1,720,962 research outputs found
THE INFLUENCE OF BILINGUALISM ON LEXICAL ACCESS ANDCATEGORIZATION PROCESS IN PRIMARY SCHOOL CHILDREN.
No full textInternational audiencetudies have highlighted that bilingualism appears to facilitate communication (Dieguez & Hemmerle, 2014; Bialystok, 2017) and has beneficial effects on the emergence and development of cognitive abilities (Kail, 2015). Children who just start using two languages, frequently switch between languages, namely code switching. They used words from both languages and these seem to play an important part on language acquisition process. Bialystok & Martin (2004) have shown that bilinguals develop the ability to inhibit one language while using the other, thus accelerating cognitive development which includes perception, attention, memory, inhibition, cognitive flexibility, programming, planning. Other studies (Bialystok et al., 2008) have also demonstrated that exposure to two linguistic systems may enhance flexibility and cognitive inhibition capacities in bilingual individuals, which can confer an advantage during categorization tasks requiring changes in categorization criteria and the suppression of irrelevant information or responses. The aim of the present study is to examine whether bilingual children aged between 6 and 8 years-old could access to lexico-semantic store more easily than monolinguals. Firstly, drawing upon existing theories and empirical evidence, it is posited that bilingualism potentially enhances access to the lexico-semantic store due to the necessity of engaging with and navigating two linguistic systems. By investigating this phenomenon in young children, this study aims to ascertain whether these purported advantages in lexical access are discernible at an early developmental stage. Secondly, this research is predicated on the hypothesis that bilingual children, within this age range, exhibit a heightened comprehension of words and their meanings across both languages. It is conjectured that the comparatively facile access to the lexico-semantic store could serve as an indicator of an early and robust development of linguistic competencies in bilingual children, suggesting a more advanced level of language comprehension and cognitive engagement compared to their monolingual counterparts. In this study, 20 French-Arabic Bilingual children and 20 French Monolingual children aged between 6 to 8 years-old (all participants lived in France and were recruited in primary school: grades 1 and 2) performed a verbal Fluency Task (Cardebat et al., 1990; Abdelgafar & Moawad, 2015). The verbal fluency task is a short test of verbal functioning. It consists of two tasks: category fluency (semantic fluency) and letter /lexical fluency (phonemic or lexical fluency). Participants are given 2 min to produce as many words as possible within a semantic category (category fluency) or starting with a given letter (letter fluency). The participant's score in each task is the number of unique correct words. The results of the study show for the categorical fluency task an advantage for a bilingual for accessing categorical lexico-semantic storage. No difference was observed in the lexical fluency task
VISUOSPATIAL PROCESSING IN THE RESOLUTION OFTHE CORSI BLOCK-TAPPING IN BILINGUAL ANDMONOLINGUAL CHILDREN
No full textInternational audienceSeveral studies (Grosjean, 2019) have shown that bilingualism provides an advantage in executivefunctions. Visuospatial Working Memory (vs WM), closely linked to executive functions, is acomponent of working memory responsible for the temporary storage and manipulation of visual andspatial information, including objects, shapes, and patterns. It also involves mental manipulation ofspatial information, such as the relative positions of objects in space, distances, and orientations. Thiscomponent plays a role in coordinating visual attention by holding information about objects orlocations that require temporary memory while filtering out visual distractions. The aim of this study isto identify and compare vs WM information processing strategies and to highlight different cognitiveprofiles between monolingual and bilingual children. The methodology of this research is situatedwithin an experimental framework using the Corsi Block-Tapping Test (Corsi, 1972), whichspecifically assesses visuospatial working memory. The test comprises two conditions: direct spatialmemory and reverse (indirect) spatial memory. In these tasks, the participant needs to tap the blocksthat the experimenter show, in direct or indirect order. To gain a better understanding of thecharacteristics of the presumed cognitive functioning in Corsi Block-Tapping Test success, this studyfocused on analyzing the nature of errors in the "direct" and "indirect" conditions of the Corsi Block-Tapping Test. Errors are categorized into three types: direction errors, location errors, and numbererrors. This comprehensive error analysis aimed to uncover the specific cognitive processes andstrategies employed by participants in both conditions. It allowed for a deeper exploration of howindividuals approached visuospatial working memory tasks and provided insights into their cognitivedecision-making processes during the test
VISUOSPATIAL PROCESSING IN THE RESOLUTION OFTHE CORSI BLOCK-TAPPING IN BILINGUAL ANDMONOLINGUAL CHILDREN
No full textInternational audienceSeveral studies (Grosjean, 2019) have shown that bilingualism provides an advantage in executivefunctions. Visuospatial Working Memory (vs WM), closely linked to executive functions, is acomponent of working memory responsible for the temporary storage and manipulation of visual andspatial information, including objects, shapes, and patterns. It also involves mental manipulation ofspatial information, such as the relative positions of objects in space, distances, and orientations. Thiscomponent plays a role in coordinating visual attention by holding information about objects orlocations that require temporary memory while filtering out visual distractions. The aim of this study isto identify and compare vs WM information processing strategies and to highlight different cognitiveprofiles between monolingual and bilingual children. The methodology of this research is situatedwithin an experimental framework using the Corsi Block-Tapping Test (Corsi, 1972), whichspecifically assesses visuospatial working memory. The test comprises two conditions: direct spatialmemory and reverse (indirect) spatial memory. In these tasks, the participant needs to tap the blocksthat the experimenter show, in direct or indirect order. To gain a better understanding of thecharacteristics of the presumed cognitive functioning in Corsi Block-Tapping Test success, this studyfocused on analyzing the nature of errors in the "direct" and "indirect" conditions of the Corsi Block-Tapping Test. Errors are categorized into three types: direction errors, location errors, and numbererrors. This comprehensive error analysis aimed to uncover the specific cognitive processes andstrategies employed by participants in both conditions. It allowed for a deeper exploration of howindividuals approached visuospatial working memory tasks and provided insights into their cognitivedecision-making processes during the test
Visuospatial processing in the resolution of the Corsi test in bilinguals andmonolinguals children
No full textInternational audienc
"VISUOSPATIAL PROCESSING IN THE RESOLUTION OF THE CORSI TEST IN BILINGUALS AND MONOLINGUALS CHILDREN"
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Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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