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.

Information Structure and Word Order Canonicity in the Comprehension of Spanish Texts: An Eye-Tracking Study.

Word order alternation has been described as one of the most productive information structure markers and discourse organizers across languages. Psycholinguistic evidence has shown that word order is a crucial cue for argument interpretation. Previous studies about Spanish sentence comprehension have shown greater difficulty to parse sentences that present a word order that does not respect the order of participants of the verb's lexico-semantic structure, irrespective to whether the sentences follow the canonical word order of the language or not. This difficulty has been accounted as the cognitive cost related to the miscomputation of prominence status of the argument that precedes the verb. Nonetheless, the authors only analyzed the use of alternative word orders in isolated sentences, leaving aside the pragmatic motivation of word order alternation. By means of an eye-tracking task, the current study provides further evidence about the role of information structure for the comprehension of sentences with alternative word order and verb type, and sheds light on the interaction between syntax, semantics and pragmatics. We analyzed both "early" and "late" eye-movement measures as well as accuracy and response times to comprehension questions. Results showed an overall influence of information structure reflected in a modulation of late eye-movement measures as well as offline measures like total reading time and questions response time. However, effects related to the miscomputation of prominence status did not fade away when sentences were preceded by a context that led to non-canonical word order of constituents, showing that prominence computation is a core mechanism for argument interpretation, even in sentences preceded by context.

Promessas e verbos páthicos na adolescência: uma possível releitura da moral e do supereu freudiano / Promises and pathic verbs in adolescence: A possible reinterpretation of the Freudian moral and superego / Promesses et verbes pathiques dans l'adolescence: une possible réinterprétation de la morale e et du surmoi freudiens / Promesas y verbos pháticos en la adolescencia: una posible reinterpretración de la moral y del superyó freudianos

Neste artigo, abordamos a implicação e o papel dos verbos modais/páthicos na construção das promessas e sua relação com as modalidades superegoicas da adolescência na atualidade. As promessas, no sentido em que as tomamos aqui, são entendidas como uma ação de comprometimento realizada via linguagem, podendo ser usadas como dispositivos efetivos para o entendimento das modalizações superegoicas do adolescente. O supereu, por sua vez, é percebido como o principal (des)organizador da modalização pulsional representada pelos verbos. Partimos do princípio de que o verbo carreia a pulsão e também monta o foro intrapsíquico humano, sendo assim, entender o modo como os adolescentes se referem aos verbos pode auxiliar a entender a respeito dos conflitos morais e pulsionais do adolescente construído frente à cultura atual.

This article addresses the implication and role of modal/pathic verbs in the construction of promises and their relationship with the superego modalities of adolescence today. Promises are here understood as a commitment made via language and they may be used as effective devices to understand superego modalizations of adolescents. The super-ego, in turn, is perceived as the main (dis)organizer of the drive modalization represented by the verbs. We assume that the verb carries the drive and also assembles the human intrapsychic forum. Thus, to understand how adolescents refer to verbs may help to understand their conflicts with moral and drive which come up in the face of our current culture.

Dans cet article, nous abordons l'implication et le rôle des verbes modaux/pathiques dans la construction des promesses et leur rapport avec les modalités du surmoi de l'adolescence aujourd'hui. Les promesses, dans le sens où nous les prenons ici, sont comprises comme une action de compromis effectuée par le langage et elles peuvent être utilisées comme des dispositifs efficaces pour comprendre les modalisations du surmoi adolescent. Le surmoi, à son tour, est perçu comme le (dés)organisateur principal de la modalisation pulsionnelle représentée par les verbes. Nous supposons que le verbe porte la pulsion et assemble également le forum intrapsychique humain. Comprendre comment les adolescents se réfèrent aux verbes peut aider à comprendre les conflits moraux et pulsionnels des adolescents construits face à la culture actuelle.

En este artículo, abordamos la implicación y el papel de los verbos modales/pháticos en la construcción de promesas y su relación con las modalidades del superego de la adolescencia actual. Las promesas, en el sentido abordado aquí, se entienden como una acción de compromiso realizada a través del lenguaje y se pueden usar como dispositivos efectivos para la comprensión de las modalizaciones del superego adolescente. El superyó, por su parte, se percibe como el principal (des)organizador de la modalización pulsional representada por los verbos. Partimos del principio de que el verbo lleva la pulsión y también ensambla el foro intrapsíquico humano, por lo cual, comprender la forma en la que los adolescentes se refieren a los verbos, puede ayudar a entender sobre los conflictos morales y pulsionales del adolescente construido frente a la cultura actual.

How words ripple through bilingual hands: Motor-language coupling during L1 and L2 writing.

