Explore the vast range of titles available.

In this paper, we discuss how silent intervals – typically referred to as pauses, silences, gaps, and Schweigen  – can be annotated in speech corpora. ( Schweigen could be loosely translated as ‚deliberate silence‘, but we argue that the concept has more connotations.) This issue is closely tied to aspects of form (which exponents are annotated?) and function (which categories are annotated?) of these phenomena. We demonstrate that there is an n:m mapping between forms and functions of silences, pauses, gaps, and Schweigen , and we will discuss how these categorizations may differ depending on the research question. For any silent interval, i. e., one of missing verbalization, in a speech corpus, we argue that: – it does not need to be acoustically silent; – it does not need to be intentional or semantically loaded; – it can have different, and multiple, functions, which are not always separable; – some of its functions overlap with those of other speech phenomena. We also argue that the form and function properties of silent intervals need to be covered on multiple independent annotation levels. The layout of this paper follows the decision sequence necessary for each annotation, starting with a definition of forms, followed by a definition of functions, ultimately leading to the mapping of concrete instances of silent intervals to possible functions

The paper deals with selected problems of the verbalization of the concepts “place”, “space” and “direction”, with a special consideration of their successive development in language and in language acquisition. The theoretical background are assumptions concerning the genesis of the concept of place and movement. Some of them claim that movement and direction precede the conceptualization of place and space. However, numerous linguistic phenomena seem to prove the opposite hypothesis, namely that the concept of place and, thus, its verbalization by means of stative verbs, local adverbs and prepositional phrases is original, whereas the concepts of movement, especially of controlled, caused movement denoted by transitive, regular verbs is derived from the concept of locum encoded by irregular verbs.

Background We investigated the relationship between three language-dependent behaviors (i.e., command-following, intelligible verbalization, and intentional communication) and the functional status of patients with disorders of consciousness (DoC). We hypothesized that patients in minimally conscious state (MCS) who retain behavioral evidence of preserved language function would have similar levels of functional disability, while patients who lack these behaviors would demonstrate significantly greater disability. We reasoned that these results could then be used to establish empirically-based diagnostic criteria for MCS +. Methods In this retrospective cohort study we included rehabilitation inpatients diagnosed with DoC following severe-acquired brain injury (MCS = 57; vegetative state/unresponsive wakefulness syndrome [VS/UWS] = 63); women: 46; mean age: 47 ± 19 years; traumatic etiology: 68; time post-injury: 40 ± 23 days). We compared the scores of the Disability Rating Scale score (DRS) at time of transition from VS/UWS to MCS or from MCS – to MCS +, and at discharge between groups. Results Level of disability on the DRS was similar in patients with any combination of the three language-related behaviors. MCS patients with no behavioral evidence of language function (i.e., MCS –) were more functionally impaired than patients with MCS + at time of transition and at discharge. Conclusions Command-following, intelligible verbalization, and intentional communication are not associated with different levels of functional disability. Thus, the MCS + syndrome can be diagnosed based on the presence of any one of these language-related behaviors. Patients in MCS + may evidence less functional disability compared to those in MCS who fail to demonstrate language function (i.e., MCS –).

(e.g., characters or fractals) and concrete stimuli (e.g., pictures of everyday objects) are used interchangeably in the reinforcement-learning literature. Yet, it is unclear whether the same learning processes underlie learning from these different stimulus types. In two preregistered experiments (N = 50 each), we assessed whether abstract and concrete stimuli yield different reinforcement-learning performance and whether this difference can be explained by verbalization. We argued that concrete stimuli are easier to verbalize than abstract ones, and that people therefore can appeal to the phonological loop, a subcomponent of the working-memory system responsible for storing and rehearsing verbal information, while learning. To test whether this verbalization aids reinforcement-learning performance, we administered a reinforcement-learning task in which participants learned either abstract or concrete stimuli while verbalization was hindered or not. In the first experiment, results showed a more pronounced detrimental effect of hindered verbalization for concrete than abstract stimuli on response times, but not on accuracy. In the second experiment, in which we reduced the response window, results showed the differential effect of hindered verbalization between stimulus types on accuracy, not on response times. These results imply that verbalization aids learning for concrete, but not abstract, stimuli and therefore that different processes underlie learning from these types of stimuli. This emphasizes the importance of carefully considering stimulus types. We discuss these findings in light of generalizability and validity of reinforcement-learning research.

