once evolved, it has been conserved. Significant energetic costs of riding are indicated as riding species maintain smaller home ranges than those of non-riders of the same body size. With body size and phylogenetic influences taken into account, riders appear to incur a reproductive cost by weaning and breeding later than parkers. Although riders do not have lower birth rates than those of parkers, their later age at first reproduction leads to their having a lower reproductive rate, measured by the intrinsic rate of population increase. Precociality of infants is not correlated with either riding or nesting behavior. Although non-nesting species have larger litter sizes, their infants are not significantly smaller, nor are their neonatal brains relatively smaller. Although riding may have some energetic and reproductive costs, its repeated evolution in the Primates suggests that it also has some benefits, the most likely being a reduced mortality risk for carried infants.     

Improvement of Speech Function in Patients with Aphasia: The Right Hemisphere,an Enemy or a Friend?

The purpose of our research is to investigate interhemispheric language functional reorganization in patients with gliomas of the left hemisphere using functional magnetic resonance tomography (fMRI) in comparison with the dynamics of speech disorders. A total of 20 patients with a glioma in the left hemisphere underwent fMRI examination and Luria’s neuropsychological testing. The age of patients varied from 26 to 67 years; the mean age was 40 years (median, interquartile range; 13 women and 7 men). The glioma was located in the frontal lobe (12 patients) 34.50–49.75 years; or in the temporal lobe (8 patients). All patients underwent both fMRI scanning and neuropsychological testing on the same day before the surgery and then 3–10 days and 3, 5–7, 12 months after tumor surgery. The handedness was determined by using self-assessment and the Annett Hand Preference Questionnaire. Almost all the subjects were right-handed, and one was ambidexter. On the basis of the analysis of fMRI data in dynamics, all subjects were divided into two groups: (1) patients with no signs of activation of the right hemisphere homologues of Broca’s and Wernicke’s areas (even in 4 patients with severe aphasia) during the follow-up period (at least one year), and (2) patients with signs of activation in the right-sided Broca’s and Wernicke’s areas, which were found in at least several tests (16 patients; 3 of them had normal speech function during the whole follow-up period). We conclude that the lack of consistency between the presence/absence of aphasia and the activation of homologous speech areas in the right hemisphere in fMRI results from individual differences in the involvement of the right hemisphere in speech processes. Thus, we should be very cautious about the hypothesis of reciprocal relationships of the hemispheres in speech function and the use of this hypothesis in speech rehabilitation.