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Papers on “second language acquisition age input methods”

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1. Visual Genome: Connecting Language and Vision Using Crowdsourced Dense Image Annotations

   Ranjay Krishna, Yuke Zhu, Oliver Groth, et al. · 2017 · International Journal of Computer Vision · 5,322 cites

   Despite progress in perceptual tasks such as image classification, computers still perform poorly on cognitive tasks such as image description and question answering. Cognition is core to tasks that involve not just recognizing, but reasoning about our visual world. However, models used to tackle the rich content in images for cognitive tasks are still being trained using the same datasets designed for perceptual tasks. To achieve success at cognitive tasks, models need to understand the interactions and relationships between objects in an image. When asked “What vehicle is the person riding?”, computers will need to identify the objects in an image as well as the relationships riding(man, c

2. Principles of Language Learning and Teaching

   Alice S. Horning, H. Douglas Brown · 1981 · Modern Language Journal · 5,197 cites

   Preface to the Fifth Edition Chapter 1 Language, Learning, and Teaching Questions about Second Language Acquisition Learner Characteristics Linguistic Factors Learning Processes Age and Acquisition Instructional Variables Context Purpose Rejoicing in Our Defeats Language Learning and Teaching Schools of Thought in Second Language Acquisition Structural Linguistics and Behavioral Psychology Generative Linguistics and Cognitive Psychology Constructivism: A Multidisciplinary Approach Nineteen Centuries of Language Teaching Language Teaching in the Twentieth Century Topics and Questions for Study and Discussion Suggested Readings Language Learning Experience: Journal Entry Guidelines for Entry 1

3. Large language models encode clinical knowledge

   Karan Singhal, Shekoofeh Azizi, Tao Tu, et al. · 2023 · Nature · 3,843 cites

   Abstract Large language models (LLMs) have demonstrated impressive capabilities, but the bar for clinical applications is high. Attempts to assess the clinical knowledge of models typically rely on automated evaluations based on limited benchmarks. Here, to address these limitations, we present MultiMedQA, a benchmark combining six existing medical question answering datasets spanning professional medicine, research and consumer queries and a new dataset of medical questions searched online, HealthSearchQA. We propose a human evaluation framework for model answers along multiple axes including factuality, comprehension, reasoning, possible harm and bias. In addition, we evaluate Pathways Lan

4. Automatic acquisition of hyponyms from large text corpora

   Marti A. Hearst · 1992 · 3,304 cites

   We describe a method for the automatic acquisition of the hyponymy lexical relation from unrestricted text. Two goals motivate the approach: (i) avoidance of the need for pre-encoded knowledge and (ii) applicability across a wide range of text. We identify a set of lexico-syntactic patterns that are easily recognizable, that occur frequently and across text genre boundaries, and that indisputably indicate the lexical relation of interest. We describe a method for discovering these patterns and suggest that other lexical relations will also be acquirable in this way. A subset of the acquisition algorithm is implemented and the results are used to augment and critique the structure of a large

5. The myth of language universals: Language diversity and its importance for cognitive science

   Nicholas Evans, Stephen C. Levinson · 2009 · Behavioral and Brain Sciences · 2,663 cites

   Talk of linguistic universals has given cognitive scientists the impression that languages are all built to a common pattern. In fact, there are vanishingly few universals of language in the direct sense that all languages exhibit them. Instead, diversity can be found at almost every level of linguistic organization. This fundamentally changes the object of enquiry from a cognitive science perspective. This target article summarizes decades of cross-linguistic work by typologists and descriptive linguists, showing just how few and unprofound the universal characteristics of language are, once we honestly confront the diversity offered to us by the world's 6,000 to 8,000 languages. After surv

6. FREQUENCY EFFECTS IN LANGUAGE PROCESSING

   Nick C. Ellis · 2002 · Studies in Second Language Acquisition · 2,223 cites

   This article shows how language processing is intimately tuned to input frequency. Examples are given of frequency effects in the processing of phonology, phonotactics, reading, spelling, lexis, morphosyntax, formulaic language, language comprehension, grammaticality, sentence production, and syntax. The implications of these effects for the representations and developmental sequence of SLA are discussed. Usage-based theories hold that the acquisition of language is exemplar based. It is the piecemeal learning of many thousands of constructions and the frequency-biased abstraction of regularities within them. Determinants of pattern productivity include the power law of practice, cue competi

7. Motivation in second and foreign language learning

   Zoltán Dörnyei · 1998 · Language Teaching · 1,392 cites

   Americanae nace como un proyecto conjunto que surge dentro de la Red Europea de Información y Documentación sobre América Latina (REDIAL), y que ha afrontado la Biblioteca de la Agencia Española de Cooperación Internacional para el Desarrollo (AECID). Esta nueva biblioteca virtual hace más accesibles los libros digitales de tema americanista a los investigadores y usuarios interesados de cualquier parte del mundo.

8. Maturational Constraints on Language Development

   Michael H. Long · 1990 · Studies in Second Language Acquisition · 1,088 cites

   This article reviews the second language research on age-related differences, as well as first language work needed to disambiguate some of the findings. Five conclusions are drawn, (a) Both the initial rate of acquisition and the ultimate level of attainment depend in part on the age at which learning begins. (b) There are sensitive periods governing language development, first or second, during which the acquisition of different linguistic abilities is successful and after which it is irregular and incomplete. (c) The age-related loss in ability is cumulative (not a catastrophic one-time event), affecting first one linguistic domain and then another, and is not limited to phonology, (d) Th