323,342 research outputs found
Auditives Dekodiertraining zur Segmentierung der deutschen Sprache als Fremdsprache. Die Bedeutung der Pausen
No full textAusgehend von den Voraussetzungen für ein erfolgreiches Hörverstehen wird
im vorliegenden Beitrag der Hörverstehensprozess kurz erläutert, wobei der
Schwerpunkt auf der Interaktion zwischen seinen beiden Teilkomponenten
liegt: der auditiven Dekodierung und dem Bedeutungsgewinnungsprozess. An schließend wird auf die Schwierigkeiten beim Hörverstehen in einer Zweit oder Fremdsprache eingegangen, von denen die meisten auf der Ebene der
Bottom-up-Prozesse angesiedelt sind. Daher wird ein Trainingsvorschlag vor gestellt, der sich auf die auditive Dekodierung konzentriert, wobei einige
Mikro-Hörübungen zur Schulung der Pausenwahrnehmung im Detail erläutert
werde
Image reconstruction algorithm for motion insensitive MR Fingerprinting (MRF): MORF
No full textPURPOSE: The purpose of this study is to increase the robustness of MR fingerprinting (MRF) toward subject motion. METHODS: A novel reconstruction algorithm, MOtion insensitive MRF (MORF), was developed, which uses an iterative reconstruction based retrospective motion correction approach. Each iteration loops through the following steps: pattern recognition, metric based identification of motion corrupted frames, registration based motion estimation, and motion compensated data consistency verification. The proposed algorithm was validated using in vivo 2D brain MRF data with retrospective in-plane motion introduced at different stages of the acquisition. The validation was performed using qualitative and quantitative comparisons between results from MORF, the iterative multi-scale (IMS) algorithm, and with the IMS results using data without motion for a ground truth comparison. Additionally, the MORF algorithm was evaluated in prospectively motion corrupted in vivo 2D brain MRF datasets. RESULTS: For datasets corrupted by in-plane motion both prospectively and retrospectively, MORF noticeably reduced motion artifacts compared with iterative multi-scale and closely resembled the results from data without motion, even when ∼54% of data was motion corrupted during different parts of the acquisition. CONCLUSIONS: MORF improves the insensitivity of MRF toward rigid-body motion occurring during any part of the MRF acquisition
Sviluppo dell’orecchio interno nel tedesco come lingua straniera. La decodifica prosodica con l’ausilio di nuove tecnologie per futuri mediatori linguistici italofoni.
No full textL’ascolto è una competenza fondamentale nell’apprendimento linguistico e, rispetto al parlato, ha una posizione preminente sia dal punto di vista biologico che funzionale. Differentemente dalla produzione vocale, la funzione uditiva non coincide con la nascita, ma collima con la maturazione fisiologica dell’apparato uditivo che avviene già a partire dal terzo trimestre di gravidanza (Berardi e Pizzorusso 2014: 106; Klann-Delius 2016: 25). Ciò implica una lunga esposizione alla lingua d’uso prima di poter riuscire a produrre suoni, confermando la tesi di Tomatis (1999: 89), secondo la quale, per essere in grado di riprodurre un suono, occorre prima riuscire a percepirlo, decodificarlo e comprenderlo nella sua interezza.
Nonostante l’ascolto rivesta un ruolo predominante nella comunicazione di tutti i giorni, con una percentuale di utilizzo pari al 45% rispetto al 30% del parlato, al 16% della lettura e al 9% della scrittura (Hedge 2000:228), la competenza uditiva è a tutt’oggi la meno studiata a livello scientifico e, soprattutto, la meno esercitata a livello didattico, soprattutto nell’insegnamento di una lingua straniera. Il motivo di questa limitazione è da ricondurre alla non osservabilità sia del processo che del prodotto dell’ascolto; ciò ha portato alla falsa convinzione che l’ascolto sia un’attività passiva e pertanto difficilmente controllabile, che non implica nessuna mediazione da parte dell’ascoltatore (Brown 2011:17–34; Dietz 2021:68). L’attività di ascolto presuppone invece un ruolo attivo del ricevente che deve ricercare nell’input le informazioni di cui necessita per riuscire a estrarre, in frazioni di secondo, singole unità di senso da collegare a unità concettuali immagazzinate nel proprio lessico mentale e riuscire quindi a identificare il contenuto del messaggio e le intenzioni del parlante. Alla scarsa conoscenza dei meccanismi uditivi e dei processi cognitivi alla base dell’ascolto, nella prassi didattica dell’insegnamento di una lingua straniera si aggiunge l’utilizzo di materiale audio creato appositamente a scopo pedagogico e basato su una lingua che non rispecchia affatto le caratteristiche del linguaggio parlato, risultando inadeguata per la trattazione di questa competenza basilare (Cauldwell 2018:61–62).
