Overview of Coltheart's Dual-Route Model and Seidenberg & McClelland's neural network models of word recognition.
Course presentation for PSYC365*, Fall 2004, Dr. Butler, Queen's University.
Images used without permission.
This document summarizes key areas of the brain involved in language processing and production. It discusses:
- Broca's area and Wernicke's area, and their roles in speech production and comprehension, respectively.
- Additional language areas like the motor cortex, arcuate fasciculus, and their functions in connecting language areas and controlling speech muscles.
- Phenomena like slips of the tongue, tip of the tongue experiences, and aphasias that provide evidence for localized language functions in the left hemisphere.
Language disorders involve problems processing linguistic information that can affect grammar, semantics, and other aspects of language. They can be receptive, involving comprehension issues, expressive, involving production problems, or both. Common language disorders include specific language impairment and aphasia. The document goes on to describe receptive language disorders which impact understanding language inputs, expressive disorders affecting output of language, speech disorders, communication disorders, and several specific types of language disorders like dyslexia, dysgraphia, and their symptoms.
The human brain is about 1.4 kg and contains over 100 billion neurons. It has four main lobes - frontal, parietal, temporal, and occipital - which control functions like problem-solving, touch, hearing, and vision respectively. The two hemispheres of the brain, left and right, work together but have some specialized functions - the left hemisphere is more logical and analytical while the right is more intuitive and creative. Damage to language areas of the brain can cause aphasia, characterized by difficulties with language production and comprehension. The main types are fluent aphasias like Wernicke's and non-fluent like Broca's, each affecting speech differently based on the location of brain damage
Children VS Adult in Second-Language LearningRosmawatiwati2
Children are generally better than adults at learning a second language in natural situations due to three key psychological factors: memory ability, motor skills, and an ability to learn through induction. However, adults are better than children at learning a second language in a classroom setting due to their greater ability to learn through explicit instruction and their cognitive maturity which helps them function better in a formal learning environment. The best conditions for second language learning are in an environment where both natural situations outside the classroom and formal classroom learning can be utilized, such as learning English in an English-speaking community/country.
Lecture 13:Language development in children- Dr.Reem AlSabahAHS_student
Language development in children occurs through innate abilities and learning processes. Children progress through universal stages of language acquisition, starting with babbling and first words around 1 year of age. The years from 2-6 are a sensitive period for learning language skills like vocabulary and grammar. Reading aloud to young children supports language development and emergent literacy skills like phonological awareness that are important for learning to read.
The document discusses different aspects of word recognition including phonics, sight words, and structural analysis. It defines phonics as understanding letters and letter combinations that represent phonemes which can be blended to form words. Specific phonetic elements like consonant blends, digraphs, diphthongs, and vowel digraphs are explained. Phonetic strategies like chunking, onset and rime, segmenting, and blending are also outlined as ways to teach phonics.
This document discusses second language acquisition and universal grammar. It presents different theories on how universal grammar may apply to second language learning, including the direct accessibility hypothesis which claims that adult learners can fully access universal grammar when learning a second language. The indirect accessibility hypothesis argues that second language learners can only reset parameters based on their first language. Some challenges to applying universal grammar to second language acquisition are also outlined, such as differences between child and adult learning. The document examines various approaches to explaining second language acquisition processes.
This document summarizes key areas of the brain involved in language processing and production. It discusses:
- Broca's area and Wernicke's area, and their roles in speech production and comprehension, respectively.
- Additional language areas like the motor cortex, arcuate fasciculus, and their functions in connecting language areas and controlling speech muscles.
- Phenomena like slips of the tongue, tip of the tongue experiences, and aphasias that provide evidence for localized language functions in the left hemisphere.
Language disorders involve problems processing linguistic information that can affect grammar, semantics, and other aspects of language. They can be receptive, involving comprehension issues, expressive, involving production problems, or both. Common language disorders include specific language impairment and aphasia. The document goes on to describe receptive language disorders which impact understanding language inputs, expressive disorders affecting output of language, speech disorders, communication disorders, and several specific types of language disorders like dyslexia, dysgraphia, and their symptoms.
The human brain is about 1.4 kg and contains over 100 billion neurons. It has four main lobes - frontal, parietal, temporal, and occipital - which control functions like problem-solving, touch, hearing, and vision respectively. The two hemispheres of the brain, left and right, work together but have some specialized functions - the left hemisphere is more logical and analytical while the right is more intuitive and creative. Damage to language areas of the brain can cause aphasia, characterized by difficulties with language production and comprehension. The main types are fluent aphasias like Wernicke's and non-fluent like Broca's, each affecting speech differently based on the location of brain damage
Children VS Adult in Second-Language LearningRosmawatiwati2
Children are generally better than adults at learning a second language in natural situations due to three key psychological factors: memory ability, motor skills, and an ability to learn through induction. However, adults are better than children at learning a second language in a classroom setting due to their greater ability to learn through explicit instruction and their cognitive maturity which helps them function better in a formal learning environment. The best conditions for second language learning are in an environment where both natural situations outside the classroom and formal classroom learning can be utilized, such as learning English in an English-speaking community/country.
Lecture 13:Language development in children- Dr.Reem AlSabahAHS_student
Language development in children occurs through innate abilities and learning processes. Children progress through universal stages of language acquisition, starting with babbling and first words around 1 year of age. The years from 2-6 are a sensitive period for learning language skills like vocabulary and grammar. Reading aloud to young children supports language development and emergent literacy skills like phonological awareness that are important for learning to read.
