Bilingual speakers experience time differently
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Bilingual speakers experience time differently depending on the language context. A study found that bilinguals who spoke both Swedish and Spanish estimated durations of events differently depending on whether they were asked in Spanish or Swedish. Researchers concluded that our language influences our emotions and perceptions more than realized, as bilinguals mentally switch between languages on a daily basis. This mental flexibility may confer cognitive advantages like improved learning, multitasking, and well-being.
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Languages a question of brain
This document discusses the brain's role in acquiring multiple languages. It describes the main parts of the brain and how different regions are associated with various functions like vision, speech, and memory. The document then compares the brains of polyglots who speak many languages to monolinguals. While early studies found differences in brain structures, it remains unclear if these are innate or develop through language learning. Research shows multilingual brains have distinct neural activity patterns and are more efficient at focusing on relevant information. Bilinguals can switch between the typical thought patterns of each of their languages, demonstrating flexibility. The document debates the extent to which language shapes thought and discusses theories of language acquisition.
Bilingual brain slides alexis ramirez cardenas
1) Speaking more than one language causes changes in the brain, activating different neural areas and increasing white matter density.
2) Researchers found that bilinguals showed symptoms of dementia or Alzheimer's 4-5 years later than monolinguals, as bilingualism provides mental stimulation and "cognitive reserve" that delays symptoms.
3) The cognitive benefits of bilingualism can develop even if a second language is learned later in life, though benefits may be greater if both languages are used regularly from childhood. How well the languages are known may be less important than using them actively.
13 benefits of learning a second language
The benefits of learning a second language include: brain growth, postpone dementia, stimulate memory, improve attention and many more... We bring you some of them.
57Learning OutcomesBy the end of this chapter you will b.docx
57
Learning Outcomes
By the end of this chapter you will be able to accomplish the following objectives:
1. Explicate the differences between simultaneous and sequential second language acquisition
and explain the relevance to ELL teachers.
2. Summarize the major differences between first and second language acquisition in children.
3. Differentiate among the defining characteristics of each of the five stages of language learning.
4. Explain why the question “How long does it take to learn English?” is so difficult to answer.
The English Language
Learner 3
monkeybusinessimages/Thinkstock
pip82223_03_c03_057-080.indd 57 6/30/15 11:11 AM
© 2015 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Section 3.1 Becoming Bilingual
Introduction
Lucy and Dinh are both in third grade, and they are both bilingual: Portuguese-English in
Lucy’s case and Vietnamese-English in Dinh’s. Their teachers would say that Lucy is a more
fluent speaker, although she didn’t start school in English until second grade, while Dinh
began in kindergarten, but they would also praise Dinh’s reading ability. At home, Dinh’s fam-
ily exposed him to English from the time he was three years old, but Lucy had no exposure
until she started school. Both children are in a mainstream classroom now, and they require
little additional language support. Yes, both children are bilingual and share the same class-
room, but they took different paths to get there, as did the other eight English language learn-
ers in the class.
In this chapter we explore different paths to bilingualism. By examining the similarities and
differences between first and second language acquisition, we see how, for example, young
learners might take a different path than older learners. We also see that whatever the route
to bilingualism, most second language learners go through the same five stages. However, the
time it takes to arrive at the final destination can vary widely, depending on a number of dif-
ferent factors. The ultimate goal in teaching ELLs is that they become functioning bilinguals,
so we begin with a brief discussion of bilingualism. “Bilingualism refers to the ability to speak
two languages, and bilinguals are those who do so” (Piper, 2012, p. 84). Not everyone who is
bilingual is equally so—most people feel more comfortable in one language or the other, and
will also rate their own proficiency higher in one or the other. Some are highly proficient in
speaking their second language but less confident in writing it, and there are numerous other
variations in skill sets among bilinguals. But fundamentally, some degree of functional ability
in two or more languages gives one the right to claim bilingualism.
3.1 Becoming Bilingual
Although the number of bilinguals is definitely increasing, monolingualism is still the norm
in this country. That trend is changing, however, as we saw in Chapter 1, and so it is impor-
tant that.
Teaching English Pronunciation to Spanish Speakers
The research topic aimed to analyze and investigate teaching English pronunciation of Spanish speakers. In this regard, thorough understanding and analysis of speech sounds, phonetics, speech organs, consonants, vowels, and voiced and non-voiced notes were discussed in a critical manner. The introduction presented the aim, objectives, and research questions along with explaining the rationale of the research topic and determining the scope of the research. The rationale for the research topic was found in the form of importance of learning correct ways of pronunciation especially for non-English speakers. The literature review discussed about the speech sounds, vowels, consonants, speech organs, and production of sounds in a critical manner. The literature review served the purpose of dealing with the research topic in an in-depth manner. It was found that the correct pronunciation is dependent on positioning of tongue and lips and also the movement of air within and outside the mouth and nose. The literature review added great deal of value in this research. The research methodology explained the reason behind selecting the anti-positivism research philosophy and inductive research approach along with the use of questions and graphics for enhancing the pronunciation of students in a well-planned manner. It explained the methodology used in analyzing the major outcomes of the research. The proposed framework explained the framework used in enhancing the pronunciation of students. The conclusion and recommendation concluded that enhancing English pronunciation requires continuous effort along with proper understanding over the production of speech sounds, sound movement, and vowels and consonants production and pronunciation
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This study explored the intentions and perceptions of code-switching among bilingual Spanish-English speakers in the Inland Northwest. Through interviews with 10 participants, the study found that views on code-switching have shifted away from the traditional negative views. Previous research found that speakers viewed code-switching negatively, but this study questions if those conclusions still apply. The study demonstrates the need for continued research on how attitudes towards code-switching may be changing.
