Shave, shear, shred, or cut: PPA variant differentially impacts erroneous responses produced in a confrontation naming test of verbs.

Background: All common variants of primary progressive aphasia (PPA) exhibit naming deficits. Variants are distinguished by relative deficits in repetition (logopenic; lvPPA), object knowledge (semantic; svPPA), and agrammatism or articulation (non-fluent/agrammatic; nfavPPA; Gorno-Tempini et al., 2011). The Hopkins Action Naming Assessment (HANA) is a 30-item verb naming task that can distinguish between variants (Stockbridge et al., 2021). Item-level accuracy is driven by target verb frequency, semantic information density, and conceptual concreteness of the target word (Stockbridge, Venezia, et al., 2022). Aims: In this investigation, we examined whether word frequency, semantic density, concreteness, and age of acquisition (AoA) also shaped the incorrect responses patients provided. We hypothesised that error responses would vary in these dimensions as a function of PPA variant. Methods & Procedures: The HANA was administered to 271 participants with PPA, resulting in 443 total administrations and 4,529 analysable error responses. Standardised differences between error and target responses for frequency, density, concreteness, and AoA were calculated and averaged for each patient. Analysis of variance (ANOVA) for correlated samples was used to compare variants and planned post-hoc analyses examined the effect of variant on each response quality. Outcomes & Results: Participants were similar in age, sex, handedness, and education. There was a significant interaction between PPA variant and the standardised mean differences in lexical qualities (Pillai's Trace=0.11, F(9, 747)=3.19, p<0.001). Univariate ANOVAs revealed significant differences in the semantic density of error responses relative to the target (F(3)=7.91, p<0.001, ηP 2=0.09), as individuals with lvPPA tended to produce error responses with greater semantic density than the target when compared to the words produced by individuals with nfavPPA (mean difference=1.45, 95%CI=[0.60,2.29], p<0.001; Figure 1). PPA variants also differed in the concreteness of their error responses relative to the target (F(3)=5.99, p<0.001, ηP 2=0.07), as error responses produced by individuals with nfavPPA were significantly more concrete than those with lvPPA (mean difference=0.08, 95%CI=[0.02,0.13], p=0.003) or svPPA (mean difference=0.08, 95%CI=[0.02,0.14], p=0.007). Variants did not differ significantly in AoA or frequency of responses relative to their targets. All variants tended to produce more frequent words with a lower AoA than the target verb. Conclusions: Error responses tended to be more semantically dense, more concrete, higher frequency, and younger AoA than the target verb. However, PPA variants differed significantly in the extent to which these broader trends held true. These distinct patterns may be included as part of a larger diagnostic picture that to distinguish among PPA variants.

Category-Based Effect on False Memory of People with Down Syndrome.

Background: People with Down syndrome (DS) are deficient in verbal memory but relatively preserved in visuospatial perception. Verbal memories are related to semantic knowledge. Receptive ability is better than expressive ability in people with DS but still seriously lags behind their age-matched controls. This lag may result in the weak semantic integration of people with DS. Aims: This study aimed to examine the ability of semantic integration of people with DS by using false-memory tasks. Possible differences in the number of false memories induced by nouns and verbs were of focus. Methods and Procedures: Two phases were involved in the false-memory task. In the study phase, ten-word lists with semantically related associates were presented. In the recognition phase, judgments were to be made about whether the words presented had been heard before. Three types of words were tested: previously presented associates, semantically related lures, and semantically unrelated new words. Outcomes and Results: People with DS overall showed the lowest accuracy among groups in response to tested word types. In the processing of lures, people with DS were worse in recognition than MA controls. In processing unrelated words, people with DS responded least accurately to all types of words compared to control groups. In the processing of associates, people with DS showed similar recognition rates as the MA controls but were less accurate than the CA controls. No difference was observed between nouns and verbs in recognizing word types among groups, though faster responses to nouns than to verbs emerged in college students. Further analyses on topic-wised comparisons of errors across syntactic categories revealed differences in specific concepts among groups, suggesting people with DS were atypical in semantic organization. Conclusions and Implications: People with DS showed mixed patterns in semantic integration by false-memory tasks with delay to associates and deviance to lures together with unrelated words. People with DS showed distinct patterns in processing nouns and verbs while conducting topic-wise comparisons, suggesting that they formed false memories differently based on distinct syntactic categories. We concluded that people with DS develop a deviant semantic structure, hence showing problems in language and social cognition. Category-based rehabilitation is suggested to be implemented for people with DS to improve their semantic knowledge through lexical connections.