The document discusses different aspects of word recognition including phonics, sight words, and structural analysis. It defines phonics as understanding letters and letter combinations that represent phonemes which can be blended to form words. Specific phonetic elements like consonant blends, digraphs, diphthongs, and vowel digraphs are explained. Phonetic strategies like chunking, onset and rime, segmenting, and blending are also outlined as ways to teach phonics.
This document discusses second language acquisition and universal grammar. It presents different theories on how universal grammar may apply to second language learning, including the direct accessibility hypothesis which claims that adult learners can fully access universal grammar when learning a second language. The indirect accessibility hypothesis argues that second language learners can only reset parameters based on their first language. Some challenges to applying universal grammar to second language acquisition are also outlined, such as differences between child and adult learning. The document examines various approaches to explaining second language acquisition processes.
First and Second Language Aquisition TheoriesSheila Rad
LanguLanguage Acquisition Theories
Definition of Language Acquisition
Physical Structure for Speech Development
5 basic stages of Language
Developmental Sequences
How to Enrich Child's speech
Theoretical Approaches to L1 Acquisition
Theoretical Approaches to L2 Acquisition
The document discusses the relationship between the human brain and language. It describes that the brain has over 100 billion neurons, with language functions localized primarily in the left hemisphere. Specifically, Broca's area in the frontal lobe controls speech production, while Wernicke's area in the temporal lobe is involved in language comprehension. Different types of aphasia that result from brain damage in these areas are described, including Broca's aphasia which affects grammar and Wernicke's aphasia where speech is fluent but not meaningful. The localization of language in the brain was an area of study dating back to ancient times but was more precisely mapped out by scientists in the 19th century such as Broca and Wern
This document provides information about Group 3 and their group project. The group leader is Safa Munir with roll number 34. The other group members and their roll numbers are also listed. It then discusses several language and learning disorders, including definitions, types, causes and strategies for language disorders, dyslexia, dysgraphia, autism, Down syndrome, and attention deficit hyperactivity disorder.
Visual Word Recognition. The Journey from Features to Meaningfawzia
I am M.A Linguistics Student and this is my first presentation about Psycho linguistics titled: Visual Word Recognition; in which my colleague and I explain how our minds recognize words. The journey starts from the orthographic lexicon and ends in meaning.
I welcome your comments.
Children are able to acquire language despite being exposed to incomplete and erroneous data. Chomsky's theory of Universal Grammar (UG) explains this by proposing that the human brain contains innate knowledge about language in the form of principles and parameters. According to UG, all languages share common structural properties governed by principles, but they can vary in terms of parameters like word order. UG allows for both systematicity and variation across languages during language acquisition.
This document discusses different approaches to language acquisition in children. It describes the nativist view that children are born with innate, universal linguistic principles and parameters that guide language learning. In contrast, the empiricist view sees language acquisition as shaped solely by environmental factors and general learning mechanisms. The document also examines studies of child-directed speech and proposes that while it helps engage children, it is not necessary for acquisition. Overall, the process of language learning in children involves an interaction between innate capacities and environmental influences.
The document discusses several models of word recognition:
- The lexical model involves searching a mental lexicon for word entries, while the connectionist model uses distributed representations and parallel processing.
- Foster's autonomous serial search model involves sequentially searching access files that point to entries in a mental lexicon.
- The logogen model proposes that each word has a representation (logogen) that accumulates activation from perceptual and contextual evidence until it reaches threshold for recognition.
- The dual route model involves two routes - a direct lexical route and an indirect grapheme-to-phoneme conversion route - that operate in parallel to recognize words and nonwords. Modern dual route models see reading as a race between these routes.
The innateness theory chomsky presentationJess Roebuck
This document discusses Noam Chomsky's innateness theory of language acquisition. The key points are:
1) According to Chomsky, language is an innate faculty and humans are born with a "universal grammar" consisting of linguistic rules.
2) Chomsky believes that exposure to language is enough for children to acquire it, as they can learn from minimal data due to their innate linguistic knowledge.
3) The theory proposes that children have a "language acquisition device" that allows them to acquire language effortlessly and quickly despite limited teaching.
Children acquire phonology over several years, beginning with babbling in the first year. In the second year, children produce their first words which start with simple syllables and a limited set of sounds. In subsequent years, children learn to pronounce an extensive vocabulary as their sounds and syllables increase in number and complexity. Phonological processes describe common error patterns observed as children acquire their native language's phonology.
This document discusses different types of bilingualism and bilingual speakers. It defines bilingualism as using two languages, not necessarily with equal proficiency. There are several types of bilingual acquisition depending on factors like the languages of the parents and community. The document also discusses concepts like early vs late bilinguals, balanced vs dominant bilinguals, simultaneous vs sequential bilinguals, additive vs subtractive bilingualism, elite vs folk bilinguals, and code switching vs code mixing. Key aspects of a bilingual speaker include when they learned their languages, the opportunities and contexts in which they use each language, and their relative proficiency in the different languages.
The document discusses the stages of language development from infancy through adulthood. It begins with definitions of language and then outlines the major stages of language development, including caretaker speech in infancy, the one-word and two-word stages in toddlers, the development of function words and plurals in preschool years, literacy acquisition in school years, the emergence of personal linguistic styles in teen years, and variability in adult language depending on factors like education and occupation. The document also covers the five dimensions of the linguistic system: phonology, morphology, syntax, semantics, and pragmatics.
This document discusses the processes of language production and comprehension from a neurological perspective. It describes the four levels of speech production: 1) processing the message, 2) selecting functional forms and syntax, 3) constituent formation and affixation, and 4) phonological realization. For language comprehension, it notes that understanding occurs when the meaning of a verbal message is grasped, and can be demonstrated through responses like saying "I know" or carrying out implied actions. Approaches for understanding language are also categorized as behavioral, linguistic, or cognitive.