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How does our language shape the way we
This document discusses whether and how the language we speak shapes our thinking. It presents evidence that speakers of different languages think differently in subtle ways due to linguistic differences between languages. For example, speakers of languages that mark verbs for tense pay more attention to aspects of time, while speakers of languages using cardinal directions to describe space have better spatial abilities. Experiments teaching new linguistic concepts suggest language itself, not just culture, influences thought.
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Languages a question of brain
This document discusses the brain's role in acquiring multiple languages. It describes the main parts of the brain and how different regions are associated with various functions like vision, speech, and memory. The document then compares the brains of polyglots who speak many languages to monolinguals. While early studies found differences in brain structures, it remains unclear if these are innate or develop through language learning. Research shows multilingual brains have distinct neural activity patterns and are more efficient at focusing on relevant information. Bilinguals can switch between the typical thought patterns of each of their languages, demonstrating flexibility. The document debates the extent to which language shapes thought and discusses theories of language acquisition.
Bilingual brain slides alexis ramirez cardenas
1) Speaking more than one language causes changes in the brain, activating different neural areas and increasing white matter density.
2) Researchers found that bilinguals showed symptoms of dementia or Alzheimer's 4-5 years later than monolinguals, as bilingualism provides mental stimulation and "cognitive reserve" that delays symptoms.
3) The cognitive benefits of bilingualism can develop even if a second language is learned later in life, though benefits may be greater if both languages are used regularly from childhood. How well the languages are known may be less important than using them actively.
13 benefits of learning a second language
The benefits of learning a second language include: brain growth, postpone dementia, stimulate memory, improve attention and many more... We bring you some of them.
57Learning OutcomesBy the end of this chapter you will b.docx
57
Learning Outcomes
By the end of this chapter you will be able to accomplish the following objectives:
1. Explicate the differences between simultaneous and sequential second language acquisition
and explain the relevance to ELL teachers.
2. Summarize the major differences between first and second language acquisition in children.
3. Differentiate among the defining characteristics of each of the five stages of language learning.
4. Explain why the question “How long does it take to learn English?” is so difficult to answer.
The English Language
Learner 3
monkeybusinessimages/Thinkstock
pip82223_03_c03_057-080.indd 57 6/30/15 11:11 AM
© 2015 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Section 3.1 Becoming Bilingual
Introduction
Lucy and Dinh are both in third grade, and they are both bilingual: Portuguese-English in
Lucy’s case and Vietnamese-English in Dinh’s. Their teachers would say that Lucy is a more
fluent speaker, although she didn’t start school in English until second grade, while Dinh
began in kindergarten, but they would also praise Dinh’s reading ability. At home, Dinh’s fam-
ily exposed him to English from the time he was three years old, but Lucy had no exposure
until she started school. Both children are in a mainstream classroom now, and they require
little additional language support. Yes, both children are bilingual and share the same class-
room, but they took different paths to get there, as did the other eight English language learn-
ers in the class.
In this chapter we explore different paths to bilingualism. By examining the similarities and
differences between first and second language acquisition, we see how, for example, young
learners might take a different path than older learners. We also see that whatever the route
to bilingualism, most second language learners go through the same five stages. However, the
time it takes to arrive at the final destination can vary widely, depending on a number of dif-
ferent factors. The ultimate goal in teaching ELLs is that they become functioning bilinguals,
so we begin with a brief discussion of bilingualism. “Bilingualism refers to the ability to speak
two languages, and bilinguals are those who do so” (Piper, 2012, p. 84). Not everyone who is
bilingual is equally so—most people feel more comfortable in one language or the other, and
will also rate their own proficiency higher in one or the other. Some are highly proficient in
speaking their second language but less confident in writing it, and there are numerous other
variations in skill sets among bilinguals. But fundamentally, some degree of functional ability
in two or more languages gives one the right to claim bilingualism.
3.1 Becoming Bilingual
Although the number of bilinguals is definitely increasing, monolingualism is still the norm
in this country. That trend is changing, however, as we saw in Chapter 1, and so it is impor-
tant that.