The speed of our hand movements can be affected by concurrent processing of manual action verbs (MaVs). Whereas this phenomenon is well established for native languages (L1s), it remains underexplored in late foreign languages (L2s), especially during highly automatized tasks. Here we timed keystroke activity while Spanish-English bilinguals copied MaVs, non-manual action verbs, and non-action verbs in their L1 and L2. Motor planning and execution dynamics were indexed by first-letter lag (the time-lapse between word presentation and first keystroke) and whole-word lag (the time-lapse between first and last keystroke), respectively. Despite yielding no effects on motor planning, MaVs facilitated typing execution in L1 but delayed it in L2, irrespective of the subjects' typing skills, age of L2 learning, and L2 competence. Therefore, motor-language coupling effects seem to be present in both languages though they can arise differently in each. These results extend language grounding models, illuminating the role of embodied mechanisms throughout life.

Lexical-retrieval and semantic memory in Parkinson's disease: The question of noun and verb dissociation.

The dissociation between the processing of verbs and nouns has been debated in light of the Embodied Cognition Theory (EC). The objective of this paper is to verify how action and verb processing deficits of PD patients are modulated by different tasks with different cognitive demands. Action and object lexical-semantic processing was evaluated in patients with Parkinson's Disease (PD) and cognitively healthy controls through three different tasks (verbal fluency, naming and semantic association). Compared to controls, PD patients presented worse performance in naming actions and in the two semantic association tasks (action/object). Action verbal fluency performance was significantly associated with PD severity whereas object semantic association deficits and noun verbal fluency scores were associated to lower scores in measures of global cognitive functioning. Our data suggest that semantic deficits are related to the type of cognitive processing and this is in the line with more flexible EC accounts.

The thematic hierarchy in sentence comprehension: A study on the interaction between verb class and word order in Spanish.

Linking is the theory that captures the mapping of the semantic roles of lexical arguments to the syntactic functions of the phrases that realize them. At the sentence level, linking allows us to understand "who did what to whom" in an event. In Spanish, linking has been shown to interact with word order, verb class, and case marking. The current study aims to provide the first piece of experimental evidence about the interplay between word order and verb type in Spanish. We achieve this by adopting role and reference grammar and the extended argument dependency model. Two different types of clauses were examined in a self-paced reading task: clauses with object-experiencer psychological verbs and activity verbs. These types of verbs differ in the way that their syntactic and semantic structures are linked, and thus they provide interesting evidence on how information that belongs to the syntax-semantics interface might influence the predictive and integrative processes of sentence comprehension with alternative word orders. Results indicate that in Spanish, comprehension and processing speed is enhanced when the order of the constituents in the sentence mirrors their ranking on a semantic hierarchy that encodes a verb's lexical semantics. Moreover, results show that during online comprehension, predictive mechanisms based on argument hierarchization are used rapidly to inform the processing system. Our findings corroborate already existing cross-linguistic evidence on the issue and are briefly discussed in the light of other sentence-processing models.

Controle instrucional e classes de estímulos equivalentes que incluem verbos e ações / Instructional control and equivalence classes which include verbs and actions

Instruções podem evocar comportamentos novos, sem uma longa história prévia de aprendizagem por exposição a contingências de reforçamento, mas poucos estudos tem investigado a compreensão de instruções. Considerando o paradigma de equivalência de estímulos como um modelo de estudo do significado, esta pesquisa investigou se instruções incluídas em uma classe de estímulos equivalentes passam a ter o mesmo significado que os demais estímulos da classe. As instruções eram frases curtas com verbo no infinitivo. Os estímulos significativos eram ações (filmadas em videoteipe). O procedimento incluiu: (a) ensinar discriminações condicionais entre verbos falados e ações e entre verbos e figuras abstratas; (b) avaliar a formação de classes entre videoteipes e figuras; e (c) verificar o seguimento de instruções orais e das figuras equivalentes. Quatorze de 15 crianças formaram classes. A maioria também seguiu instruções. A formação de classes de equivalência estabeleceu o "significado" de instruções e favoreceu o comportamento de seguir instruções tanto orais e quanto pictóricas. O controle instrucional pelas figuras foi ligeiramente menor que o controle pelas instruções orais; porém, considerando-se que tal controle só poderia ocorrer por derivação das classes de estímulos, os resultados são conclusivos de que a equivalência é uma via para a compreensão de instruções.