Chapter 1 Language Learning in Early ChildhoodVin Simon
This chapter discusses language learning in early childhood. It covers topics such as first language acquisition milestones in the first three years including negation and question formation. It also discusses language development in pre-school and school-aged children. The chapter examines theoretical perspectives on first language acquisition such as behaviorist, innatist and interactionist views. It further discusses language disorders and delays in children as well as childhood bilingualism.
The document discusses key concepts in second language acquisition (SLA). It defines SLA as referring to both the study of individuals learning a language after their first, and the process of learning that additional language. SLA can involve learning a second, third, or subsequent language. The document outlines factors that affect SLA, including individual factors like age and cognition, external factors like instruction and culture, and affective factors like anxiety and self-esteem. It also discusses concepts like interlanguage, language transfer, and the role of both innate ability and social experience in language acquisition.
This presentation is all about man's language and brain development. I created this file as one of my visual aids in our course, Foundation of Language Education.
CH 5 Social Contexts of Second Language Acquisition.pptxVATHVARY
This chapter discusses how social context affects second language acquisition. It examines the roles of input and interaction, which are necessary for language learning. Microsocial factors like the immediate social environment and macrosocial factors like broader cultural and educational settings also influence language learning. Variation in learner language occurs due to social contexts, and native speakers often modify their language, called foreigner talk, when interacting with second language learners. Feedback through correction and recasts from native speakers also aids language development.
Language Acquisition: Lecture 2 Phonological Developmentsuascolleges
This lecture discusses phonological development in children from ages 1 to 7. It outlines the stages of crying, cooing, and babbling in the first year. By age 2 1/2, children have mastered most vowels and 2/3 of consonants, with difficulty remaining for a few consonants by age 4. Sounds are used correctly first at beginnings of words. To make words easier, children may delete or substitute sounds. While speech may lag comprehension, studies show children can understand sounds they cannot pronounce. Intonation understanding continues developing into the teenage years.
- Children acquire language through a creative process, not through direct instruction, and are born with an innate language faculty that enables them to learn grammar from linguistic input.
- Children progress through stages in language acquisition from babbling to one-word utterances to putting words together in sentences according to the grammatical rules of their language.
- Theories of language acquisition include the idea that children extract rules through analogy, imitation, and reinforcement from their environment or that they are guided by an innate universal grammar.
Language acquisition device (LAD) / Universal Grammar (UG) atravesanoud
Chomsky's theory of language acquisition proposes that humans are born with an innate language acquisition device (LAD) that contains a universal grammar (UG). The LAD allows children to learn language by triggering the UG in response to linguistic input from their environment. According to Chomsky, the linguistic environment alone is not sufficient for language learning, and children must rely on an innate, biological predisposition to acquire language. Evidence for Chomsky's theory includes similarities in children's developmental stages and their ability to distinguish sounds not present in their native language. However, critics argue that Chomsky's theory neglects the important role of social interaction and psychological factors in language acquisition.
A Multimedia Interface For Facilitating Comparisons Of Opinions (Thesis Prese...Lucas Rizoli
Slide deck used to present and defend my master's thesis project. The project is detailed in a paper published in the Proceedings of the 2009 Conference on Intelligent User Interfaces (http://doi.acm.org/10.1145/1502650.1502696).
Brasília, Brazil's capital city, has been called "the only true hope for the nation [of Brazil]," the "brain of all high-minded national decisions", and "a ceremonial slum infested with Volkswagens." We'll discuss Brasília's famous architecture, its utopian city planning, and how it relates to the rest of Brazil and to its citizens.
From the Un-Distinguished Lecture Series (http://ws.cs.ubc.ca/~udls/). The talk was given Oct. 17, 2008.
First and Second Language Aquisition TheoriesSheila Rad
LanguLanguage Acquisition Theories
Definition of Language Acquisition
Physical Structure for Speech Development
5 basic stages of Language
Developmental Sequences
How to Enrich Child's speech
Theoretical Approaches to L1 Acquisition
Theoretical Approaches to L2 Acquisition
The document discusses the relationship between the human brain and language. It describes that the brain has over 100 billion neurons, with language functions localized primarily in the left hemisphere. Specifically, Broca's area in the frontal lobe controls speech production, while Wernicke's area in the temporal lobe is involved in language comprehension. Different types of aphasia that result from brain damage in these areas are described, including Broca's aphasia which affects grammar and Wernicke's aphasia where speech is fluent but not meaningful. The localization of language in the brain was an area of study dating back to ancient times but was more precisely mapped out by scientists in the 19th century such as Broca and Wern
This document provides information about Group 3 and their group project. The group leader is Safa Munir with roll number 34. The other group members and their roll numbers are also listed. It then discusses several language and learning disorders, including definitions, types, causes and strategies for language disorders, dyslexia, dysgraphia, autism, Down syndrome, and attention deficit hyperactivity disorder.
Visual Word Recognition. The Journey from Features to Meaningfawzia
I am M.A Linguistics Student and this is my first presentation about Psycho linguistics titled: Visual Word Recognition; in which my colleague and I explain how our minds recognize words. The journey starts from the orthographic lexicon and ends in meaning.
I welcome your comments.
Children are able to acquire language despite being exposed to incomplete and erroneous data. Chomsky's theory of Universal Grammar (UG) explains this by proposing that the human brain contains innate knowledge about language in the form of principles and parameters. According to UG, all languages share common structural properties governed by principles, but they can vary in terms of parameters like word order. UG allows for both systematicity and variation across languages during language acquisition.