Neural correlates of unconventional verb extensions reveal preschoolers' analogical abilities.

In the current event-related potential (ERP) study, we assessed 4-year-olds' ability to extend verbs to new action events on the basis of abstract similarities. Participants were presented with images of actions (e.g., peeling an orange) while hearing sentences containing a conventional verb (e.g., peeling), a verb sharing an abstract relation (i.e., an analogical verb, e.g., undressing), a verb sharing an object type (i.e., an object-related verb, e.g., pressing) with the action, or a pseudoverb (e.g., kebraying). The amplitude of the N400 gradually increased as a function of verb type-from conventional verbs to analogical verbs to object-related verbs to pseudoverbs. These findings suggest that accessing the meaning of a verb is easier when it shares abstract relations with the expected verb. Our results illustrate that measuring brain signals in response to analogical word extensions provides a useful tool to investigate preschools' analogical abilities.

Vision Verbs Emerge First in English Acquisition but Touch, not Audition, Follows Second.

Words that describe sensory perception give insight into how language mediates human experience, and the acquisition of these words is one way to examine how we learn to categorize and communicate sensation. We examine the differential predictions of the typological prevalence hypothesis and embodiment hypothesis regarding the acquisition of perception verbs. Studies 1 and 2 examine the acquisition trajectories of perception verbs across 12 languages using parent questionnaire responses, while Study 3 examines their relative frequencies in English corpus data. We find the vision verbs see and look are acquired first, consistent with the typological prevalence hypothesis. However, for children at 12-23 months, touch-not audition-verbs take precedence in terms of their age of acquisition, frequency in child-produced speech, and frequency in child-directed speech, consistent with the embodiment hypothesis. Later at 24-35 months old, frequency rates are observably different and audition begins to align with what has previously been reported in adult English data. It seems the initial orientation to verbalizing touch over audition in child-caregiver interaction is especially related to the control of physically and socially appropriate behaviors. Taken together, the results indicate children's acquisition of perception verbs arises from the complex interplay of embodiment, language-specific input, and child-directed socialization routines.

Raising the Roof: Situating Verbs in Symbolic and Embodied Language Processing.

Recent investigations on how people derive meaning from language have focused on task-dependent shifts between two cognitive systems. The symbolic (amodal) system represents meaning as the statistical relationships between words. The embodied (modal) system represents meaning through neurocognitive simulation of perceptual or sensorimotor systems associated with a word's referent. A primary finding of literature in this field is that the embodied system is only dominant when a task necessitates it, but in certain paradigms, this has only been demonstrated using nouns and adjectives. The purpose of this paper is to study whether similar effects hold with verbs. Experiment 1 evaluated a novel task in which participants rated a selection of verbs on their implied vertical movement. Ratings correlated well with distributional semantic models, establishing convergent validity, though some variance was unexplained by language statistics alone. Experiment 2 replicated previous noun-based location-cue congruency experimental paradigms with verbs and showed that the ratings obtained in Experiment 1 predicted reaction times more strongly than language statistics. Experiment 3 modified the location-cue paradigm by adding movement to create an animated, temporally decoupled, movement-verb judgment task designed to examine the relative influence of symbolic and embodied processing for verbs. Results were generally consistent with linguistic shortcut hypotheses of symbolic-embodied integrated language processing; location-cue congruence elicited processing facilitation in some conditions, and perceptual information accounted for reaction times and accuracy better than language statistics alone. These studies demonstrate novel ways in which embodied and linguistic information can be examined while using verbs as stimuli.

