1. Babies progress through stages of vocal development from birth, starting with reflexive crying and vegetative sounds. Around 2-5 months they begin cooing and laughter, and from 4-6 months engage in vocal play and babbling.
2. Babbling becomes more complex, including reduplicated babbling from 6-12 months and non-reduplicated babbling from 9-18 months. Babbling is influenced by the target language being learned.
3. Between 18-24 months, babbling transitions to first words as children begin to learn the sounds of their language. Early words have simple structures and a limited sound inventory that expands over time.
4. As vocabulary grows, children develop
an introduction to psycholinguistics
chapter 1 How children learn language
21 slide of the first chapter explaining most important parts of the first chapter.
an introduction to psycholinguistics
chapter 1 How children learn language
21 slide of the first chapter explaining most important parts of the first chapter.
Coronary heart disease (CHD) is a disease in
which a waxy substance called plaque (plak) builds up inside the coronary
arteries. These arteries supply oxygen-rich blood to your heart muscle.
When plaque builds up in the arteries, the
condition is called atherosclerosis
(ATH-er-o-skler-O-sis). The buildup of plaque occurs over many years. Over time, plaque can harden or rupture
(break open). Hardened plaque narrows the coronary arteries and reduces the
flow of oxygen-rich blood to the heart. If
the plaque ruptures, a blood clot can form on its surface. A large blood clot
can mostly or completely block blood flow through a coronary artery. Over time,
ruptured plaque also hardens and narrows the coronary arteries. If the flow of oxygen-rich blood to your
heart muscle is reduced or blocked, angina
(an-JI-nuh or AN-juh-nuh) or a heart attack
can occur.
Angina is chest pain or discomfort. It may
feel like pressure or squeezing in your chest. The pain also can occur in your
shoulders, arms, neck, jaw, or back. Angina pain may even feel like
indigestion.
A heart attack occurs if the flow of
oxygen-rich blood to a section of heart muscle is cut off. If blood flow isn’t
restored quickly, the section of heart muscle begins to die. Without quick
treatment, a heart attack can lead to serious health problems or death.
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
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https://alandix.com/academic/papers/synergy2024-epistemic/
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Cheryl Hung, ochery.com
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https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
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All of this illustrated with link prediction over knowledge graphs, but the argument is general.
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Welcome to UiPath Test Automation using UiPath Test Suite series part 4. In this session, we will cover Test Manager overview along with SAP heatmap.
The UiPath Test Manager overview with SAP heatmap webinar offers a concise yet comprehensive exploration of the role of a Test Manager within SAP environments, coupled with the utilization of heatmaps for effective testing strategies.
Participants will gain insights into the responsibilities, challenges, and best practices associated with test management in SAP projects. Additionally, the webinar delves into the significance of heatmaps as a visual aid for identifying testing priorities, areas of risk, and resource allocation within SAP landscapes. Through this session, attendees can expect to enhance their understanding of test management principles while learning practical approaches to optimize testing processes in SAP environments using heatmap visualization techniques
What will you get from this session?
1. Insights into SAP testing best practices
2. Heatmap utilization for testing
3. Optimization of testing processes
4. Demo
Topics covered:
Execution from the test manager
Orchestrator execution result
Defect reporting
SAP heatmap example with demo
Speaker:
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3. Do babies learn the ability to
discriminate speech sounds during the
process of learning a language, or are
they already equipped with that
ability?
11. STAGES OF PRESPEECH VOCAL
DEVELOPMENT
0-2 months
(0-6 weeks)
Reflexive crying, vegetative sounds (coughs, sneezes), Sounds
reflecting their physical state.
2-5 months
(6-16 weeks)
Cooing and laughter. Early consonants develop, sounds from the
back of throat, laughs and giggles form (to the enjoyment of
parents).
4-6 months
(16-30 weeks)
Vocal play, babbling gets more adult-like, range and pitch play,,
bilabial trills are common (raspberries).
6-12 months Reduplicated babbling ex: mamama, pitch control develops, ability
to sound out some consonants and vowels.
9-18 months Non-reduplicative babbling, varying of consonants and vowels.
12. • Reflexive crying and Vegetative
sounds
– In crying and in making these
vegetative sounds, an infant’s
vocal cords vibrate, and the
airflow through the vocal
apparatus is stopped and started.
Thus, even these unpromising
sounds include features that will
later be used to produce speech
sounds
13. • Cooing and laughter
– Coos- sounds that babies make
when they appear to be happy
and contented
– Social interaction- elicit cooing
– 1st laughter- around the age of
16 weeks
14. • Vocal play
– Also known as the Expansion Stage
(Oller, 1980)
– During this stage, the variety of
different consonant-like and
vowel-like sounds that infants
produce increases.
– Marginal babbling- long series of
sounds that infants produce by the
end of this expansion stage
15. – Other noises include: squeals,
growls, friction noises
– 1st recognizable consonant-like
sounds- heard at around 2 to 3
months, and are usually the velars
– Around 6 months- infants start to
produce consonant-like sounds
articulated in the front of the
mouth (bilabials and alveolars)
16. • Reduplicated babbling
– Also known as Canonical Babbling, is
distinguished from the vocalizations
that precede it by the presence of true
syllables, and these syllables are
typically produced in reduplicated
series of the same consonant and vowel
combination.
– The appearance of canonical babbling is
a major landmark in the infant’s
prespeech development. It is the first
development that distinguishes the
vocal development of hearing children
from that of deaf children.
17. • Nonreduplicated babbling
– Also known as Variegated Babbling
– The range of consonants and vowels
infants produce expands further.
– Infants combine different consonant +
vowel and consonant + vowel +
consonant syllables into series.