This document discusses different approaches to language acquisition in children. It describes the nativist view that children are born with innate, universal linguistic principles and parameters that guide language learning. In contrast, the empiricist view sees language acquisition as shaped solely by environmental factors and general learning mechanisms. The document also examines studies of child-directed speech and proposes that while it helps engage children, it is not necessary for acquisition. Overall, the process of language learning in children involves an interaction between innate capacities and environmental influences.
The document discusses several models of word recognition:
- The lexical model involves searching a mental lexicon for word entries, while the connectionist model uses distributed representations and parallel processing.
- Foster's autonomous serial search model involves sequentially searching access files that point to entries in a mental lexicon.
- The logogen model proposes that each word has a representation (logogen) that accumulates activation from perceptual and contextual evidence until it reaches threshold for recognition.
- The dual route model involves two routes - a direct lexical route and an indirect grapheme-to-phoneme conversion route - that operate in parallel to recognize words and nonwords. Modern dual route models see reading as a race between these routes.
The innateness theory chomsky presentationJess Roebuck
This document discusses Noam Chomsky's innateness theory of language acquisition. The key points are:
1) According to Chomsky, language is an innate faculty and humans are born with a "universal grammar" consisting of linguistic rules.
2) Chomsky believes that exposure to language is enough for children to acquire it, as they can learn from minimal data due to their innate linguistic knowledge.
3) The theory proposes that children have a "language acquisition device" that allows them to acquire language effortlessly and quickly despite limited teaching.
Children acquire phonology over several years, beginning with babbling in the first year. In the second year, children produce their first words which start with simple syllables and a limited set of sounds. In subsequent years, children learn to pronounce an extensive vocabulary as their sounds and syllables increase in number and complexity. Phonological processes describe common error patterns observed as children acquire their native language's phonology.
This document discusses different types of bilingualism and bilingual speakers. It defines bilingualism as using two languages, not necessarily with equal proficiency. There are several types of bilingual acquisition depending on factors like the languages of the parents and community. The document also discusses concepts like early vs late bilinguals, balanced vs dominant bilinguals, simultaneous vs sequential bilinguals, additive vs subtractive bilingualism, elite vs folk bilinguals, and code switching vs code mixing. Key aspects of a bilingual speaker include when they learned their languages, the opportunities and contexts in which they use each language, and their relative proficiency in the different languages.
The document discusses the stages of language development from infancy through adulthood. It begins with definitions of language and then outlines the major stages of language development, including caretaker speech in infancy, the one-word and two-word stages in toddlers, the development of function words and plurals in preschool years, literacy acquisition in school years, the emergence of personal linguistic styles in teen years, and variability in adult language depending on factors like education and occupation. The document also covers the five dimensions of the linguistic system: phonology, morphology, syntax, semantics, and pragmatics.
This document discusses the processes of language production and comprehension from a neurological perspective. It describes the four levels of speech production: 1) processing the message, 2) selecting functional forms and syntax, 3) constituent formation and affixation, and 4) phonological realization. For language comprehension, it notes that understanding occurs when the meaning of a verbal message is grasped, and can be demonstrated through responses like saying "I know" or carrying out implied actions. Approaches for understanding language are also categorized as behavioral, linguistic, or cognitive.
Chapter 1 Language Learning in Early ChildhoodVin Simon
This chapter discusses language learning in early childhood. It covers topics such as first language acquisition milestones in the first three years including negation and question formation. It also discusses language development in pre-school and school-aged children. The chapter examines theoretical perspectives on first language acquisition such as behaviorist, innatist and interactionist views. It further discusses language disorders and delays in children as well as childhood bilingualism.
The document discusses key concepts in second language acquisition (SLA). It defines SLA as referring to both the study of individuals learning a language after their first, and the process of learning that additional language. SLA can involve learning a second, third, or subsequent language. The document outlines factors that affect SLA, including individual factors like age and cognition, external factors like instruction and culture, and affective factors like anxiety and self-esteem. It also discusses concepts like interlanguage, language transfer, and the role of both innate ability and social experience in language acquisition.
This presentation is all about man's language and brain development. I created this file as one of my visual aids in our course, Foundation of Language Education.
CH 5 Social Contexts of Second Language Acquisition.pptxVATHVARY
This chapter discusses how social context affects second language acquisition. It examines the roles of input and interaction, which are necessary for language learning. Microsocial factors like the immediate social environment and macrosocial factors like broader cultural and educational settings also influence language learning. Variation in learner language occurs due to social contexts, and native speakers often modify their language, called foreigner talk, when interacting with second language learners. Feedback through correction and recasts from native speakers also aids language development.
Language Acquisition: Lecture 2 Phonological Developmentsuascolleges
This lecture discusses phonological development in children from ages 1 to 7. It outlines the stages of crying, cooing, and babbling in the first year. By age 2 1/2, children have mastered most vowels and 2/3 of consonants, with difficulty remaining for a few consonants by age 4. Sounds are used correctly first at beginnings of words. To make words easier, children may delete or substitute sounds. While speech may lag comprehension, studies show children can understand sounds they cannot pronounce. Intonation understanding continues developing into the teenage years.
- Children acquire language through a creative process, not through direct instruction, and are born with an innate language faculty that enables them to learn grammar from linguistic input.
- Children progress through stages in language acquisition from babbling to one-word utterances to putting words together in sentences according to the grammatical rules of their language.
- Theories of language acquisition include the idea that children extract rules through analogy, imitation, and reinforcement from their environment or that they are guided by an innate universal grammar.
Language acquisition device (LAD) / Universal Grammar (UG) atravesanoud
Chomsky's theory of language acquisition proposes that humans are born with an innate language acquisition device (LAD) that contains a universal grammar (UG). The LAD allows children to learn language by triggering the UG in response to linguistic input from their environment. According to Chomsky, the linguistic environment alone is not sufficient for language learning, and children must rely on an innate, biological predisposition to acquire language. Evidence for Chomsky's theory includes similarities in children's developmental stages and their ability to distinguish sounds not present in their native language. However, critics argue that Chomsky's theory neglects the important role of social interaction and psychological factors in language acquisition.
