Memory-Based Language Processing

These days everyone will change their life style to search the movies on the internet. They will provide the information of their preferences which the y like to watch. There are many recommended and popular system is applied to search their favorite things like books, articles music videos, movies etc. these paper we are proposed a movie recommendation system. It will be working on the various filter or collaborate filter method that will collect and gave the information to the user and it will also analyzes the user and gave them the best movies to there users at that time. We sorted the movies according to the user recommendation of the previous users preferences so for these purpose we use k-means algorithm. Movie recommendation system can also help the user to find the choices of there movies are based on there previous experiences and manners without wasting its useless time on the browser to search their best movies. It will give us various type of previous recommendation using customized the database. then the user can browse it easily and choice his best movie

This editors' introduction provides the background to the special issue. We first outline the rationale for bringing together, in a single volume, leading researchers from two distinct, yet related research strands, implicit learning and statistical learning. The aim of the special issue is to facilitate the development of a shared understanding of research questions and methodologies, to provide a platform for discussing similarities and differences between the two strands and to encourage the formulation of joint research agendas. We then introduce the new contributions solicited for this special issue and provide our perspective on the agenda setting that results from combining these two approaches. 3 Aligning implicit learning and statistical learning: Two approaches, one phenomenon The past 20 years have witnessed a particularly strong interest in our ability to rapidly extract information from complex stimulus environments (Armstrong, Frost & Christiansen, 2017; Rebuschat, 2015; Rebuschat & Williams, 2012). This fundamental aspect of cognition is widely believed to underpin many complex behaviors (language acquisition, music perception, social interaction, intuitive decision making, etc.), so it is not surprising that the interest spans practically all disciplines of cognitive science. Research on this topic can be found in two related, yet almost completely distinct research strands, namely "implicit learning" and "statistical learning." Implicit learning research began with the artificial grammar experiments of Arthur Reber and colleagues (e.g.,

Artificial linguistic systems (ALSs) offer many potential benefits for second language acquisition (SLA) research. Nonetheless, their use in experiments with posttest-only designs can give rise to internal validity problems depending on the baseline that is employed to establish evidence of learning. Researchers in this area often compare experimental groups’ performance against (a) statistical chance, (b) untrained control groups’ performance, and/or (c) trained control groups’ performance. However, each of these methods can involve unwarranted tacit assumptions, limitations, and challenges from a variety of sources (e.g., preexisting perceptual biases, participants’ fabrication of rules, knowledge gained during the test), any of which might produce systematic response patterns that overlap with the linguistic target even in the absence of learning during training. After illustrating these challenges, we offer some brief recommendations regarding how triangulation and more sophisti...

There is considerable evidence that incidental vocabulary acquisition through reading accounts for a large portion of the growth in word knowledge for both first (L1) and second (L2) language acquirers. In this paper, we evaluate the Markov Estimate of Semantic Association (MESA) technique for detecting small, incremental gains in vocabulary knowledge, as well as its application as a vocabulary teaching tool.

Accepting W. Chafe's ideas regarding memory's representability via language categories expressed in grammatical forms, the author aims at analyzing temporal adverbials as grammatical markers of mnemonic processes, establishing their status in this quality and assessing their potential. To provide a thorough and accurate description of temporal adverbials consistent with the goal of the present study, two relevant parameters are set: direct involvement in marking of specific mnemonic processes at the grammatical level and the type of temporal reference assigned to the mnemonic event. In accordance with the temporal characteristic of the mnemonic event, two subclasses of temporal adverbials are differentiated: localizers specifying the position of the mnemonic event on the time axis in relation to the fixed or conditional reference point and correlators indicating the position of the mnemonic event in relation to other events. An analysis of communicative contexts representing interaction between the subject of a mnemonic situation with other participants yielded results indicating absence of correlation between subclasses of temporal adverbials and specific mnemonic processes as well as functional inequality as representation of mnemonic function at the grammatical level. The findings suggest involvement of temporal adverbials in setting the timeline framework of a mnemonic utterance regardless of their discretionary status and validity as grammatical markers of mnemonic function in general as opposed to specific memory types and procedures.