Il presente lavoro si prefigge di proporre una prospettiva alternativa a quanto sopra esposto partendo dal concetto di orecchio interno, inteso come un’alta competenza ricettiva della lingua d’uso, e descrivendo il suo ruolo nella comprensione orale in generale e nei sottoprocessi di decodifica uditiva in particolare. Lo scopo del lavoro è dimostrare se e come sia possibile promuovere lo sviluppo dell’orecchio interno in apprendenti italofoni del tedesco come lingua straniera, futuri mediatori linguistici, avvalendosi di esercizi di decodifica mirati, realizzati con materiale autentico e l’ausilio di nuove tecnologie.
Lo studio si compone di due parti: una prima teorica e una seconda pratica. Nella prima verrà definito il concetto di orecchio interno partendo dall’analisi del suo funzionamento a livello anatomico e neurofisiologico, per arrivare a delineare il suo ruolo in termini di competenza uditiva. In particolare si evidenzierà la funzione dell’orecchio interno nelle componenti di ascolto, principalmente in relazione ai sottoprocessi di decodifica uditiva, essenziali al raggiungimento della comprensione intesa come costruzione di significato. Dopo aver descritto lo sviluppo e il funzionamento dell’orecchio interno nella lingua madre, si metteranno in luce le difficoltà che sorgono nell’ascolto in lingua straniera, la maggior parte delle quali sono da ricondurre al livello della decodifica uditiva. Dopo aver individuato le caratteristiche prosodiche essenziali, atte ad agevolare la decodifica del parlato tedesco, si ipotizzerà un percorso volto allo sviluppo dell’orecchio interno nel tedesco come lingua straniera, avvalendosi di un training di decodifica prosodica da svolgersi con l’ausilio delle nuove tecnologie. La progettazione, sperimentazione e valutazione del training di decodifica prosodica saranno oggetto della seconda parte, empirica, del lavoro realizzata mediante due differenti interventi su campo, svolti in ambito universitario con gruppi di futuri mediatori linguistici. Lo studio si concluderà con l’esposizione dei risultati emersi in fase di valutazione del training e la delineazione di future prospettive di ricerca.
Bibliografia
Bachmann-Stein, Andrea. 2013. «Authentische gesprochene Sprache im DaF-Unterricht: Pro und Contra.» Pp. 39–58 in Gesprochene Sprache im Daf_Unterricht., a cura di S. M. Moraldo e F. Missaglia. Heidelberg: Winter.
Berardi, Nicoletta, e Tommaso Pizzorusso. 2014. Psicobiologia dello sviluppo: Una introduzione. Bari/Roma: Laterza.
Brown, Steven. 2011. Listening Myths: Applying Second Language Research to Classroom Teaching. Ann Arbor: University of Michigan Press.
Cauldwell, Richard. 2018. A Syllabus for Listening: Decoding. Birmingham: Speech in Action.
Dietz, Gunther. 2021. «Fremdsprachliches Hörverstehen: Schwächen der traditionellen Hörverstehensdidaktik - Perspektiven der Vermittlung für Deutsch als Fremdsprache.» Deutsch als Fremdsprache 58(2):67–75.
Hedge, Tricia. 2000. Teaching and Learning in the Language Classroom: A Guide to Current Ideas about the Theory and Practice of English Language Teaching. Oxford: Oxford University Press.
Klann-Delius, Gisela. 2016. Spracherwerb: Eine Einführung. Stuttgart: Springer-Verlag.
Tomatis, Alfred A. 1999. L’orecchio e la vita. Tutto quello che dovreste sapere sull’udito per sopravvivere. Milano: Dalai Editore.Listening is a fundamental competence in language learning and, compared to speech, has both a biological and functional prominence. Unlike speech production, auditory function does not coincide with birth, but with the physiological maturation of the auditory system that occurs as early as the third trimester of pregnancy (Berardi and Pizzorusso 2014: 106; Klann-Delius 2016: 25). This implies a long exposure to the language of use before being able to produce sounds, confirming Tomatis’ (1999: 89) thesis that, in order to reproduce a sound, it is first necessary to perceive, decode and understand it in its integrity.