Teaching English Pronunciation to Spanish Speakers
The research topic aimed to analyze and investigate teaching English pronunciation of Spanish speakers. In this regard, thorough understanding and analysis of speech sounds, phonetics, speech organs, consonants, vowels, and voiced and non-voiced notes were discussed in a critical manner. The introduction presented the aim, objectives, and research questions along with explaining the rationale of the research topic and determining the scope of the research. The rationale for the research topic was found in the form of importance of learning correct ways of pronunciation especially for non-English speakers. The literature review discussed about the speech sounds, vowels, consonants, speech organs, and production of sounds in a critical manner. The literature review served the purpose of dealing with the research topic in an in-depth manner. It was found that the correct pronunciation is dependent on positioning of tongue and lips and also the movement of air within and outside the mouth and nose. The literature review added great deal of value in this research. The research methodology explained the reason behind selecting the anti-positivism research philosophy and inductive research approach along with the use of questions and graphics for enhancing the pronunciation of students in a well-planned manner. It explained the methodology used in analyzing the major outcomes of the research. The proposed framework explained the framework used in enhancing the pronunciation of students. The conclusion and recommendation concluded that enhancing English pronunciation requires continuous effort along with proper understanding over the production of speech sounds, sound movement, and vowels and consonants production and pronunciation
An Exploration Of Perceptions And Intentions Of Code-Switching Among Bilingua...
This study explored the intentions and perceptions of code-switching among bilingual Spanish-English speakers in the Inland Northwest. Through interviews with 10 participants, the study found that views on code-switching have shifted away from the traditional negative views. Previous research found that speakers viewed code-switching negatively, but this study questions if those conclusions still apply. The study demonstrates the need for continued research on how attitudes towards code-switching may be changing.
Recomendation Letter Andrés Crespo. Anatomy-Veterinary
Andres Crespo Vieira worked in the Departments of Pharmacology and Anatomy from 2010 to 2015 where he completed his PhD thesis. He efficiently learned laboratory procedures and actively participated in experiments, authoring four published papers and contributing to two book chapters. He improved his knowledge through scientific conferences and collaborated well with colleagues. His PhD work resulted in a highly rated thesis. His supervisor recommends him strongly for a postdoctoral position.
How does our language shape the way we
This document discusses whether and how the language we speak shapes our thinking. It presents evidence that speakers of different languages think differently in subtle ways due to linguistic differences between languages. For example, speakers of languages that mark verbs for tense pay more attention to aspects of time, while speakers of languages using cardinal directions to describe space have better spatial abilities. Experiments teaching new linguistic concepts suggest language itself, not just culture, influences thought.
Discussion Provide at least two references for your initial po
Discussion
Provide at least two references for your initial post.
Recent developments within cognitive psychology have contributed to the development of the interdisciplinary field of cognitive science. Describe how the contributions of both neurophysiology and computer science have helped us to understand more about how people think.
You will create a PowerPoint presentation with a realistic case study and include appropriate and pertinent clinical information that will be covering the following:
1. Subjective data: Chief Complaint; History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem; Review of Systems (ROS)
2. Objective data: Medications; Allergies; Past medical history; Family history; Past surgical history; Social history; Labs; Vital signs; Physical exam.
3. Assessment: Primary Diagnosis; Differential diagnosis
4. Plan: Diagnostic testing; Pharmacologic treatment plan; Non-pharmacologic treatment plan; Anticipatory guidance (primary prevention strategies); Follow up plan.
5. Other: Incorporation of current clinical guidelines; Integration of research articles; Role of the Nurse practitioner
· Cited in the current APA style, including citation of references.
· The presentation should consist of 10-15 slides and less than 5 minutes in length.
· Incorporate a minimum of 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions).
Language experienced in utero affects vowel perception after
birth: a two-country study
Christine Moon1, Hugo Lagercrantz2, and Patricia K Kuhl3
1Pacific Lutheran University, Tacoma, Washington, USA
2Neonatology Unit, Karolinska Institute, Stockholm, Sweden
3Institute for Learning & Brain Sciences, University of Washington, Seattle, Washington USA
Abstract
Aims—To test the hypothesis that exposure to ambient language in the womb alters phonetic
perception shortly after birth. This two-country study aimed to see if neonates demonstrated
prenatal learning by how they responded to vowels in a category from their native language and
another nonnative language, regardless of how much postnatal experience the infants had.
Method—A counterbalanced experiment was conducted in Sweden (n=40) and the USA (n=40)
using Swedish and English vowel sounds. The neonates (mean postnatal age = 33 hrs) controlled
audio presentation of either native or nonnative vowels by sucking on a pacifier, with the number
of times they sucked their pacifier being used to demonstrate what vowel sounds attracted their
attention. The vowels were either the English /i/ or Swedish /y/ in the form of a prototype plus 16
variants of the prototype.
Results—The infants in the native and nonnative groups responded differently. As predicted, the
infants responded to the unfamiliar nonnative language with higher mean sucks. They also sucked
more to the nonnative prot ...