Strategy use is an important source of individual differences during immediate serial reconstruction. However, not all strategies are equally suited for all tasks. Therefore, assessing participants' dynamic strategy selection across contexts is an important next step for reliable interpretation of individual differences in short-term memory span - in both experimental and clinical settings. Strategy use during reconstruction of phonologically similar and phonologically distinct word sets was directly assessed using a self-report questionnaire. In two experiments, participants reported consistent use of phonological strategies across word sets; however, participants reported additionally using non-phonological strategies (i.e., mental imagery and sentence generation) when tasked with remembering phonologically similar words. In particular, strategy selection was most impacted when the phonologically similar word set was either the only word set or the first word set participants received. When the phonologically similar lists were presented after a classic list of phonologically distinct words, participants continued using the phonological strategies that had been effective for the distinct lists. Moreover, in both experiments, accuracy of phonologically similar lists was better predicted by use of non-phonological strategies than use of phonological strategies. Specifically, reported use of verbalization or rehearsal did not predict accuracy, but participants who reported regularly using mental imagery and/or sentence generation (typically in conjunction with rehearsal) displayed greater serial memory for similar words. These results do not undermine the general assumptions of the phonological similarity effect, but they do indicate that its interpretation is less straightforward than previously thought.

Substantial gains can be made by individuals and organizations adept at detecting new opportunities. But how do business leaders do that concretely? Organization research shows that managers are more inclined to identify threats than opportunities, but it is still not clear why this is the case. Likewise, research points to several factors that may facilitate the recognition of opportunities. Yet empirical observations have been limited by retrospective biases and other conceptual challenges. As a result, key questions remain not only about what factors facilitate the recognition of opportunities, but also about why these factors play such a role. To further understanding of these issues, we study the reasoning strategies that individuals mobilize for recognizing opportunities. We develop a model of opportunity recognition as a cognitive process of structural alignment, and analyze the think-aloud verbalizations of executive entrepreneurs as they try to recognize opportunities for new technologies. In contrast to prior research, the qualitative and quantitative data do not provide evidence that individuals use prototypes to recognize opportunities. Instead, we find that different kinds of mental connections play different roles in the process of recognizing opportunities, with different consequences. We also document why and how prior knowledge may facilitate this process. By drawing attention to the cognitive underpinnings of opportunity recognition, we cast light on why it constitutes such a challenging task for individuals and organizations. In turn, this provides a useful basis for exploring the factors that explain why some individuals/organizations are able to recognize opportunities that others simply fail to see.

This article highlights the verbalization of affixes in the Limola language. This study uses a qualitative descriptive method with the following data collection techniques: elicitation, recording, and note-taking. The affixation process proves three kinds of verbalization affixes in the Limola language, i.e., 1) prefixes: ma-, mo-, pa-, mopa-, mapa-, ipa-, i-, and ti-; 2) suffixes: -i, -nga; and 3) confixes: i—i, i—a, ipa-i, mapa—i, and mopa—i. Verbalization of an inflectional affix does not change the word class when attached to a verb root morpheme. Meanwhile, the affix attached to an adjective base morpheme called derivation changes the word class. The change due to the morphophonemic process is found in the prefix ma-, which has allomorphs /mang-/, /man-/, /mam-/, and /mab-/. These allomorphs occur when the initial phonemes of the word are /k/, /s/, /t/, /p/, and /b/. In addition, the process of affixing the suffix -i to the base morpheme endings in vowels /i/, /u/, and /e/ causes epenthesis of the vowel /a/, which lies between the end of the base morpheme and the beginning of the bound morpheme. This study’s results provide a comprehensive viewpoint of the affixation process in Limola, illustrate how affixes interact with base morphemes to affect word formation and class transformation and emphasize the complex role of morphophonemic processes in the Limola language. The findings are beneficial for deepening understanding of the Limola language structure and, simultaneously, can be used in designing teaching materials for the Limola society to preserve and maintain the Limola language.