Instructions may evoke novel behavior, without a previous history of learning by exposure to contingencies of reinforcement; however a few studies have investigated the comprehension of instructions. Based on the stimulus equivalence paradigm as a model for the study of meaning, this research investigated whether instructions included as members of a class of equivalent stimuli acquire the same meaning as the other stimuli in the class. The experimental instructions were short sentences. The meaningful stimuli were actions (filmed on videotape). The procedure included: (a) teaching conditional discriminations between spoken verbs and actions and between spoken verbs and abstract pictures, (b) assessing the formation of classes between actions and pictures, and (c) verifying instruction following evoked by oral instructions and by the equivalent pictures. Fourteen of 15 children showed class formation. Most children also followed the instructions. The formation of equivalence classes established the "meaning" of instructions and fostered instruction-following behavior for both oral and pictorial instructions. The control by pictorial instructions was slightly lower than the control by oral instructions, but considering that such instructional control could only occur if derived from the stimulus classes, the results are conclusive: equivalence leads to the comprehension of instructions.

Controle instrucional e classes de estímulos equivalentes que incluem verbos e ações / Instructional control and equivalence classes which include verbs and actions

Instruções podem evocar comportamentos novos, sem uma longa história prévia de aprendizagem por exposição a contingências de reforçamento, mas poucos estudos tem investigado a compreensão de instruções. Considerando o paradigma de equivalência de estímulos como um modelo de estudo do significado, esta pesquisa investigou se instruções incluídas em uma classe de estímulos equivalentes passam a ter o mesmo significado que os demais estímulos da classe. As instruções eram frases curtas com verbo no infinitivo. Os estímulos significativos eram ações (filmadas em videoteipe). O procedimento incluiu: (a) ensinar discriminações condicionais entre verbos falados e ações e entre verbos e figuras abstratas; (b) avaliar a formação de classes entre videoteipes e figuras; e (c) verificar o seguimento de instruções orais e das figuras equivalentes. Quatorze de 15 crianças formaram classes. A maioria também seguiu instruções. A formação de classes de equivalência estabeleceu o "significado" de instruções e favoreceu o comportamento de seguir instruções tanto orais e quanto pictóricas. O controle instrucional pelas figuras foi ligeiramente menor que o controle pelas instruções orais; porém, considerando-se que tal controle só poderia ocorrer por derivação das classes de estímulos, os resultados são conclusivos de que a equivalência é uma via para a compreensão de instruções.(AU)

Instructions may evoke novel behavior, without a previous history of learning by exposure to contingencies of reinforcement; however a few studies have investigated the comprehension of instructions. Based on the stimulus equivalence paradigm as a model for the study of meaning, this research investigated whether instructions included as members of a class of equivalent stimuli acquire the same meaning as the other stimuli in the class. The experimental instructions were short sentences. The meaningful stimuli were actions (filmed on videotape). The procedure included: (a) teaching conditional discriminations between spoken verbs and actions and between spoken verbs and abstract pictures, (b) assessing the formation of classes between actions and pictures, and (c) verifying instruction following evoked by oral instructions and by the equivalent pictures. Fourteen of 15 children showed class formation. Most children also followed the instructions. The formation of equivalence classes established the "meaning" of instructions and fostered instruction-following behavior for both oral and pictorial instructions. The control by pictorial instructions was slightly lower than the control by oral instructions, but considering that such instructional control could only occur if derived from the stimulus classes, the results are conclusive: equivalence leads to the comprehension of instructions.(AU)

O discurso breve do paciente: compreender e interpretar segundo Weizsaecker / The brief discourse in the clinic: to understand and interpret as Weizsaecker / El discurso breve del paciente: comprender e interpretar según Weizsaecker

Este trabalho tem por interesse compreender, na clínica, o processo metafórico presente no discurso dos pacientes. Para tanto, pesquisamos o discurso breve na clínica: compreender e interpretar segundo Weizsaecker adotando o método qualitativo: fenomenológico e hermenêutico. O objetivo é averiguar o sentir afetado do corpo próprio (Leib) da paciente L., que por meio do discurso reduzido breve, enunciados metafóricos, transporta sentido e mostra a sua intencionalidade para que seja interpretado e desvelado de modo a elevar à luz em reflexão, elaboração e ressignificação. Descrevemos uma série de enunciados metafóricos expressos por L., em dois anos de pesquisa, que trazem à luz as experiências vívidas registradas no corpo próprio (Leib) que expressam o sentir afetado em sofrimento. Para interpretação do discurso breve da paciente fundamentamos nosso estudo no ciclo da estrutura do teórico Weizsaecker. O ciclo da estrutura dos verbos páthicos: querer, poder, dever, dever moral e poder moral estão contidos nos discursos dos pacientes, portanto, nas experiências concretas, da realidade cotidiana. Os verbos páthicos são disposições particulares para o automover-se e o mover-se e estão em uma relação de referência à particularidade do ser.(AU)