Mental state verb use in play by preschool-age children who stutter and their mothers.

INTRODUCTION: Preschool-age children use mental state verbs (MSVs; e.g., think, know) to reference thoughts and other cognitive states. In play-based language, MSV use requires conversational flexibility, as speakers shift from discussion of actions happening in the here-and-now to more abstract discussion of mental states. Some evidence suggests that children who stutter (CWS) demonstrate subtle differences in shifting on experimental tasks of cognitive flexibility, differences which may extend to conversational flexibility. This study explored MSV use in conversational language between CWS and their mothers. METHODS: Thirty-five preschool-age CWS and 35 age- and gender-matched children who do not stutter (CWNS), all performing within the typical range on standardized language testing, conversed with their mothers during play. Samples were transcribed and coded for MSV use. RESULTS: No between-group differences were observed in MSV use, either between the CWS and CWNS or between the groups of mothers. Age and language skills were positively associated with MSV use in the CWNS group only. For both groups of dyads, mothers' MSV use corresponded at least to some extent to their children's language skills. Finally, correspondence between CWNS and their mothers was observed for two conversational language measures, representing lexical diversity and morphosyntax; this overall pattern was not observed in the CWS dyad group. CONCLUSIONS: Although these findings point to similar use of MSVs among the groups of children and their mothers, for the CWS group, the patterns of use in relation to age and language skills are somewhat different from developmental expectations.

A Bayesian probabilistic analysis of the use of English modal verbs in L2 writing: Focusing on L1 influence and topic effects.

Modal verbs, with their multifaceted semantic nuances and varied grammatical configurations, present notable challenges for L2 learners and regularly intrigue L2 researchers. This study attempts to investigate and compare how English modal verbs are used by L2 learners from different L1 backgrounds. By exploring the Turkish and Chinese learners' subcorpora of the International Corpus of Learner English (ICLE), this work scrutizes the overall frequencies of nine core English modal verbs as grouped into three major semantic classes along with the influential lexico-syntatic variables that are semantic classes of collocated verbs, grammatical patterns and subject pronominality. The results of a Bayesian probabilistic analysis show that both the Turkish and Chinese learners primed similar modal verbs and constructional preferences without topic as the normalizing factor. While the broader analysis reveals no statistically significant divergences between these two learner groups in English modal verb preferences, a pronounced contextual influence is evident when the dataset narrows to essays on a unified theme. This nuanced shift underscores the intricate relationship between essay topics and linguistic structures, thus emphasizing the pivotal role of context in modal verb usage.

Do focused interests support word learning? A study with autistic and nonautistic children.

Although focused interests are often associated with a diagnosis of autism, they are common in nonautistic individuals as well. Previous studies have explored how these interests impact cognitive, social, and language development. While some research has suggested that strong interests can detract from learning (particularly for autistic children), newer research has indicated that they can be advantageous. In this pre-registered study, we asked whether focused interests support word learning in 44 autistic children and a vocabulary-matched sample of 44 nonautistic children (mean ages 58 and 34 months respectively). In a word-learning task administered over Zoom, children were exposed to an action labeled by a novel word. The action was either depicted by their focused interest or by a neutral image; stimuli were personalized for each child. At test, they were asked to identify the referent of the novel word, and their eye gaze was evaluated as a measure of learning. The preregistered analyses revealed an effect of focused interests, and post-hoc analyses clarified that autistic children learned the novel word in both the focused interest and neutral conditions, while nonautistic children only showed evidence of learning in the neutral condition. These results suggest that focused interests are not disruptive for vocabulary learning in autism, and thus they could be utilized in programming that supports early language learning in this population.