A growing body of research has revealed that labeling an emotion, or putting one's feelings into words, can help to downregulate that affect, as occurs with intentional forms of emotion regulation, such as reappraisal and distraction. We translated this basic research to a real-world clinical context, in which spider-fearful individuals were repeatedly exposed to a live spider. Using a between-subjects design, we compared the effects of affect labeling, reappraisal, distraction from the feared stimulus, and exposure alone during this brief course of exposure therapy on subsequent fear responding. At a 1-week posttest involving a different spider in another context, the affect-labeling group exhibited reduced skin conductance response relative to the other groups and marginally greater approach behavior than the distraction group; however, the affect-labeling group did not differ from the other groups in self-reported fear. Additionally, greater use of anxiety and fear words during exposure was associated with greater reductions in fear responding. Thus, perhaps surprisingly, affect labeling may help to regulate aspects of emotion in a clinical context.

Open textbooks, freely available open educational resources, have an ever-growing presence in learning environments around the world, though detailed studies of their development are rare. The challenges of tracking textbook writing activity in a precise manner over time may account for this sparsity. To highlight how process-tracing research can contribute insight to the textbook development literature, particularly that focused on open textbook writing, this study addresses the roles that think-aloud protocols (TAPs) played during the construction of an open corequisite writing textbook. The volume, which was designed with underprepared university students in mind, stresses the growth of academic and workplace writing skills together with effective study techniques, and its two novice coursebook authors used self-recorded concurrent verbalization and interviews to document its creation. By analyzing the data collected via means of qualitative content analysis, they found that concurrent verbalization exposed actual textbook writing behaviors, logged instances of metacognitive awareness, and documented project reflections, and herein they frame TAPs as spaces abundant with opportunities to view reflexivity (reflective practice) and learning during open textbook production. The research evidences the various functions concurrent verbalization may serve in process-tracing studies of textbook writing and demonstrates that the method can be deployed in flexible ways to address research objectives and make progress on writing projects that demand considerable time and focus. It also explains the advantages of collecting TAP data over successive writing sessions to detect reflexivity during materials development. Plain Language Summary Thinking aloud as a Way to Prompt Reflection on Practice While Creating an Open Textbook Concurrent verbalization is a method that can be used to gather information about research participants’ thoughts as they carry out activities. During a concurrent verbalization session, a participant thinks aloud, and what they say is recorded so that it can be examined to address a study’s objectives. In the research project described in this paper, the authors used concurrent verbalization along with interviews to communicate their thoughts as they wrote an open (freely available) textbook for underprepared university students looking to improve their writing and study skills. They sought to track their writing processes in detail to increase understanding of how open textbooks are created since few such studies exist. So, while writing chapters, the inexperienced textbook authors audio recorded themselves thinking aloud and then looked for relationships amongst points mentioned in the recorded and transcribed material. Prominent in this material was the notion that concurrent verbalization played different roles during the textbook’s creation, and that is the research focus addressed here. In particular, the method brought to light how the authors behaved while writing, how they reacted to thinking aloud as they wrote, and how they remarked on textbook content already composed. In doing so, concurrent verbalization offered opportunities for exploration of and reflection on writing practices, as well as chances to learn from those activities. The paper emphasizes that concurrent verbalization can perform different functions in studies that track writing processes, can be used in flexible ways to fulfill research and writing project aims, and can encourage writers to reflect on their practices.

The purpose of this meta-analysis was to synthesize findings from 42 interventions (randomized control trials and quasi-experimental studies) on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. We examined the impact of four categories of instructional components: (a) approaches to instruction and/or curriculum design, (b) formative assessment data and feedback to teachers on students' mathematics performance, (c) formative data and feedback to students with LD on their performance, and (d) peer-assisted mathematics instruction. All instructional components except for student feedback with goal-setting and peer-assisted learning within a class resulted in significant mean effects ranging from 0.21 to 1.56. We also examined the effectiveness of these components conditionally, using hierarchical multiple regressions. Two instructional components provided practically and statistically important increases in effect size-teaching students to use heuristics and explicit instruction. Limitations of the study, suggestions for future research, and applications for improvement of current practice are discussed.