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The critical period hypothesis states that the first few years of life is the crucial time in which an individual can acquire a first language, and that first-language acquisition relies on neuroplasticity.
So the answer is a) Neuroplasticity.
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This document discusses research on how learning a second language impacts infant development and language acquisition. The main points are:
- A study found that the cries of newborn babies were shaped by the language (French or German) they heard in the womb from their mothers. French babies tended to cry with a rising tone while German babies cried with a falling tone.
- Learning a second language has cognitive benefits for children. Bilingual children who learned French and English performed better on cognitive tasks than monolingual children, indicating their brains developed in more sophisticated ways.
- Neuroscientist Laura-Ann Petitto's research found bilingual children were better able to sort contradictory information, a skill important for cognitive development
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Benefits of learning a foreign language
Learning a foreign language has cognitive, social, and professional benefits. It improves memory, problem-solving skills, and focus in children. Knowing another language allows people to connect with others around the world and build lifelong friendships. Additionally, being multilingual can delay the onset of dementia and allow for traveling outside of tourist areas. With over 6,000 languages spoken globally, learning a new one is empowering and provides numerous advantages.
Esp handout (English for special Purpose
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What is the most difficult language to learn?
Many languages are quite difficult to learn, but for native English speakers, those that aren't derived from Romance languages are more difficult.
1 The Cognitive Benefits of Being Bilingual By .docx
1
The Cognitive Benefits of Being Bilingual
By Viorica Marian, Ph.D., and Anthony Shook
Editor’s note: Today, more of the world’s population is bilingual or multilingual than
monolingual. In addition to facilitating cross-cultural communication, this trend also positively
affects cognitive abilities. Researchers have shown that the bilingual brain can have better
attention and task-switching capacities than the monolingual brain, thanks to its developed
ability to inhibit one language while using another. In addition, bilingualism has positive effects
at both ends of the age spectrum: Bilingual children as young as seven months can better adjust
to environmental changes, while bilingual seniors can experience less cognitive decline.
We are surrounded by language during nearly every waking moment of our lives. We use
language to communicate our thoughts and feelings, to connect with others and identify with our
culture, and to understand the world around us. And for many people, this rich linguistic
environment involves not just one language but two or more. In fact, the majority of the world’s
population is bilingual or multilingual. In a survey conducted by the European Commission in
2006, 56 percent of respondents reported being able to speak in a language other than their
mother tongue. In many countries that percentage is even higher—for instance, 99 percent of
Luxembourgers and 95 percent of Latvians speak more than one language.
1
Even in the United
States, which is widely considered to be monolingual, one-fifth of those over the age of five
reported speaking a language other than English at home in 2007, an increase of 140 percent
since 1980.
2
Millions of Americans use a language other than English in their everyday lives
outside of the home, when they are at work or in the classroom. Europe and the United States are
not alone, either. The Associated Press reports that up to 66 percent of the world’s children are
2
raised bilingual.
3
Over the past few decades, technological advances have allowed researchers to
peer deeper into the brain to investigate how bilingualism interacts with and changes the
cognitive and neurological systems.
Cognitive Consequences of Bilingualism
Research has overwhelmingly shown that when a bilingual person uses one language, the
other is active at the same time. When a person hears a word, he or she doesn’t hear the entire
word all at once: the sounds arrive in sequential order. Long before the word is finished, the
brain’s language system begins to guess what that word might be by activating lots of words that
match the signal. If you hear “can,” you will likely activate words like “candy” and “candle” as
well, at least during the earlier stages of word recognition. For bilingual people, this activation is
not limited to a single language; auditory input activates corresponding words regardless of the
language to which ...
English for Specific Purposes
The document discusses English for Specific Purposes (ESP). It provides three main reasons for the emergence of ESP: 1) The demands of a new post-WWII world where English became important for technology and commerce, 2) Developments in linguistics that showed language varies by context, and 3) A focus on learner needs and motivation in educational psychology. ESP aims to teach English tailored to learners' specific fields or purposes by analyzing language needs and using relevant texts.
Biling.
The document presents information on bilingualism from a presentation. It defines bilingualism as the ability to communicate in two languages. It discusses the importance of bilingualism, noting that most of the world's population is bilingual and that bilingualism provides cognitive benefits. Specific benefits mentioned include improved multitasking skills, problem solving, creativity and memory. The document also addresses myths about bilingualism and concludes that studying bilingualism has many advantages, including cultural, cognitive, social and communication benefits as well as increasing brain power and awareness of other cultures.
Linguistics
The document discusses the origins and evolution of human language. It presents several hypotheses for how language originated, such as imitative sounds, emotional expressions, and rhythmic grunts. While these proposed origins cannot be scientifically verified, language most likely evolved gradually with the human species through genetic and neurological changes that allowed for learning language. The development of language was enabled by the strengthening of vocal organs and the growing complexity of the brain. However, the exact process remains unclear as research continues in linguistics, biology, and neuroscience.
Linguistics
- The number of speech sounds in all the world's languages is greater than the number of languages.