A Multimedia Interface For Facilitating Comparisons Of Opinions (Thesis Prese...Lucas Rizoli
Slide deck used to present and defend my master's thesis project. The project is detailed in a paper published in the Proceedings of the 2009 Conference on Intelligent User Interfaces (http://doi.acm.org/10.1145/1502650.1502696).
Brasília, Brazil's capital city, has been called "the only true hope for the nation [of Brazil]," the "brain of all high-minded national decisions", and "a ceremonial slum infested with Volkswagens." We'll discuss Brasília's famous architecture, its utopian city planning, and how it relates to the rest of Brazil and to its citizens.
From the Un-Distinguished Lecture Series (http://ws.cs.ubc.ca/~udls/). The talk was given Oct. 17, 2008.
Thoughts on the use of Analogies in Understanding and Solving Complex Problem...Lucas Rizoli
We need to be able to solve a great number of problems that are very hard to understand. One way in which we can build an understanding of these is through analogy. There are situations in which analogies can be a powerful way of building an accurate conceptual model of a problem or system. They can help provide the ingenuity necessary to solve today's difficult problems. However, analogies can be themselves problematic, even harmful. There may also be things so intangible that they are beyond human understanding.
From the Un-Distinguished Lecture Series (http://ws.cs.ubc.ca/~udls/). The talk was given Jun. 13, 2008.
What is the World Bank? What does it do? How did it come to be? Why do some people dislike it so much?
From the Un-Distinguished Lecture Series (http://ws.cs.ubc.ca/~udls/). The talk was given Feb. 15, 2008.
Recognizing Strong and Weak Opinion ClausesLucas Rizoli
This document summarizes research on recognizing the intensity of subjective opinion clauses, ranging from strongly negative to strongly positive. It discusses how opinion intensity can vary beyond being simply positive or negative. The researchers annotated over 10,000 sentences with subjective opinion clauses and their intensities. Several machine learning classifiers were trained on these annotations to predict the intensity of new clauses, with support vector machines performing best. Key factors included using bag-of-words features along with intensity or type groups of subjective clues.
Modeling and Adapting to Cognitive LoadLucas Rizoli
A summary of three papers on assessing users' cognitive load and adapting interfaces to it, used as a starting point for class discussion.
Presented on Nov. 20, 2007 for CPSC 532B (http://www.cs.ubc.ca/~conati/532b-2007/532-description.html)
The theory behind Fitts' well-known pointing law, commonly used in human-computer interaction. Also, some recent work in modelling users' pointing performance.
Presented in the Fall of 2006 for CPSC 544 (http://www.cs.ubc.ca/~cs544/Fall2006/)
This document provides a list of image sources from various websites to accompany an un-distinguished lecture on Victorian era from 1819-1901. The images include maps, portraits, photographs and illustrations related to topics like telegraph networks, Charles Darwin, steam power, Queen Victoria, and British colonialism during that period.
We'll take a look at one of the most successful post-bubble internet companies: Google. It's a major success as a brand and a business, as a director of traffic and as a nearly ubiquitous middle-man. How does Google create so much wealth? Why does it continue to grow and reap massive profits? And what of its editorial and political policies?
From the Un-Distinguished Lecture Series (http://ws.cs.ubc.ca/~udls/). The talk was given Jul. 13, 2007.
Communication can spread like a virus through populations in three main ways:
1) Ideas and information spread from person to person through social contact, maintaining and propagating themselves, just as viruses do.
2) Memes are informational and cultural phenomena that behave like viruses by spreading widely and affecting how people think and act.
3) New forms of communication like viral marketing and internet memes are able to propagate and maintain themselves on a large scale through social networks, demonstrating how communication itself can spread virally.
GraphRAG for Life Science to increase LLM accuracyTomaz Bratanic
GraphRAG for life science domain, where you retriever information from biomedical knowledge graphs using LLMs to increase the accuracy and performance of generated answers
This presentation provides valuable insights into effective cost-saving techniques on AWS. Learn how to optimize your AWS resources by rightsizing, increasing elasticity, picking the right storage class, and choosing the best pricing model. Additionally, discover essential governance mechanisms to ensure continuous cost efficiency. Whether you are new to AWS or an experienced user, this presentation provides clear and practical tips to help you reduce your cloud costs and get the most out of your budget.
zkStudyClub - LatticeFold: A Lattice-based Folding Scheme and its Application...Alex Pruden
Folding is a recent technique for building efficient recursive SNARKs. Several elegant folding protocols have been proposed, such as Nova, Supernova, Hypernova, Protostar, and others. However, all of them rely on an additively homomorphic commitment scheme based on discrete log, and are therefore not post-quantum secure. In this work we present LatticeFold, the first lattice-based folding protocol based on the Module SIS problem. This folding protocol naturally leads to an efficient recursive lattice-based SNARK and an efficient PCD scheme. LatticeFold supports folding low-degree relations, such as R1CS, as well as high-degree relations, such as CCS. The key challenge is to construct a secure folding protocol that works with the Ajtai commitment scheme. The difficulty, is ensuring that extracted witnesses are low norm through many rounds of folding. We present a novel technique using the sumcheck protocol to ensure that extracted witnesses are always low norm no matter how many rounds of folding are used. Our evaluation of the final proof system suggests that it is as performant as Hypernova, while providing post-quantum security.