This work aims to understand in clinic the metaphorical process present in the patient's discourse. To do so, we researched the brief discourse in the clinic: to understand and interpret as per Weizsaecker. In this work we adopted a qualitative method: phenomenological and hermeneutical. The goal of this research is to assess the affected feeling in the very body (Leib) of patient L. by means of brief reduced discourse and metaphorical statements that convey meaning and show the intentionality of the patient, so they can be interpreted and unveiled so as to shed light on them in reflection, elaboration and resignification. We described a series of metaphorical statements uttered by L., in two years of research, which bring to light the vivid experiences registered in the very body (Leib) that express the affected feeling in suffering. For interpreting the patient's brief discourse we took basis on Weizsaecker's structure cycle. The structure cycle of pathos verbs-want, can, must, should, and may-are contained in the patients' discourses; therefore, in the concrete experiences of everyday life. The pathos verbs are particular dispositions for the self-moving and the moving and are in a relation of reference to the particularity of being.(AU)

Este trabajo pretende comprender, en la clínica, el proceso metafórico presente en el discurso de los pacientes. Para ello, investigamos el discurso breve en la clínica: comprender e interpretar según Weizsaecker adoptando el método cualitativo (fenomenológico y hermenéutico). El objetivo es averiguar el sentir afectado del cuerpo propio (Leib) de la paciente L., que mediante el discurso reducido breve y enunciados metafóricos transporta sentido y muestra su intencionalidad, para que sea interpretado y desvelado y salga a la luz para reflexión, elaboración y resignificación. Describimos una serie de enunciados metafóricos expresados por L. a lo largo de dos años de investigación, que sacan a la luz las experiencias vívidas registradas en el cuerpo propio (Leib) que expresan el sentir afectado por el sufrimiento. Para interpretar el discurso breve de la paciente nuestro estudio se basa en el ciclo de la estructura del teórico Weizsaecker. El ciclo de la estructura de los verbos páthicos: querer, poder, deber, deber moral y poder moral están en el discurso de los pacientes y, por ende, en las experiencias concretas de la realidad cotidiana. Los verbos páthicos son disposiciones particulares para el automoverse y el moverse y se encuentran en una relación de referencia a la particularidad del ser.(AU)

O discurso breve do paciente: compreender e interpretar segundo Weizsaecker / The brief discourse in the clinic: to understand and interpret as Weizsaecker / El discurso breve del paciente: comprender e interpretar según Weizsaecker

Este trabalho tem por interesse compreender, na clínica, o processo metafórico presente no discurso dos pacientes. Para tanto, pesquisamos o discurso breve na clínica: compreender e interpretar segundo Weizsaecker adotando o método qualitativo: fenomenológico e hermenêutico. O objetivo é averiguar o sentir afetado do corpo próprio (Leib) da paciente L., que por meio do discurso reduzido breve, enunciados metafóricos, transporta sentido e mostra a sua intencionalidade para que seja interpretado e desvelado de modo a elevar à luz em reflexão, elaboração e ressignificação. Descrevemos uma série de enunciados metafóricos expressos por L., em dois anos de pesquisa, que trazem à luz as experiências vívidas registradas no corpo próprio (Leib) que expressam o sentir afetado em sofrimento. Para interpretação do discurso breve da paciente fundamentamos nosso estudo no ciclo da estrutura do teórico Weizsaecker. O ciclo da estrutura dos verbos páthicos: querer, poder, dever, dever moral e poder moral estão contidos nos discursos dos pacientes, portanto, nas experiências concretas, da realidade cotidiana. Os verbos páthicos são disposições particulares para o automover-se e o mover-se e estão em uma relação de referência à particularidade do ser...

This work aims to understand in clinic the metaphorical process present in the patient's discourse. To do so, we researched the brief discourse in the clinic: to understand and interpret as per Weizsaecker. In this work we adopted a qualitative method: phenomenological and hermeneutical. The goal of this research is to assess the affected feeling in the very body (Leib) of patient L. by means of brief reduced discourse and metaphorical statements that convey meaning and show the intentionality of the patient, so they can be interpreted and unveiled so as to shed light on them in reflection, elaboration and resignification. We described a series of metaphorical statements uttered by L., in two years of research, which bring to light the vivid experiences registered in the very body (Leib) that express the affected feeling in suffering. For interpreting the patient's brief discourse we took basis on Weizsaecker's structure cycle. The structure cycle of pathos verbs-want, can, must, should, and may-are contained in the patients' discourses; therefore, in the concrete experiences of everyday life. The pathos verbs are particular dispositions for the self-moving and the moving and are in a relation of reference to the particularity of being...