- There are estimated to be around 7,000 languages spoken globally, but the total inventory of all speech sounds across those languages is much larger, as different languages have different sets of sounds and some have more than others.
- For example, English has about 40 distinct speech sounds while other languages may have over 100, so taken together all the sounds in all the world's languages far exceeds just 7,000.
BIlingualism and Biculturalism
To what extent does acquiring a second language also mean acquiring a second language behaviour? This study tests the hypothesis that fluent speakers of more than one language display different cognitive patterns when performing word association tasks in different languages.
Seven Mandarin-English bilingual participants performed a simple word association task in both English and Mandarin in which they rapidly spoke words that they associated with each of a series of terms describing rare or imaginary animals.
As a control, the same task was performed in English by seven monolingual English native speakers.
Responses were then divided into three separate pairs according to language and speakers’ background: (i) Englishes (monolinguals’ and bilinguals’ responses in English), (ii) L1s (responses given by participants in their first language), (iii) Bilinguals (bilingual participants’ responses in both languages).
Similarities were quantified using Hellinger Affinity index. Interesting data emerged, showing a significantly higher affinity score within the Englishes compared to the L1s.
This suggests that bilingual speakers performed different kinds of associations to the same animal according to what language they were asked to speak at the time: their word associations when speaking English were more similar to those performed by native English speakers if compared to the word associations they performed when speaking Mandarin Chinese. As shown in the following examples, the affinity score for Englishes is higher than the affinity score for L1s: crocodile (Englishes: 0.72, L1s: 0.528, Bilinguals: 0.771), panda (Englishes: 0.734, L1s: 0.679, Bilinguals: 0.704), lion (Englishes: 0.732, L1s: 0.478, Bilinguals: 0.886), bear (Englishes: 0.678, L1s: 0.405, Bilinguals: 0.623), dragon (Englishes: 0.578, L1s: 0.263, Bilinguals: 0.544).
Komparativna analiza prevođenja narodnih izreka u engleskom i srpskom jeziku
This document analyzes and compares the translation of folk sayings from English to Montenegrin and vice versa. It discusses different translation methods like literal translation, free translation, and substitution translation. Through many examples, it shows how determinations are made on how to translate folk sayings. It also covers the concept of folk sayings, paremiologists who study them, and their research. The conclusion is that sayings reflect a folklore and culture, creating unique diversity in the world that enriches cultures and the spirit of peoples.
134 Languages in Contact each other as Aboriginal Australi.docx
This document discusses several articles related to managing across cultures and languages. It begins by summarizing an article by Lera Boroditsky on how language shapes thought. Boroditsky discusses research showing that features of different languages, like how they refer to time or color, influence how speakers think. The document then summarizes several other articles on topics like language loss, language requirements for immigrants, and English becoming a global lingua franca. It notes that as languages die out, access to unique cultural perspectives is lost. The document concludes by framing the relationship between language and culture as an important issue that societies must address together.
Benefit of bilingualism_session3_posting
The document discusses the advantages of being bilingual, biliterate, and multicultural. It notes that being bilingual provides cognitive benefits like improved executive function and multi-tasking abilities. It also fosters global perspectives and an appreciation for other cultures. Research shows that language immersion students develop more positive attitudes towards different ethnicities and a stronger sense of global citizenship.
Branches of linguistics
Linguistics is the study of language and examines many aspects including phonology, morphology, lexicology, syntax, semantics, and pragmatics. It recognizes that language exists through people and is still developing as a discipline. Sociolinguistics examines language variations and how language communicates ideas about others. Psycholinguistics studies how people use, misuse, and lose language over time. Applied linguistics applies insights from sociolinguistics and psycholinguistics to language teaching and learning. Stylistics analyzes linguistic variations and their appropriateness in literature.
Andrea Monge-GCSRD Poster
This study examined how native Spanish and English speakers distinguish certain English phonemic contrasts that are allophonic in Spanish. 19 native English speakers and 15 native Spanish speakers completed an auditory task distinguishing four contrasts with and without accompanying orthography. Results showed Spanish speakers had lower accuracy than English speakers for three of the four contrasts without orthography. However, the addition of orthography did not improve Spanish speakers' accuracy, suggesting it did not help them distinguish the contrasts. The findings have implications for how Spanish speakers learn new English grapheme-phoneme correspondences when developing literacy skills.
Importance of bilingualism
The document presents information on bilingualism from a presentation. It defines bilingualism as the ability to communicate in two languages. It discusses the importance of bilingualism, noting that bilingual individuals have improved cognitive abilities such as attention and task switching. The presentation outlines several benefits of bilingualism, such as increased brain function and mental flexibility, and debunks myths about bilingual language development.