Brain activation during processing of mouth actions in patients with disorders of consciousness.

In the past 2 decades, several attempts have been made to promote a correct diagnosis and possible restorative interventions in patients suffering from disorders of consciousness. Sensory stimulation has been proved to be useful in sustaining the level of arousal/awareness and to improve behavioural responsiveness with a significant effect on oro-motor functions. Recently, action observation has been proposed as a stimulation strategy in patients with disorders of consciousness, based on neurophysiological evidence that the motor cortex can be activated not only during action execution but also when actions are merely observed in the absence of motor output, or during listening to action sounds and speech. This mechanism is provided by the activity of mirror neurons. In the present study, a group of patients with disorders of consciousness (11 males, 4 females; median age: 55 years; age range: 19-74 years) underwent task-based functional MRI in which they had, in one condition, to observe and listen to the sound of mouth actions, and in another condition, to listen to verbs with motor or abstract content. In order to verify the presence of residual activation of the mirror neuron system, the brain activations of patients were compared with that of a group of healthy individuals (seven males, eight females; median age: 33.4 years; age range: 24-65 years) performing the same tasks. The results show that brain activations were lower in patients with disorders of consciousness compared with controls, except for primary auditory areas. During the audiovisual task, 5 out of 15 patients with disorders of consciousness showed only residual activation of low-level visual and auditory areas. Activation of high-level parieto-premotor areas was present in six patients. During the listening task, three patients showed only low-level activations, and six patients activated also high-level areas. Interestingly, in both tasks, one patient with a clinical diagnosis of vegetative state showed activations of high-level areas. Region of interest analysis on blood oxygen level dependent signal change in temporal, parietal and premotor cortex revealed a significant linear relation with the level of clinical functioning, assessed with coma recovery scale-revised. We propose a classification of the patient's response based on the presence of low-level and high-level activations, combined with the patient's functional level. These findings support the use of action observation and listening as possible stimulation strategies in patients with disorders of consciousness and highlight the relevance of combined methods based on functional assessment and brain imaging to provide more detailed neuroanatomical specificity about residual activated areas at both cortical and subcortical levels.

Media exposure and preschoolers' social-cognitive development.

Exposure to narratives may have beneficial effects on children's social-cognitive development because narratives provide information about the social world and often require social understanding for story comprehension. In the current study, we examined the influence of narratives presented via different media (books, audiobooks, TV/films) on theory-of-mind performance and mental verb comprehension in a sample of 114 three- to six-year-old preschool children. Parents' reports on the number of (children's) books at home, the overall duration of TV/film and audio media exposure, the frequency of shared book reading, watching children's TV/films and audiobook listening, and parent-child discussions about media content were collected. Children's theory-of-mind performance and mental verb comprehension were measured as dependent variables. When gender, age, language skills and parental education were controlled, only the number of children's books, shared book reading frequency, audio-media exposure and audiobook usage significantly predicted children's theory-of-mind scores. None of the media exposure or the parent-child discussion variables had significant incremental effects above the family and child characteristics on mental verb comprehension.

Delayed auditory experience results in past tense production difficulties and working memory deficits in children with cochlear implants: A comparison with children with developmental language disorder.