Аннотация. Основываясь на идеях У. Чейфа о принципиальной репрезентируемости памяти языковы-ми категориями, воплощающимися в грамматических структурах, автор ставит цель охарактеризовать ста-тус и потенциал темпоральных адвербиалов как грамматических маркеров мнемической деятельности. В ка-честве параметров, релевантных для описания темпоральных адвербиалов в данной функции, выделяются участие в маркировании конкретных процессов памяти и способ темпоральной характеристики мнемичес-кого события. В соответствии с типом временнóго ориентира дифференцированы два класса темпоральных адвер-биалов: локализаторы, определяющие положение мнемического события на оси времени относительно фиксированного или условного ориентира, и корреляторы, локализующие мнемическое событие относи-тельно другого события. В результате анализа контекстов, репрезентирующих коммуникативное взаимодействие англоязычных участников мнемической ситуации, установлено, что выделенные классы темпо-ральных адвербиалов не связаны корреляционными отношениями с мнемическими процессами, при этом
возможности отдельных классов рассматриваемых единиц как грамматических маркеров процессов памяти неодинаковы.
Полученные результаты свидетельствуют о том, что темпоральные адвербиалы принимают участие в формировании темпорального плана мнемического высказывания, не являясь его облигаторным компонентом, и могут рассматриваться как грамматические маркеры индивидуальной мнемической деятельности в
целом, а не отдельных процессов или видов памяти.
Ключевые слова: память, темпоральный адвербиал, мнемический процесс, мнемическая ситуация, мнемическое высказывание.

This study examined the simultaneous acquisition of vocabulary and grammar by adult learners and the role of exposure condition and declarative memory. Most experimental studies investigating the acquisition of artificial or natural languages focus on either vocabulary or grammar, but not both. However, a systematic investigation of the simultaneous learning of multiple linguistic features is important given that it mirrors language learning outside the lab. Native English speakers were exposed to an artificial language under either incidental or intentional exposure conditions. Participants had to learn both novel pseudowords and word order patterns while also processing stimulus sentences for meaning. The results showed that adult learners are able to rapidly acquire basic syntactic information of a novel language while processing the input for meaning (plausibility judgments) and attempting to learn novel vocabulary at the same time. The results further indicated that exposure condition (incidental versus intentional) made no difference in terms of either vocabulary or grammar learning gains. Findings also revealed that learners developed explicit, not implicit, knowledge of lexis and syntax. Finally, the results indicated that individuals' declarative memory capacity was not related to vocabulary learning but only to grammar learning. Our study underscores the importance of studying the simultaneous acquisition of different language features and from different perspectives of comprehension versus production, incidental versus intentional learning conditions, implicit/explicit knowledge, and individual differences in cognitive abilities.

This paper describes an experiment based on constructionist accounts of second language acquisition (SLA) in which participants were exposed to an artificial language using natural referents, under one of three input conditions. The present report focuses on results from an untrained test of form-meaning mappings, as well as triangulated measures of awareness, and individual difference (ID) measures. Mixed-effects regression models revealed that explicit knowledge, linguistic factors, and working memory significantly predicted learning, while input condition was unrelated to learning. Source attributions as a measure of explicit/implicit knowledge are also considered.

Artificial linguistic systems (ALSs) offer many potential benefi ts for second language acquisition (SLA) research. Nonetheless, their use in experiments with posttest-only designs can give rise to internal validity problems depending on the baseline that is employed to establish evidence of learning. Researchers in this area often compare experimental groups' performance against (a) statistical chance, (b) untrained control groups' performance, and/or (c) trained control groups' performance. However, each of these methods can involve unwarranted tacit assumptions, limitations, and challenges from a variety of sources (e.g., preexisting perceptual biases, participants' fabrication of rules, knowledge gained during the test), any of which might produce systematic response patterns that overlap with the linguistic target even in the absence of learning during training. After illustrating these challenges, we offer some brief recommendations...

For decades, implicit learning researchers have examined a variety of cognitive tasks in which people seem to automatically extract structure from the environment. Similarly, recent statistical learning studies have shown that people can learn word-object mappings from the repeated co-occurrence of words and objects in individually ambiguous situations. In light of this, the goal of the present paper is to investigate whether adult cross-situational learners require an explicit effort to learn word-object mappings, or if it may take place incidentally, only requiring attention to the stimuli. In two implicit learning experiments with incidental tasks directing participants' attention to different aspects of the stimuli, we found evidence of learning, suggesting that cross-situational learning mechanisms can operate incidentally, without explicit effort. However, performance was superior under explicit study instructions, indicating that strategic processes also play a role. Moreover, performance under instruction to learn word meanings did not differ from performance at counting co-occurrences, which may indicate these tasks engage similar strategies.

Abstract Recent research has demonstrated that participants often learn a surprising number of word-referent pairings solely from their co-occurrence statistics across individually ambiguous trials. To isolate processes, past designs prevented the same pairing from appearing in two consecutive trials. Yet such temporal contiguity often appears in real world settings, and seems likely to improve learning. The present research examines and models the effects of such repetitions.