Paper Link: https://eprint.iacr.org/2024/257
Introduction of Cybersecurity with OSS at Code Europe 2024Hiroshi SHIBATA
I develop the Ruby programming language, RubyGems, and Bundler, which are package managers for Ruby. Today, I will introduce how to enhance the security of your application using open-source software (OSS) examples from Ruby and RubyGems.
The first topic is CVE (Common Vulnerabilities and Exposures). I have published CVEs many times. But what exactly is a CVE? I'll provide a basic understanding of CVEs and explain how to detect and handle vulnerabilities in OSS.
Next, let's discuss package managers. Package managers play a critical role in the OSS ecosystem. I'll explain how to manage library dependencies in your application.
I'll share insights into how the Ruby and RubyGems core team works to keep our ecosystem safe. By the end of this talk, you'll have a better understanding of how to safeguard your code.
Dandelion Hashtable: beyond billion requests per second on a commodity serverAntonios Katsarakis
This slide deck presents DLHT, a concurrent in-memory hashtable. Despite efforts to optimize hashtables, that go as far as sacrificing core functionality, state-of-the-art designs still incur multiple memory accesses per request and block request processing in three cases. First, most hashtables block while waiting for data to be retrieved from memory. Second, open-addressing designs, which represent the current state-of-the-art, either cannot free index slots on deletes or must block all requests to do so. Third, index resizes block every request until all objects are copied to the new index. Defying folklore wisdom, DLHT forgoes open-addressing and adopts a fully-featured and memory-aware closed-addressing design based on bounded cache-line-chaining. This design offers lock-free index operations and deletes that free slots instantly, (2) completes most requests with a single memory access, (3) utilizes software prefetching to hide memory latencies, and (4) employs a novel non-blocking and parallel resizing. In a commodity server and a memory-resident workload, DLHT surpasses 1.6B requests per second and provides 3.5x (12x) the throughput of the state-of-the-art closed-addressing (open-addressing) resizable hashtable on Gets (Deletes).
Taking AI to the Next Level in Manufacturing.pdfssuserfac0301
Read Taking AI to the Next Level in Manufacturing to gain insights on AI adoption in the manufacturing industry, such as:
1. How quickly AI is being implemented in manufacturing.
2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
HCL Notes and Domino License Cost Reduction in the World of DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
Ivanti’s Patch Tuesday breakdown goes beyond patching your applications and brings you the intelligence and guidance needed to prioritize where to focus your attention first. Catch early analysis on our Ivanti blog, then join industry expert Chris Goettl for the Patch Tuesday Webinar Event. There we’ll do a deep dive into each of the bulletins and give guidance on the risks associated with the newly-identified vulnerabilities.
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdfChart Kalyan
A Mix Chart displays historical data of numbers in a graphical or tabular form. The Kalyan Rajdhani Mix Chart specifically shows the results of a sequence of numbers over different periods.
5th LF Energy Power Grid Model Meet-up SlidesDanBrown980551
5th Power Grid Model Meet-up
It is with great pleasure that we extend to you an invitation to the 5th Power Grid Model Meet-up, scheduled for 6th June 2024. This event will adopt a hybrid format, allowing participants to join us either through an online Mircosoft Teams session or in person at TU/e located at Den Dolech 2, Eindhoven, Netherlands. The meet-up will be hosted by Eindhoven University of Technology (TU/e), a research university specializing in engineering science & technology.
Power Grid Model
The global energy transition is placing new and unprecedented demands on Distribution System Operators (DSOs). Alongside upgrades to grid capacity, processes such as digitization, capacity optimization, and congestion management are becoming vital for delivering reliable services.
Power Grid Model is an open source project from Linux Foundation Energy and provides a calculation engine that is increasingly essential for DSOs. It offers a standards-based foundation enabling real-time power systems analysis, simulations of electrical power grids, and sophisticated what-if analysis. In addition, it enables in-depth studies and analysis of the electrical power grid’s behavior and performance. This comprehensive model incorporates essential factors such as power generation capacity, electrical losses, voltage levels, power flows, and system stability.
Power Grid Model is currently being applied in a wide variety of use cases, including grid planning, expansion, reliability, and congestion studies. It can also help in analyzing the impact of renewable energy integration, assessing the effects of disturbances or faults, and developing strategies for grid control and optimization.
What to expect
For the upcoming meetup we are organizing, we have an exciting lineup of activities planned:
-Insightful presentations covering two practical applications of the Power Grid Model.
-An update on the latest advancements in Power Grid -Model technology during the first and second quarters of 2024.
-An interactive brainstorming session to discuss and propose new feature requests.
-An opportunity to connect with fellow Power Grid Model enthusiasts and users.
Digital Marketing Trends in 2024 | Guide for Staying AheadWask
https://www.wask.co/ebooks/digital-marketing-trends-in-2024
Feeling lost in the digital marketing whirlwind of 2024? Technology is changing, consumer habits are evolving, and staying ahead of the curve feels like a never-ending pursuit. This e-book is your compass. Dive into actionable insights to handle the complexities of modern marketing. From hyper-personalization to the power of user-generated content, learn how to build long-term relationships with your audience and unlock the secrets to success in the ever-shifting digital landscape.
Skybuffer SAM4U tool for SAP license adoptionTatiana Kojar
Manage and optimize your license adoption and consumption with SAM4U, an SAP free customer software asset management tool.
SAM4U, an SAP complimentary software asset management tool for customers, delivers a detailed and well-structured overview of license inventory and usage with a user-friendly interface. We offer a hosted, cost-effective, and performance-optimized SAM4U setup in the Skybuffer Cloud environment. You retain ownership of the system and data, while we manage the ABAP 7.58 infrastructure, ensuring fixed Total Cost of Ownership (TCO) and exceptional services through the SAP Fiori interface.