Extent evidence has shown that morphosyntax is one of the most challenging linguistic areas for children with atypical early language experiences. Over the last couple of years, comparisons between deaf children with CIs and children with DLD have gained interest - as cases of atypical early language experiences, including, but not restricted to, delayed onset of exposure to language input and language-processing difficulties. Evidence suggests that the morphosyntactic difficulties experienced by deaf children with CIs and children with DLD are very similar in nature. However, the few studies that have directly compared both groups are inconclusive, with deaf children with CIs either performing significantly better or on par with children with DLD. These differences in findings can be attributed, in part at least, to a failure to implement essential methodological controls - even more so given that deaf children with CIs comprise a very diverse population. The goal of the present study was to directly compare the performance of deaf children with CIs to that of children with DLD on a morphosyntactic ability known to be particularly difficult for both groups. Specifically, the present study conducted a detailed examination of the past tense marking abilities of deaf children with CIs and children with DLD while controlling for factors specific to deaf children with CIs, for children's basic cognitive abilities as well as for children's age, sex assigned at birth, and SES. Past tense verbs are particularly relevant as they are used as a marker of developmental language disorder (DLD) in children learning French. Moreover, extent evidence shows that deaf children with CIs and children with DLD have important WM difficulties, but also that there is an association between auditory perception, processing abilities, and working memory (WM) abilities as well as with the acquisition of morphological features, including tense marking. Unfortunately, no study has examined the relation between the accurate production of past tense verbs and WM abilities in children with CIs and children with DLD learning French. Fifteen deaf children with CIs between 5 and 7 years of age were compared to 15 children with DLD and to 15 typically-developing monolingual controls (MON), matched on important variables, using a past tense elicitation task as well as measures of phonological and nonverbal WM abilities. The results confirm that the deaf children with CIs and the children with DLD both performed significantly lower than the MON controls on the past tense elicitation task - suggesting that difficulties with past tense verbs in French might not only be a marker of DLD but, instead, a correlate of atypical language acquisition. Of importance, the present study is the first to show that deaf children with CIs perform significantly lower than children with DLD on a past tense elicitation task - highlighting the importance of using methodological controls. As well, significant correlations were found between the performance of the deaf children with CIs and of the children with DLD on the past tense elicitation task and their phonological and nonverbal WM abilities. Taken together with previous studies conducted in the same populations, this represents another evidence suggesting that early atypical language experiences result in language and WM deficits, including morphosyntactic difficulties.

Time reference in aphasia: are there differences between tenses and aphasia fluency type? A systematic review and individual participant data meta-analysis.

Time reference is used to build the temporal framework of discourse and is essential in ensuring efficient communication. Several studies have reported time reference deficits in fluent and non-fluent aphasia and have shown that tenses (past, present, future) are not all impaired to the same extent. However, there is little consensus on the dissociations between tenses, and the question of the influence of the type of aphasia (fluent vs. non-fluent) on time reference remains open. Therefore, a systematic review and an individual participant data meta-analysis (or mega-analysis) were conducted to determine (1) whether one tense is more impaired than another in fluent and non-fluent aphasia and, if so, (2) which task and speaker-related factors moderate tense effects. The systematic review resulted in 35 studies reporting the performance in time reference of 392 participants. The mega-analysis was then performed on 23 studies for a total of 232 participants and showed an alteration of past tense compared to present and future tenses in both types of aphasia. The analysis also showed a task and an age effect on time reference but no gender effect, independently of tenses. These results add to our knowledge of time reference in aphasia and have implications for future therapies.

A Chinese verb semantic feature dataset (CVFD).

Language is an advanced cognitive function of humans, and verbs play a crucial role in language. To understand how the human brain represents verbs, it is critical to analyze what knowledge humans have about verbs. Thus, several verb feature datasets have been developed in different languages such as English, Spanish, and German. However, there is still a lack of a dataset of Chinese verbs. In this study, we developed a semantic feature dataset of 1140 Chinese Mandarin verbs (CVFD) with 11 dimensions including verb familiarity, agentive subject, patient, action effector, perceptual modality, instrumentality, emotional valence, action imageability, action complexity, action intensity, and the usage scenario of action. We calculated the semantic features of each verb and the correlation between dimensions. We also compared the difference between action, mental, and other verbs and gave some examples about how to use CVFD to classify verbs according to different dimensions. Finally, we discussed the potential applications of CVFD in the fields of neuroscience, psycholinguistics, cultural differences, and artificial intelligence. All the data can be found at https://osf.io/pv29z/ .

Assessing receptive verb knowledge in late talkers and autistic children: advances and cautionary tales.