Abstract Three experiments investigated the ability of human learners to concurrently extract and track both joint and conditional probabilities in statistical word learning. In each experiment, participants were briefly trained on novel word���novel object pairs and asked to learn correct mappings by the end of training.

■ FREQUENCY EFFECTS IN LANGUAGE are robust, but they interact in complex ways with other internal and external factors. An experiment investigated such an interaction between frequency, awareness (internal), and learning conditions (external) in adult lexical development. Participants were exposed to pseudowords and images under either incidental or intentional conditions and were then given a picture-matching task with subjective measures of awareness (Rebuschat 2008). We report two primary ndings: rst, frequency effects in lexical development are similar for implicit and explicit knowledge, consistent with theories of SLA proposing a single memory system for implicit and explicit lexical knowledge. Second, frequency effects were larger under incidental than intentional learning conditions. Overall, the results suggest complex interactions between frequency, learning conditions, and awareness.

Implicit learning is a fundamental feature of human cognition. Many essential skills, including language comprehension and production, intuitive decision making, and social interaction, are largely dependent on implicit (unconscious) knowledge. Given its relevance, it is not surprising that the study of implicit learning plays a central role in the cognitive sciences. The present volume brings together eminent researchers from a variety of fields (e.g., cognitive psychology, linguistics, education, cognitive neuroscience, developmental psychology) in order to assess the progress made in the study of implicit and explicit learning, to critically evaluate key concepts and methodologies, and to determine future directions to take in this interdisciplinary enterprise. The eighteen peer-reviewed chapters in this volume are written in an accessible and engaging fashion; together, they provide the reader with a comprehensive snapshot of the exciting current work on the implicit and explicit learning of languages.

Contributors: Laura Bartlett-Hsu, Nick Chater, Morten H. Christiansen, Axel Cleeremans, Christopher M. Conway, Arnaud Destrebecqz, Nick C. Ellis, Rod Ellis, Mandy Faretta-Stutenberg, Chip Gerfen, Aline Godfroid, Jaemyung Goo, Gisela Granena, Sarah Grey, Jan H. Hulstijn, Ilina Kachinske, Ronald P. Leow, Mike Long, Kara Morgan-Short, Miguel Novella, Luca Onnis, Peter Osthus, Albertyna Paciorek, Pierre Perruchet, Tim Poepsel, Emmanuel Pothos, Bénédicte Poulin-Charronat, Patrick Rebuschat, Andrea Révész, Karen Roehr-Brackin, John Rogers, Jason Rothman, Cristina Sanz, Katya Solovyeva, Bill VanPatten, Anne M. Walk, Daniel J. Weiss, John N. Williams, Paula Winke, Yucel Yilmaz, Eleni Ziori. And Arthur Reber (Preface).

This article reviews three measures of awareness which have been widely used in psychological research: retrospective verbal reports, direct and indirect tests, and subjective measures. The objective is to make these techniques available to a wider audience of SLA researchers and to promote the study of implicit second language (L2) learning. Each section begins with a brief definition of what it means to have acquired unconscious (implicit) knowledge according to the measure in question. This is followed by a description of representative studies that illustrate how the technique has been used. Each section concludes with a discussion of limitations and with specific guidelines on how to apply the respective measure to the investigation of implicit and explicit L2 learning.

This volume brings together contributors from cognitive psychology, theoretical and applied linguistics, as well as computer science, in order to assess the progress made in statistical learning research and to determine future directions. An important objective is to critically examine the role of statistical learning in language acquisition. While most contributors agree that statistical learning plays a central role in language acquisition, they have differing views. This book will promote the development of the field by fostering discussion and collaborations across disciplinary boundaries.

Contributors: Athea Bauernschmidt, Christopher Conway, Morten Christiansen, Zoltán Dienes, Nick Ellis, Judit Gervain, Kalim Gonzales, Michael Goldstein, Michelle Gremp, Rebecca Gomez, Jessica Hay, Phillip Hamrick, Elizabeth Johnson, Jill Lany, Psyche Loui, Jacques Mehler, Jennifer Misyak, Daniel Navarro, Marina Nespor, Luca Onnis, Matt O’Donnell, Amy Perfors, Bénédicte Poulin-Charronat, David Pisoni, Pierre Perruchet, Patrick Rebuschat, Kenny Smith, Michelle Sandoval, Mohinish Shukla, Anne Walk, Geraint Wiggins, and John Williams. Preface by Jenny Saffran.