Even though listening plays a predominant role in everyday communication, with a percentage of 45% compared to 30% for speech, 16% for reading and 9% for writing (Hedge 2000:228), auditory competence is still the least studied at a scientific level and, above all, the least exercised at a didactic level, especially in the teaching of a foreign language. The reason for this limitation is to be found in the non-observability of both process and product of listening; this has led to the false belief that listening is a passive activity and therefore difficult to control, involving no mediation on the part of the listener (Brown 2011:17-34; Dietz 2021:68). Instead, the listening activity presupposes an active role of the receiver who has to search the input for the information he needs in order to be able to extract, in fragments of a second, single units of meaning to be linked to conceptual units stored in his mental lexicon and thus be able to identify the content of the message and the speaker's intentions. In addition to the lack of knowledge of the auditory mechanisms and cognitive processes underlying listening, the didactic practice of teaching a foreign language is compounded using audio material created specifically for pedagogical purposes and based on a language that does not reflect the characteristics of spoken language at all, being inadequate for the treatment of this basic skill (Cauldwell 2018:61-62).
This study aims to propose an alternative perspective, starting from the concept of the inner ear, understood as a high receptive competence of the language of use, and describing its role in listening comprehension in general and in auditory decoding subprocesses in particular. The aim of the work is to demonstrate whether and how it is possible to promote the development of the inner ear in Italian-speaking learners of German as a foreign language, and in particular future language mediators, through targeted decoding exercises carried out with authentic material and the aid of new technologies.
The study consists of two parts: a theoretical first and a practical second. In the first, the concept of the inner ear will be defined, starting with an analysis of its functioning at an anatomical and neurophysiological level, to arrive at an outline of its role in terms of auditory competence. In particular, the function of the inner ear in the listening components will be highlighted, mainly in relation to the sub-processes of auditory decoding, essential to the achievement of comprehension understood as the construction of meaning. After describing the development and functioning of the inner ear in the mother tongue, the difficulties that arise in listening in a foreign language will be highlighted, most of which can be traced back to the level of auditory decoding. After identifying the essential prosodic characteristics that facilitate the decoding of German speech, a path will be hypothesised for the development of the inner ear in German as a foreign language, using prosodic decoding training to be carried out with the aid of new technologies. The design, testing and evaluation of the prosodic decoding training will be the subject of the second, empirical part of the work, which will be carried out by means of two different field interventions with groups of future language mediators in a university setting. The study will conclude with a presentation of the results of the training evaluation and the outlining of future research perspectives.
Bibliography
Bachmann-Stein, Andrea. 2013. «Authentische gesprochene Sprache im DaF-Unterricht: Pro und Contra.» Pp. 39–58 in Gesprochene Sprache im Daf_Unterricht., a cura di S. M. Moraldo e F. Missaglia. Heidelberg: Winter.
Berardi, Nicoletta, e Tommaso Pizzorusso. 2014. Psicobiologia dello sviluppo: Una introduzione. Bari/Roma: Laterza.
Brown, Steven. 2011. Listening Myths: Applying Second Language Research to Classroom Teaching. Ann Arbor: University of Michigan Press.
Cauldwell, Richard. 2018. A Syllabus for Listening: Decoding. Birmingham: Speech in Action.
Dietz, Gunther. 2021. «Fremdsprachliches Hörverstehen: Schwächen der traditionellen Hörverstehensdidaktik - Perspektiven der Vermittlung für Deutsch als Fremdsprache.» Deutsch als Fremdsprache 58(2):67–75.
Hedge, Tricia. 2000. Teaching and Learning in the Language Classroom: A Guide to Current Ideas about the Theory and Practice of English Language Teaching. Oxford: Oxford University Press.
Klann-Delius, Gisela. 2016. Spracherwerb: Eine Einführung. Stuttgart: Springer-Verlag.