In the realm of cybersecurity, offensive security practices act as a critical shield. By simulating real-world attacks in a controlled environment, these techniques expose vulnerabilities before malicious actors can exploit them. This proactive approach allows manufacturers to identify and fix weaknesses, significantly enhancing system security.
This presentation delves into the development of a system designed to mimic Galileo's Open Service signal using software-defined radio (SDR) technology. We'll begin with a foundational overview of both Global Navigation Satellite Systems (GNSS) and the intricacies of digital signal processing.
The presentation culminates in a live demonstration. We'll showcase the manipulation of Galileo's Open Service pilot signal, simulating an attack on various software and hardware systems. This practical demonstration serves to highlight the potential consequences of unaddressed vulnerabilities, emphasizing the importance of offensive security practices in safeguarding critical infrastructure.
A Comprehensive Guide to DeFi Development Services in 2024Intelisync
DeFi represents a paradigm shift in the financial industry. Instead of relying on traditional, centralized institutions like banks, DeFi leverages blockchain technology to create a decentralized network of financial services. This means that financial transactions can occur directly between parties, without intermediaries, using smart contracts on platforms like Ethereum.
In 2024, we are witnessing an explosion of new DeFi projects and protocols, each pushing the boundaries of what’s possible in finance.
In summary, DeFi in 2024 is not just a trend; it’s a revolution that democratizes finance, enhances security and transparency, and fosters continuous innovation. As we proceed through this presentation, we'll explore the various components and services of DeFi in detail, shedding light on how they are transforming the financial landscape.
At Intelisync, we specialize in providing comprehensive DeFi development services tailored to meet the unique needs of our clients. From smart contract development to dApp creation and security audits, we ensure that your DeFi project is built with innovation, security, and scalability in mind. Trust Intelisync to guide you through the intricate landscape of decentralized finance and unlock the full potential of blockchain technology.
Ready to take your DeFi project to the next level? Partner with Intelisync for expert DeFi development services today!
Monitoring and Managing Anomaly Detection on OpenShift.pdfTosin Akinosho
Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
- Discover ArgoCD, a declarative, GitOps continuous delivery tool for Kubernetes, and its role in deploying applications on edge devices.
4. Deployment Using ArgoCD for Edge Devices
- Step-by-step guide on deploying anomaly detection models on edge devices using ArgoCD.
5. Introduction to Apache Kafka and S3
- Explore Apache Kafka for real-time data streaming and Amazon S3 for scalable storage solutions.
6. Viewing Kafka Messages in the Data Lake
- Learn how to view and analyze Kafka messages stored in a data lake for better insights.
7. What is Prometheus?
- Get to know Prometheus, an open-source monitoring and alerting toolkit, and its application in monitoring edge devices.
8. Monitoring Application Metrics with Prometheus
- Detailed instructions on setting up Prometheus to monitor the performance and health of your anomaly detection system.
9. What is Camel K?
- Introduction to Camel K, a lightweight integration framework built on Apache Camel, designed for Kubernetes.
10. Configuring Camel K Integrations for Data Pipelines
- Learn how to configure Camel K for seamless data pipeline integrations in your anomaly detection workflow.
11. What is a Jupyter Notebook?
- Overview of Jupyter Notebooks, an open-source web application for creating and sharing documents with live code, equations, visualizations, and narrative text.
12. Jupyter Notebooks with Code Examples
- Hands-on examples and code snippets in Jupyter Notebooks to help you implement and test anomaly detection models.
Monitoring and Managing Anomaly Detection on OpenShift.pdf
Word Recognition Models
1. Word Recognition Models
Lucas Rizoli
Thursday, September 30
PSYC 365*, Fall 2004
Queen’s University, Kingston
2. Human Word Recognition
● Text interpreted as it is perceived
– Stroop test (Red, Green, Yellow)
– Aware of results, not of processes
● Likely involves many areas of brain
– Visual
– Semantic
– Phonological
– Articulatory
● How can we model this?
3. Creating a Word Recognition Model
● Assumptions
– Working in English
– Only monosyllabic words
● FOX, CAVE, FEIGN...
– Concerned only with simple word recognition
● Symbols → sounds
● Visual, articulatory systems function independently
● Context of word is irrelevant
4. Creating a Word Recognition Model
● Rules by which to recognize CAVE
– C → /k/
– A → /A/
– VE → /v/
● Describe grapheme-phoneme correspondences
(GPC)
– Grapheme → phoneme
5. Creating a Word Recognition Model
● Recognize HAVE
– H → /h/
– A → /A/
– VE → /v/
– So HAVE → /hAv/ ?
● Rules result in incorrect pronunciation
6. Creating a Word Recognition Model
● English is quasi-regular
– Can be described as systematic, but with exceptions
– English has a deep orthography
● grapheme → phoneme rules inconsistent
– GAVE, CAVE, SHAVE end with /Av/
– HAVE ends with /@v/
7. Creating a Word Recognition Model
● Models needs to recognize irregular words
● Check for irregular words before applying GPCs
– List irregular words and their pronunciations
● HAVE → /h@v/, GONE → /gon/, ...