PURPOSE: Using eye-tracking, we assessed the receptive verb vocabularies of age-matched late talkers and typically developing children (experiment 1) and autistic preschoolers (experiment 2). We evaluated how many verbs participants knew and how quickly they processed the linguistic prompt. Our goal is to explore how these eye-gaze measures can be operationalized to capture verb knowledge in late talkers and autistic children. METHOD: Participants previewed two dynamic scenes side-by-side (e.g., "stretching" and "clapping") and were then prompted to find the target verb's referent. Children's eye-gaze behaviors were operationalized using established approaches in the field with modifications in consideration for the type of stimuli (dynamic scenes versus static images) and the populations included. Accuracy was calculated as a proportion of time spent looking to the target, and linguistic processing was operationalized as latency of children's first look to the target. RESULTS: In experiment 1, there were no group differences in the proportion of verbs known, but late talkers required longer to demonstrate their knowledge than typically developing children. Latency was predicted by age but not language abilities. In experiment 2, autistic children's accuracy and latency were both predicted by receptive language abilities. CONCLUSION: Eye gaze can be used to assess receptive verb vocabulary in a variety of populations, but in operationalizing gaze behavior, we must account for between- and within-group differences. Bootstrapped cluster-permutation analysis is one way to create individualized measures of children's gaze behavior, but more research is warranted using an individual differences approach with this type of analysis.

Verb Frequency and Density Drive Naming Performance in Primary Progressive Aphasia.

Background: Recent work has highlighted the utility of the Boston Naming Test and Hopkins Action Naming Assessment (HANA) for distinguishing between semantic (svPPA), logopenic (lvPPA) and non-fluent agrammatic (nfavPPA) variants of primary progressive aphasia (PPA). Aims: To determine whether item level differences between variants on when naming verbs on the HANA were able to be accounted for using common variables of lexical interest: word frequency, semantic density, concreteness, or valency. We also examined three specific hypotheses: (1) svPPA and lvPPA may result in increased difficulty with decreased semantic density compared to nfavPPA; (2) svPPA may result in increased difficulty with decreased concreteness; and (3) nfavPPA may result in increased difficulty with high syntactic valency. Methods & Procedures: 268 patients with PPA were evaluated using the HANA. A hierarchical Bayesian regression approach was adopted to account for effects of repeated measurement within participants and items. Outcomes & Results: The main effects of variant and verb trait were significant in all models, as was the interaction for frequency, semantic density, and valency. Increasing frequency, semantic density, and concreteness led to better performance, while increasing valency led to poorer performance. Low semantic density contributed to greater difficulty in svPPA and lvPPA, but low concreteness did not uniquely impact verb naming in svPPA. Those with nfavPPA had no particular difficulty as a result of valency. Conclusions: Prior studies have identified the independent effects of frequency and semantic density on verb naming in PPA, which were confirmed by our analyses, and the best predictions of the data were achieved by combining these dimensions. This investigation complements our previous work highlighting the value of the HANA for efficiently demonstrating verb performance in PPA.

Zero-derivation in Korean: the effect of covert structure in real-time processing.

Korean words like balgda 'bright/become bright' and gilda 'long/become long' are categorially ambiguous; they can appear as both adjectives and verbs. Some suggest that these words are listed under separate lexical entries, while others propose that they share one single lexical entry, and that the verb form is morphologically derived from the base adjective through a process called zero derivation. This study presents the results of a real-time experiment that investigates whether these words involve zero derivation and if so, how zero derivation may affect the real-time processing of these words. Our findings suggest that the reader recognizes the base adjective and obtains the derived-verb form by virtue of adding a covert category-changing morpheme in real-time sentence processing. This study provides promising evidence of the zero derivation of Korean categorially ambiguous adjectives and verbs, as well as crosslinguistic evidence of the role of covert structure in lexical access.