Este trabajo pretende comprender, en la clínica, el proceso metafórico presente en el discurso de los pacientes. Para ello, investigamos el discurso breve en la clínica: comprender e interpretar según Weizsaecker adoptando el método cualitativo (fenomenológico y hermenéutico). El objetivo es averiguar el sentir afectado del cuerpo propio (Leib) de la paciente L., que mediante el discurso reducido breve y enunciados metafóricos transporta sentido y muestra su intencionalidad, para que sea interpretado y desvelado y salga a la luz para reflexión, elaboración y resignificación. Describimos una serie de enunciados metafóricos expresados por L. a lo largo de dos años de investigación, que sacan a la luz las experiencias vívidas registradas en el cuerpo propio (Leib) que expresan el sentir afectado por el sufrimiento. Para interpretar el discurso breve de la paciente nuestro estudio se basa en el ciclo de la estructura del teórico Weizsaecker. El ciclo de la estructura de los verbos páthicos: querer, poder, deber, deber moral y poder moral están en el discurso de los pacientes y, por ende, en las experiencias concretas de la realidad cotidiana. Los verbos páthicos son disposiciones particulares para el automoverse y el moverse y se encuentran en una relación de referencia a la particularidad del ser...

Convencionalidade na aquisição de verbos: estudo comparativo das análises dicotômicas e contínuas / Conventionality in verb acquisition: a comparative study of dichotomic and continuous analysis

A convencionalidade é um princípio pragmático da aquisição lexical que possibilita a adequação das palavras ao contexto. O objetivo deste estudo foi comparar dois tipos de análise - dicotômica e contínua - da convencionalidade dos verbos, obtidos por meio de uma tarefa de nomeação de ações composta por 17 vídeos breves, aplicada a 37 crianças com idades entre 2:0 e 3:0 e 43 crianças entre 3:1 e 4:5. Foram comparadas duas análises: (1) dicotômica - verbos classificados como não convencionais ou convencionais; e (2) contínua - escores entre 1 e 5, obtidos por escala likert. Os resultados mostraram que as duas formas de análise diferenciam os grupos etários, embora a análise contínua apresente vantagens, revelando mais detalhes do desenvolvimento do léxico de verbos.

Conventionality is a pragmatic principle of lexical acquisition which makes the adequacy of words to the context possible. The aim of this study was to compare dichotomic and continuous analysis in the classification of this pragmatic principle. The data were obtained by an actions naming task composed of 17 brief videos, applied to 37 children aged between 2:0 and 3:0 and 43 children aged between 3:1 and 4:5. Two analyses were compared: (1) dichotomic - verbs classified as non conventional or conventional; and (2) continuous, scores between 1 and 5, obtained using a Likert scale. The results showed that the two kinds of analysis distinguish the age groups, although the continuous analysis presents advantages, revealing more details about the verbs lexical development.

Convencionalidade na aquisição de verbos: estudo comparativo das análises dicotômicas e contínuas / Conventionality in verb acquisition: a comparative study of dichotomic and continuous analysis

A convencionalidade é um princípio pragmático da aquisição lexical que possibilita a adequação das palavras ao contexto. O objetivo deste estudo foi comparar dois tipos de análise - dicotômica e contínua - da convencionalidade dos verbos, obtidos por meio de uma tarefa de nomeação de ações composta por 17 vídeos breves, aplicada a 37 crianças com idades entre 2:0 e 3:0 e 43 crianças entre 3:1 e 4:5. Foram comparadas duas análises: (1) dicotômica - verbos classificados como não convencionais ou convencionais; e (2) contínua - escores entre 1 e 5, obtidos por escala likert. Os resultados mostraram que as duas formas de análise diferenciam os grupos etários, embora a análise contínua apresente vantagens, revelando mais detalhes do desenvolvimento do léxico de verbos.(AU)

Conventionality is a pragmatic principle of lexical acquisition which makes the adequacy of words to the context possible. The aim of this study was to compare dichotomic and continuous analysis in the classification of this pragmatic principle. The data were obtained by an actions naming task composed of 17 brief videos, applied to 37 children aged between 2:0 and 3:0 and 43 children aged between 3:1 and 4:5. Two analyses were compared: (1) dichotomic - verbs classified as non conventional or conventional; and (2) continuous, scores between 1 and 5, obtained using a Likert scale. The results showed that the two kinds of analysis distinguish the age groups, although the continuous analysis presents advantages, revealing more details about the verbs lexical development.(AU)