Language, history and change reflection
The document discusses changes that have occurred in the English language over history. It notes that Sir William Jones first suggested that languages from different geographical areas shared common ancestors. His research on the historical development of languages helped show how regular processes drive language change over time. The document also notes that sounds have disappeared from English pronunciation and languages are constantly evolving. It argues that teachers must keep students informed about changes in languages like borrowed words or past grammatical constructions to build their cultural knowledge.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Discussion
Provide at least two references for your initial post.
Recent developments within cognitive psychology have contributed to the development of the interdisciplinary field of cognitive science. Describe how the contributions of both neurophysiology and computer science have helped us to understand more about how people think.
You will create a PowerPoint presentation with a realistic case study and include appropriate and pertinent clinical information that will be covering the following:
1. Subjective data: Chief Complaint; History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem; Review of Systems (ROS)
2. Objective data: Medications; Allergies; Past medical history; Family history; Past surgical history; Social history; Labs; Vital signs; Physical exam.
3. Assessment: Primary Diagnosis; Differential diagnosis
4. Plan: Diagnostic testing; Pharmacologic treatment plan; Non-pharmacologic treatment plan; Anticipatory guidance (primary prevention strategies); Follow up plan.
5. Other: Incorporation of current clinical guidelines; Integration of research articles; Role of the Nurse practitioner
· Cited in the current APA style, including citation of references.
· The presentation should consist of 10-15 slides and less than 5 minutes in length.
· Incorporate a minimum of 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions).
Language experienced in utero affects vowel perception after
birth: a two-country study
Christine Moon1, Hugo Lagercrantz2, and Patricia K Kuhl3
1Pacific Lutheran University, Tacoma, Washington, USA
2Neonatology Unit, Karolinska Institute, Stockholm, Sweden
3Institute for Learning & Brain Sciences, University of Washington, Seattle, Washington USA
Abstract
Aims—To test the hypothesis that exposure to ambient language in the womb alters phonetic
perception shortly after birth. This two-country study aimed to see if neonates demonstrated
prenatal learning by how they responded to vowels in a category from their native language and
another nonnative language, regardless of how much postnatal experience the infants had.
Method—A counterbalanced experiment was conducted in Sweden (n=40) and the USA (n=40)
using Swedish and English vowel sounds. The neonates (mean postnatal age = 33 hrs) controlled
audio presentation of either native or nonnative vowels by sucking on a pacifier, with the number
of times they sucked their pacifier being used to demonstrate what vowel sounds attracted their
attention. The vowels were either the English /i/ or Swedish /y/ in the form of a prototype plus 16
variants of the prototype.
Results—The infants in the native and nonnative groups responded differently. As predicted, the
infants responded to the unfamiliar nonnative language with higher mean sucks. They also sucked
more to the nonnative prot ...
Bilingualism. Unit 2..pptx
The critical period hypothesis states that the first few years of life is the crucial time in which an individual can acquire a first language, and that first-language acquisition relies on neuroplasticity.
So the answer is a) Neuroplasticity.
Whyfrench
This document discusses research on how learning a second language impacts infant development and language acquisition. The main points are:
- A study found that the cries of newborn babies were shaped by the language (French or German) they heard in the womb from their mothers. French babies tended to cry with a rising tone while German babies cried with a falling tone.
- Learning a second language has cognitive benefits for children. Bilingual children who learned French and English performed better on cognitive tasks than monolingual children, indicating their brains developed in more sophisticated ways.
- Neuroscientist Laura-Ann Petitto's research found bilingual children were better able to sort contradictory information, a skill important for cognitive development
The Saturday Circle
This document discusses the benefits of early language learning through play-based immersion programs for families. It notes that children under age 6 have an innate ability to learn languages easily through social play in multi-age classes. Learning a second language provides cognitive benefits and helps preserve cultural heritage and family ties. Research shows benefits for language development, literacy, memory, and social skills that can last into adulthood. Play-based methods make learning fun and help children absorb language information through their sensory and emotional brains.
Benefits of learning a foreign language
Learning a foreign language has cognitive, social, and professional benefits. It improves memory, problem-solving skills, and focus in children. Knowing another language allows people to connect with others around the world and build lifelong friendships. Additionally, being multilingual can delay the onset of dementia and allow for traveling outside of tourist areas. With over 6,000 languages spoken globally, learning a new one is empowering and provides numerous advantages.
Esp handout (English for special Purpose
This document provides an overview of the origins and development of English for Specific Purposes (ESP). It discusses how ESP emerged after World War II due to increased demand for English in technical, scientific, and economic fields. It also summarizes the key stages in the development of ESP, from early approaches focusing on register analysis and sentence-level grammar to later approaches incorporating discourse analysis, target situation analysis, skills and strategies, and learner-centered methods. The document also examines differing definitions of ESP provided by scholars over time.
What is the most difficult language to learn?
Many languages are quite difficult to learn, but for native English speakers, those that aren't derived from Romance languages are more difficult.
