Two experiments successfully trained novices to categorize French nouns by grammatical gender, resulting in high levels of performance after delay. Training with a frequent exemplar and training with a more diverse exemplar set led to equivalent learning. However, providing explicit rules with correctness feedback led to better generalization and retention than did correctness feedback alone or feature focusing without explicit rule information. This suggests that, at least for some grammar tasks, explicit information about form–function mappings improves learning. Moreover, the advantage of rule instruction was robust to testing and training under time pressure. Thus, rule instruction may be helpful even when speeded performance is required, supporting the prediction that practice leads to proceduralization of declarative grammatical knowledge.
Over the last few decades, structural imaging techniques of the human brain have undergone significant strides. High resolution provided by recent developments in magnetic resonance imaging (MRI) allows improved detection of injured regions in patients with moderate-to-severe traumatic brain injury (TBI). In addition, diffusion imaging techniques such as diffusion tensor imaging (DTI) has gained much interest recently due to its possible utility in detecting structural integrity of white matter pathways in mild TBI (mTBI) cases. However, the results from recent DTI studies in mTBI patients remain equivocal. Also, there are important shortcomings for DTI such as limited resolution in areas of multiple crossings and false tract formation. The detection of white matter damage in concussion remains challenging, and development of imaging biomarkers for mTBI is still in great need. In this chapter, we discuss our experience with high-definition fiber tracking (HDFT), a diffusion spectrum imaging-based technique. We also discuss ongoing developments and specific advantages HDFT may offer concussion patients.
There is an urgent, unmet demand for definitive biological diagnosis of traumatic brain injury (TBI) to pinpoint the location and extent of damage. We have developed High-Definition Fiber Tracking, a 3 T magnetic resonance imaging-based diffusion spectrum imaging and tractography analysis protocol, to quantify axonal injury in military and civilian TBI patients. A novel analytical methodology quantified white matter integrity in patients with TBI and healthy controls. Forty-one subjects (23 TBI, 18 controls) were scanned with the High-Definition Fiber Tracking diffusion spectrum imaging protocol. After reconstruction, segmentation was used to isolate bilateral hemisphere homologues of eight major tracts. Integrity of segmented tracts was estimated by calculating homologue correlation and tract coverage. Both groups showed high correlations for all tracts. TBI patients showed reduced homologue correlation and tract spread and increased outlier count (correlations>2.32 SD below control mean). On average, 6.5% of tracts in the TBI group were outliers with substantial variability among patients. Number and summed deviation of outlying tracts correlated with initial Glasgow Coma Scale score and 6-month Glasgow Outcome Scale-Extended score. The correlation metric used here can detect heterogeneous damage affecting a low proportion of tracts, presenting a potential mechanism for advancing TBI diagnosis.
Improvements in computer technology have opened up new possibilities for integrating web-based language learning with classroom practice. In particular, experimental computer-assisted language learning (eCALL) methods can make student learning more e cient, while also providing detailed data for second language acquisition theories and models. Studies show that eCALL systems that target basic language skills can lead to signi cant learning gains a er only two or three hours of practice, with gains retained months later. Training in basic skills can be supplemented by online methods for using Internet media, map tours, subtitled video, chat rooms, and learning games. All these systems can be linked to classroom teaching to provide deeper support for second language learning. 1
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