How Complex Verbs Acquire Their Idiosyncratic Meanings.

Complex verbs with the same preverb/prefix/particle that is both linguistically productive and analyzable can be compositional as well as non-compositional in meaning. For example, the English on has compositional spatial uses (put a hat on) but also a non-spatial "continuative" use, where its semantic contribution is consistent with multiple verbs (we played / worked / talked on despite the interruption). Comparable examples can be given with German preverbs or Russian prefixes, which are the main data analyzed in the present paper. The preverbs/prefixes/particles that encode non-compositional, construction-specific senses have been extensively studied; however, it is still far from clear how their semantic idiosyncrasies arise. Even when one can identify the contribution of the base, it is counterintuitive to assign the remaining sememes to the preverb/prefix/particle part. Therefore, on one hand, there seems to be an element without meaning, and on the other, there is a word sense that apparently comes from nowhere. In this article, I suggest analyzing compositional and non-compositional complex verbs as instantiations of two different types of constructions: one with an open slot for the preverb/prefix/particle and a fixed base verb and another with a fixed preverb/prefix/particle and an open slot for the base verb. Both experimental and corpus evidence supporting this decision is provided for Russian data. I argue that each construction implies its own meaning-processing model and that the actual choice between the two can be predicted by taking into account the discrepancy in probabilities of transition from preverb/prefix/particle to base and from base to preverb/prefix/particle.

Being pragmatic about syntactic bootstrapping.

Words have meanings vastly undetermined by the contexts in which they occur. Their acquisition therefore presents formidable problems of induction. Lila Gleitman and colleagues have advocated for one part of a solution: indirect evidence for a word's meaning may come from its syntactic distribution, via syntactic bootstrapping. But while formal theories argue for principled links between meaning and syntax, actual syntactic evidence about meaning is noisy and highly abstract. This paper examines the role that syntactic bootstrapping can play in learning modal and attitude verb meanings, for which the physical context is especially uninformative. I argue that abstract syntactic classifications are useful to the child, but that something further is both necessary and available. I examine how pragmatic and syntactic cues can combine in mutually constraining ways to help learners infer attitude meanings, but need to be supplemented by semantic information from the lexical context in the case of modals.

The acquisition of English modal constructions: a corpus-based analysis.

The English modal system is complex, exhibiting many-to-one, and one-to-many, form-function mappings. Usage-based approaches emphasise the role of the input in acquisition but rarely address the impact of form-function mappings on acquisition. To test whether consistent form-function mappings facilitate acquisition, we analysed two dense mother-child corpora at age 3 and 4. We examined the influence on acquisition of input features including form-function mapping frequency and the number of functions a modal signifies, using innovative methodological controls for other aspects of the input (e.g., form frequency) and child characteristics (e.g., age as a proxy for socio-cognitive development). The children were more likely to produce the frequent modals and form-function mappings of their input but modals with fewer functions in caregiver speech did not promote acquisition of these forms. Our findings support usage-based approaches to language acquisition and demonstrate the importance of applying appropriate controls when investigating relationships between input and development.

Convolutional Neural Network Classification of Topographic Electroencephalographic Maps on Alcoholism.

Alcohol use is a leading risk factor for substantial health loss, disability, and death. Thus, there is a general interest in developing computational tools to classify electroencephalographic (EEG) signals in alcoholism, but there are a limited number of studies on convolutional neural network (CNN) classification of alcoholism using topographic EEG signals. We produced an original dataset recorded from Brazilian subjects performing a language recognition task. Then, we transformed the Event-Related Potentials (ERPs) into topographic maps by using the ERP's statistical parameters across time, and used a CNN network to classify the topographic dataset. We tested the effect of the size of the dataset in the accuracy of the CNNs and proposed a data augmentation approach to increase the size of the topographic dataset to improve the accuracies. Our results encourage the use of CNNs to classify abnormal topographic EEG patterns associated with alcohol abuse.