1 The Cognitive Benefits of Being Bilingual By .docx
1
The Cognitive Benefits of Being Bilingual
By Viorica Marian, Ph.D., and Anthony Shook
Editor’s note: Today, more of the world’s population is bilingual or multilingual than
monolingual. In addition to facilitating cross-cultural communication, this trend also positively
affects cognitive abilities. Researchers have shown that the bilingual brain can have better
attention and task-switching capacities than the monolingual brain, thanks to its developed
ability to inhibit one language while using another. In addition, bilingualism has positive effects
at both ends of the age spectrum: Bilingual children as young as seven months can better adjust
to environmental changes, while bilingual seniors can experience less cognitive decline.
We are surrounded by language during nearly every waking moment of our lives. We use
language to communicate our thoughts and feelings, to connect with others and identify with our
culture, and to understand the world around us. And for many people, this rich linguistic
environment involves not just one language but two or more. In fact, the majority of the world’s
population is bilingual or multilingual. In a survey conducted by the European Commission in
2006, 56 percent of respondents reported being able to speak in a language other than their
mother tongue. In many countries that percentage is even higher—for instance, 99 percent of
Luxembourgers and 95 percent of Latvians speak more than one language.
1
Even in the United
States, which is widely considered to be monolingual, one-fifth of those over the age of five
reported speaking a language other than English at home in 2007, an increase of 140 percent
since 1980.
2
Millions of Americans use a language other than English in their everyday lives
outside of the home, when they are at work or in the classroom. Europe and the United States are
not alone, either. The Associated Press reports that up to 66 percent of the world’s children are
2
raised bilingual.
3
Over the past few decades, technological advances have allowed researchers to
peer deeper into the brain to investigate how bilingualism interacts with and changes the
cognitive and neurological systems.
Cognitive Consequences of Bilingualism
Research has overwhelmingly shown that when a bilingual person uses one language, the
other is active at the same time. When a person hears a word, he or she doesn’t hear the entire
word all at once: the sounds arrive in sequential order. Long before the word is finished, the
brain’s language system begins to guess what that word might be by activating lots of words that
match the signal. If you hear “can,” you will likely activate words like “candy” and “candle” as
well, at least during the earlier stages of word recognition. For bilingual people, this activation is
not limited to a single language; auditory input activates corresponding words regardless of the
language to which ...
English for Specific Purposes
The document discusses English for Specific Purposes (ESP). It provides three main reasons for the emergence of ESP: 1) The demands of a new post-WWII world where English became important for technology and commerce, 2) Developments in linguistics that showed language varies by context, and 3) A focus on learner needs and motivation in educational psychology. ESP aims to teach English tailored to learners' specific fields or purposes by analyzing language needs and using relevant texts.
Biling.
The document presents information on bilingualism from a presentation. It defines bilingualism as the ability to communicate in two languages. It discusses the importance of bilingualism, noting that most of the world's population is bilingual and that bilingualism provides cognitive benefits. Specific benefits mentioned include improved multitasking skills, problem solving, creativity and memory. The document also addresses myths about bilingualism and concludes that studying bilingualism has many advantages, including cultural, cognitive, social and communication benefits as well as increasing brain power and awareness of other cultures.
Linguistics
The document discusses the origins and evolution of human language. It presents several hypotheses for how language originated, such as imitative sounds, emotional expressions, and rhythmic grunts. While these proposed origins cannot be scientifically verified, language most likely evolved gradually with the human species through genetic and neurological changes that allowed for learning language. The development of language was enabled by the strengthening of vocal organs and the growing complexity of the brain. However, the exact process remains unclear as research continues in linguistics, biology, and neuroscience.
Linguistics
- The number of speech sounds in all the world's languages is greater than the number of languages.
- There are estimated to be around 7,000 languages spoken globally, but the total inventory of all speech sounds across those languages is much larger, as different languages have different sets of sounds and some have more than others.
- For example, English has about 40 distinct speech sounds while other languages may have over 100, so taken together all the sounds in all the world's languages far exceeds just 7,000.
BIlingualism and Biculturalism
To what extent does acquiring a second language also mean acquiring a second language behaviour? This study tests the hypothesis that fluent speakers of more than one language display different cognitive patterns when performing word association tasks in different languages.
Seven Mandarin-English bilingual participants performed a simple word association task in both English and Mandarin in which they rapidly spoke words that they associated with each of a series of terms describing rare or imaginary animals.
As a control, the same task was performed in English by seven monolingual English native speakers.
Responses were then divided into three separate pairs according to language and speakers’ background: (i) Englishes (monolinguals’ and bilinguals’ responses in English), (ii) L1s (responses given by participants in their first language), (iii) Bilinguals (bilingual participants’ responses in both languages).
Similarities were quantified using Hellinger Affinity index. Interesting data emerged, showing a significantly higher affinity score within the Englishes compared to the L1s.