– Have separate look-up process
8. Our Word Recognition Model
From Visual System
Orthographic Input
Irregular
GPCs
Words
Phonological Output
To Articulatory System
9. The Dual-Route Model
● Proposed by Max Coltheart in 1978
– Supported by Pinker, Besner
– Revised throughout the 80’s, 90’s, 00’s
● Context sensitive rules
● Rule frequency checks
● Lots of other complex stuff
● We’ll follow his 1993 model (DR93)
10. DR93 Examples
Note: Above, /a/ should be /@/
Context-sensitive GPC
11. What’s Good About DR93
● Regular word pronunciation
– Goes well with rule-based theories
● Berko’s Wug test (This is a wug, these are two wug_)
● Childhood over-regularization
● Nonword pronunciation
– NUST, FAIJE, NARF are alright
12. What’s Not Good About DR93
● Irregular word pronunciation
– GONE → /dOn/, ARE → /Ar/
● GPCs miss subregularities
– OW → /aW/, from HOW, COW, PLOW
– SHOW, ROW, KNOW are exceptions
● Biological plausibility
– Do humans need explicit rules in order to read?
13. The SM89 Model
● Implemented by Seidenberg and
McClelland in 1989
– Response to dual-route model
– Neural network/PDP model
– “As little as possible of the solution built
in”
– “As much as possible is left to the
mechanisms of learning”
● We’ll call it SM89
14. The SM89 Model
Hidden Units
(200 units)
Orthographic Units Phonological Units
(400 units) (460 units)
From Visual System To Articulatory System
15. The SM89 Model
● Orthographic units are
triples
– Three characters
– Letters or word-border
Orthographic Units – CAVE
(400 units)
● _CA, CAV, AVE, VE_
– Context-sensitive
16. The SM89 Model
Hidden Units
(200 units)
● Hidden units needed for complete neural network
● Encode information in a non-specified way
● Learning occurs by changing weights on
connections to and from hidden units
– Process of back-propagation
17. The SM89 Model
● Phonological units are
also triples
– /kAv/
● _kA, kAv, Av_
● Triples are generalized Phonological Units
(460 units)
● [stop, vowel, fricative]
● Number of units are
sufficient for English
monosyllables
18. How SM89 Learns
● Orthographic units artificially stimulated
● Activation spreads to hidden, phonological units
– Feedforward from ortho. to phono. units
● Model response is pattern of activation in
phonological units
19. How SM89 Learns
● Difference in activation between response and the
correct activation
● Error computed as the sum of difference for each
unit, squared
● Weights of all connections between units
adjusted
20. How SM89 Learns
● Simply, it learns to pronounce words properly
– Don’t worry about the equations
21. How SM89 Learns
● Trained using a list of ~ 3000 English
monosyllabic words
– Includes homographs (WIND, READ) and irregulars
● Each training session called an epoch
● Words appeared somewhat proportionately to
their frequency in written language
22. Practical Limits on SM89’s Training
● Activation calculated in a single step
– Impossible to record how long it took to respond
– Correlated error scores with latency
● Error → time
● Frequency of words was compressed
– Would’ve required ~ 34 times more epochs
– Saved computer time
25. What’s Good About SM89
● Regular word pronunciation
● Irregular word pronunciation
● Similar results to human studies
– Word naming latencies
– Priming effects
● Behaviour the result of learning
– Ability increases in human fashion
26. What’s Not Good About SM89
● Nonword pronunciation
– Significantly worse than skilled readers
– JINJE, FAIJE, TUNCE pronounced strangely
● Design was awkward
– Triples
– Feedforward network
– Compressed word frequencies
– Single-step computation
27. The SM94 Model
● Seidenberg, Plaut, and
McClelland revise SM89 in 1994
– Response to criticism of SM89’s
poor nonword performance
● We’ll call this model SM94
● Compared humans’ nonword
responses with model’s responses
28. The SM94 Model
Hidden Units
(100 units)
Graphemic Units Phonological Units
(108 units) (50 units)
From Visual System To Articulatory System
29. How SM94 Differs From SM89
● Feedback loops for hidden and phonemic units
● Weights adjusted using cross-entropy method
– Complicated math, results in better learning
● Not computed in a single step
● No more triples
– Graphemes for word input
– Phonemes for word output
– Input based on syllable structure
33. How SM94 and DR93 Performed
Note: Above, PDP is SM94; Rules is DR93
34. Comparing SM94 and DR93
● Both perform well with list of ~ 3000 words
– SM94 responds 99.7% correctly, DR93 78%
● Both do well with nonwords
– SM89’s weakness caused by design issues
● SM94 avoids such issues
– Neural networks equally capable for nonwords
35. Comparing SM94 and DR93
● SM94 is a good performer
– Regular, irregular words
– Behaviour similar to human
● Latency effects
● Nonword pronunciation
● DR93 still has problems
– Trouble with irregular words
– More likely to regularize words
36. Models and Dyslexia
● Consider specific types of dyslexia
– Phonological Dyslexia
● Trouble pronouncing nonwords
– Surface Dyslexia
● Trouble with irregular words
– Developmental Dyslexia
● Inability to read at age-appropriate level
● How can word recognition models account for
dyslexic behaviour?
37. DR93 and Dyslexia
● Phonological dyslexia as damage to GPC route
– Cannot compile sounds from graphemes
– Relies on look-up
● Surface dyslexia as damage to look-up route
– Cannot remember irregular words
– Relies on GPCs
● Developmental dyslexia
– Problems somewhere along either route
● Cannot form GPCs, slow look-up, for example
38. SM89 and Dyslexia
● Developmental dyslexia as damaged or missing
hidden units
200 Hidden Units 100 Hidden Units
39. The 1996 Models and Dyslexia
● Plaut, McClelland, Seidenberg, and Patterson
study networks and dyslexia (1996)
– Variations of the SM89/SM94 models
● Feedforward
● Feedforward with actual word-frequencies
● Feedback with attractors
● Feedback with attractors and semantic processes
– Compare each to case studies of dyslexics
42. The 1996 Models and Dyslexia
● Most complex damage caused closest results
– Not as simple as removing hidden units
● Severing semantics
● Distorting attractors
● Results are encouraging