– Prosody- the intonation contour of
speech
– Jargon- wordless sentences
18. – Intonation babies- children who
produce a great deal of jargon and
who do so for a long time (Dore,
1975)
– Word babies- children who
produce relatively little jargon and
who move quickly on to learning
the words to the tune (Dore,
1975)
19. INFLUENCE OF THE TARGET LANGUAGE
ON BABBLING
– Universal- even the particular sounds
that babies produce are similar
across environments
– Babbling drift- as early as 6
months, the sounds that babies
produce are somewhat influenced by
the language that they hear (R.
Brown, 1958)
20. – 2 techniques:
1) To use the judgments of
competent speakers to determine
whether they can tell the differences
among the babblings of babies who
are acquiring different languages.
2) To record babblings of children
who are acquiring different
languages and analyze them for the
presence and frequency of features
in the respective adult languages
23. – By the end of the babbling stage,
children have made great progress
from their first vowels to an
increasingly large repertoire of
consonants and then to knowing
something about the prosody and
sound patterns of their target
language.
– Children’s vocalizations at this point
are most frequently single syllables,
with some two-syllable
productions.
24. THE TRANSITION FROM BABBLING TO
WORDS
BABBLING FIRST WORD
TRANSITIONAL PERIOD
Children produce their own invented words.
These invented words are soaund sequences
children use with consistent meanings but
that bear no discernible resemblance to the
sound of any word in the target language.
25. • Transitional forms
– Protowords
– Sensorimotor morphemes
– Quasiwords
– Phonetically consistent forms
– Often express broad meanings, and
their use tends either to be tightly
bound to particular contexts or to
serve particular functions.
– Stage of vocal development overlaps
with the use of communicative
gestures
32. Word Learning
• Very young children fail to
distinguish newly taught words
that differ only by one segment
• Multiple demands of the word-
learning task do not leave the
child with sufficient resources to
register all the phonetic details of
newly encountered words
33. Word Recognition
• It is usually believed that children
only have rough representations;
they are less sensitive to differences
between words at the level phonetic
segments and base their judgments
on syllables or whole words.
• However, more recent evidence
suggests that children do represent
words they know in some phonetic
detail, such as when they show
sensitivity to small
mispronunciations.
34. Word Production
First Words
• simple syllable structure: either
single syllables or reduplicated
syllables
ex. mama, dada
• small inventory of vowels and
consonants
35. • sounds most common in children’s
babble were also most common in
early vocabularies
• some sounds in the adult
language were noticeably absent
in children’s productions
/m/, /b/,/d/- present
/ð/,/Ѳ/,/r/,/l/- absent
36. • It has been proposed that early word
representations are of the whole,
rather than as separate phonemic
segments
-lack of consistency in the ways
children produce sounds during
this stage
-phonemic idioms- words the
child produces in a very adultlike
way, while still incorrectly
producing other words that use
the very same sounds
37. The Development of Phonological
Processes
• at around 18 months of age,
children’s productions become more
consistent, though not adultlike
• phonological processes- develop
systematic ways in which they alter
the sounds of the target language so
that they fit within the range of
sounds they can produce
40. • strategies:
-avoid acquiring new words that
use sounds that they can’t
produce
-assimilate a new word either to
another similar-sounding word
or to a pre-existing sound-
pattern (ex. VC,CV, CVC, CVCV)
41. • the need for these processes decline
gradually declines as children
become able to produce more and
more of the sounds of the target
language
42. The Relation Between Perception and
Production
• children demonstrate awareness
of the difference between their
own pronunciation of a word and
the adult pronunciation
• ‘fis’ phenomenon
43. Child: “Gimme my guk!”
Father: “You mean your
duck?”
Child: “Yes, my guk!”
Father (hands child the duck):
“Okay, here’s your guk.”
Child (annoyed): “No, Daddy -
I say it that way, not you.”
44. • children’s mispronunciations do
not necessarily imply that children
have incomplete mental
representations of how the word is
supposed to sound
45. Cross-Linguistic Differences in
Phonological Development
• the order in which sounds appear in
children’s speech is influenced by
properties of the target language
-ex. /v/ is a relatively late-
appearing sound for children
acquiring English, but not for
those acquiring Swedish,
Bulgarian, and Estonian
46. • the function different speech sounds
serve in the language is another
important factor
• it is not the frequency with which
children hear the sound but rather
the frequency with which the sound
is used in different words
-ex. the and this (/ð/)
47.
48. Individual Differences in Phonological
Development
• difference in rate of development
• difference in the particular sounds
produced
• difference in the approaches children
take to constructing a phonological
system
49. The Development of Phonological
Awareness
• phonological awareness- being able
to rhyme, count syllables, and think of
different words that being with a
particular sound
• children show some signs of
phonological awareness beginning
around 2 years old
• central importance in considering the
relation between oral language and
literacy
-children’s levels of phonological
awareness predict their success
in learning to read
51. Issue: Does children’s knowledge of the sounds of
their language influence their acquisition of
words and does their knowledge of words
influence their knowledge of sounds?
54. • items in the child's vocabulary are
fit to the repertoire of the sounds
they can produce
-i.e. mama, papa (mother/
father)
- child's phonetic inventory
directly proportional to size of
vocabulary
63. 1. not consider maturation process
2. non-selection of sound reinforcement
from parents
3. acquisition of mental representations
that are not unconscious
65. - driving force of phonological
development is not rules but constraints
- Phonological development consists of
learning the ranking of
-constraints that applies in the language
one is acquiring
67. - the initial sounds made are
dependent on what the human vocal
apparatus is inclined to make
- explains the similarities of the first
sounds babies make at a certain age
72. - word representation is seen as a
whole, and only after sufficient mental
representations, word analysis
becomes segmental with contrasting
features