Tomatis, Alfred A. 1999. L’orecchio e la vita. Tutto quello che dovreste sapere sull’udito per sopravvivere. Milano: Dalai Editore
Histone H3K23-specific acetylation by MORF is coupled to H3K14 acylation
No full textAcetylation of histone H3K23 has emerged as an essential posttranslational modification associated with cancer and learning and memory impairment, yet our understanding of this epigenetic mark remains insufficient. Here, we identify the native MORF complex as a histone H3K23-specific acetyltransferase and elucidate its mechanism of action. The acetyltransferase function of the catalytic MORF subunit is positively regulated by the DPF domain of MORF (MORFDPF). The crystal structure of MORFDPF in complex with crotonylated H3K14 peptide provides mechanistic insight into selectivity of this epigenetic reader and its ability to recognize both histone and DNA. ChIP data reveal the role of MORFDPF in MORF-dependent H3K23 acetylation of target genes. Mass spectrometry, biochemical and genomic analyses show co-existence of the H3K23ac and H3K14ac modifications in vitro and co-occupancy of the MORF complex, H3K23ac, and H3K14ac at specific loci in vivo. Our findings suggest a model in which interaction of MORFDPF with acylated H3K14 promotes acetylation of H3K23 by the native MORF complex to activate transcription
Uterine leiomyomata with t(10;17) disrupt the histone acetyltransferase MORF
No full textBenign uterine leiomyomata are the most common tumors in women of reproductive age. One recurring chromosomal aberration in uterine leiomyomata is rearrangement of 10q22. Chromosome 10 breakpoints were mapped by fluorescence in situ hybridization to intervals ranging from 8.9 to 72.1 kb within the third intron of MORF (monocytic leukemia zinc finger protein-related factor or MYST4) in four uterine leiomyomata tested. Additional Southern hybridization experiments confirmed that the breakpoint lies within the third intron and narrowed the interval to 2.1 kb in one uterine leiomyomata. MORF is a member of the MYST family of histone acetyltransferase and previously has been found rearranged in some types of acute myeloid leukemia (AML). This is the first instance in which disruption of a histone acetyltransferase has been reported in another tumor type. The breakpoints in uterine leiomyomata would fall in the NH2-terminal portion of the protein between a conserved domain found in histones H1 and H5 and the PHD zinc fingers, the CH2CH zinc finger, or the CoA binding site, which is distinct from the breakpoints reported in AML. Mapping of the 17q21 breakpoint by fluorescence in situ hybridization within a specific region in three tumors revealed several positional candidates including GCN5L2, a gene with histone acetyltransferase activity similar to those fused to MORF in AML. Of note, two of three uterine leiomyomata were of the cellular subtype. Involvement of MORF in four uterine leiomyomata with chromosomal rearrangements involving 10q22 and 17q21 suggests a role for this histone acetyltransferase and altered chromatin regulation in uterine mesenchymal neoplasia.</p
X-Morf: a crash-separable quadrotor that morfs its X-geometry in flight
No full textInternational audience— The X-Morf robot is a 380-g quadrotor consisting of two independent arms each carrying tandem rotors, forming an actuated scissor joint. The X-Morf robot is able to actively change in-flight its X-geometry by changing the angle between its two arms. The magnetic and electrical joint between the quadrotors arms makes them easily removable and resistant to crashes while providing the propellers with sufficient power and ensuring high quality signal transmission during flight. The dynamic model on which the X-Morf robot was based, was also used to design an adaptive controller. A Model Reference Adaptive Control (MRAC) law was implemented to deal with the uncertainties about the inertia and the center of mass due to the quadrotors reconfigurable architecture and for in-flight span-adapting purposes. The tests performed with the X-Morf robot showed that it is able to decrease and increase its span dynamically by up to 28.5% within 0.5s during flight while giving good stability and attitude tracking performances
Diffusive author(s), cohesive author: Analysis of S/N (1994)
No full textThis study indicates the ways in which various aspects of the author(s) are brought forth in Dumb type’s performance art, the S/N production. Previous research has suggested a non-hierarchical organization of Dumb type and the absence of a “privileged author” in Dumb type’s collaborative work, S/N. However, the results that I have investigated from member’s interviews on the creative process of S/N along with my analysis of the recorded images of S/N, indicate a different aspect of the author(s). First, S/N was created through, so to speak, the collective ideas of the members of Dumb type. Further, S/N has at least nine quotations from previous performances, installations, and printed writings, besides the work-in-progress technique. Explicating one of the “author functions” as given by Michel Foucault, each text has plural subjects of the author. However, it has been revealed from members’ interviews that Teiji Furuhashi had a decision-making role in selecting the members’ ideas within the performance. Since then, S/N has had plural subjects of creation; however, Furuhashi is one of the subjects of creation along with the “privileged author.” S/N has plural authors (diffusive authors) yet at the same time, it has a “privileged author,” Teiji Furuhashi (cohesive author)
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe 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
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