This suggests that bilingual speakers performed different kinds of associations to the same animal according to what language they were asked to speak at the time: their word associations when speaking English were more similar to those performed by native English speakers if compared to the word associations they performed when speaking Mandarin Chinese. As shown in the following examples, the affinity score for Englishes is higher than the affinity score for L1s: crocodile (Englishes: 0.72, L1s: 0.528, Bilinguals: 0.771), panda (Englishes: 0.734, L1s: 0.679, Bilinguals: 0.704), lion (Englishes: 0.732, L1s: 0.478, Bilinguals: 0.886), bear (Englishes: 0.678, L1s: 0.405, Bilinguals: 0.623), dragon (Englishes: 0.578, L1s: 0.263, Bilinguals: 0.544).
Komparativna analiza prevođenja narodnih izreka u engleskom i srpskom jeziku
This document analyzes and compares the translation of folk sayings from English to Montenegrin and vice versa. It discusses different translation methods like literal translation, free translation, and substitution translation. Through many examples, it shows how determinations are made on how to translate folk sayings. It also covers the concept of folk sayings, paremiologists who study them, and their research. The conclusion is that sayings reflect a folklore and culture, creating unique diversity in the world that enriches cultures and the spirit of peoples.
134 Languages in Contact each other as Aboriginal Australi.docx
This document discusses several articles related to managing across cultures and languages. It begins by summarizing an article by Lera Boroditsky on how language shapes thought. Boroditsky discusses research showing that features of different languages, like how they refer to time or color, influence how speakers think. The document then summarizes several other articles on topics like language loss, language requirements for immigrants, and English becoming a global lingua franca. It notes that as languages die out, access to unique cultural perspectives is lost. The document concludes by framing the relationship between language and culture as an important issue that societies must address together.
Benefit of bilingualism_session3_posting
The document discusses the advantages of being bilingual, biliterate, and multicultural. It notes that being bilingual provides cognitive benefits like improved executive function and multi-tasking abilities. It also fosters global perspectives and an appreciation for other cultures. Research shows that language immersion students develop more positive attitudes towards different ethnicities and a stronger sense of global citizenship.
Branches of linguistics
Linguistics is the study of language and examines many aspects including phonology, morphology, lexicology, syntax, semantics, and pragmatics. It recognizes that language exists through people and is still developing as a discipline. Sociolinguistics examines language variations and how language communicates ideas about others. Psycholinguistics studies how people use, misuse, and lose language over time. Applied linguistics applies insights from sociolinguistics and psycholinguistics to language teaching and learning. Stylistics analyzes linguistic variations and their appropriateness in literature.
Andrea Monge-GCSRD Poster
This study examined how native Spanish and English speakers distinguish certain English phonemic contrasts that are allophonic in Spanish. 19 native English speakers and 15 native Spanish speakers completed an auditory task distinguishing four contrasts with and without accompanying orthography. Results showed Spanish speakers had lower accuracy than English speakers for three of the four contrasts without orthography. However, the addition of orthography did not improve Spanish speakers' accuracy, suggesting it did not help them distinguish the contrasts. The findings have implications for how Spanish speakers learn new English grapheme-phoneme correspondences when developing literacy skills.
Importance of bilingualism
The document presents information on bilingualism from a presentation. It defines bilingualism as the ability to communicate in two languages. It discusses the importance of bilingualism, noting that bilingual individuals have improved cognitive abilities such as attention and task switching. The presentation outlines several benefits of bilingualism, such as increased brain function and mental flexibility, and debunks myths about bilingual language development.
Language, history and change reflection
The document discusses changes that have occurred in the English language over history. It notes that Sir William Jones first suggested that languages from different geographical areas shared common ancestors. His research on the historical development of languages helped show how regular processes drive language change over time. The document also notes that sounds have disappeared from English pronunciation and languages are constantly evolving. It argues that teachers must keep students informed about changes in languages like borrowed words or past grammatical constructions to build their cultural knowledge.
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Discussion Provide at least two references for your initial po
Discussion Provide at least two references for your initial po
1 The Cognitive Benefits of Being Bilingual By .docx
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Komparativna analiza prevođenja narodnih izreka u engleskom i srpskom jeziku
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134 Languages in Contact each other as Aboriginal Australi.docx
134 Languages in Contact each other as Aboriginal Australi.docx
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Bilingual speakers experience time differently
- 1. Bilingual speakers experience time differently Andres Avila
- 2. Background A study from lancaster and stockholm university found that people who are bilingual experience time differently depending on language context in which they are estimating the duration of events. Bilinguals often go back and forth between their languages consciously and unconsciously.
- 3. Study Researchers used native swedish bilinguals: Spoke Swedish and Spanish. Were asked to say duration in two languages. Duracion (Spanish) and Tid (Swedish) results showed our language creeps into our everyday emotions and perceptions more than we realise
- 4. Summary People who are bilingual experience time differently than the people who only speak one language. Professor Athanasopoulos“There's evidence to suggest that mentally going back and forth between different languages on a daily basis confers advantages on the ability to learn and multi-task, and even long-term benefits for mental well-being”. Athanasopoulos also suggest that bilinguals are more flexible thinkers. This study shows the many benefits of being bilingual.