Article

Applied Bio-Communication For Language Competence

Authors:
To read the full-text of this research, you can request a copy directly from the authors.

Abstract

The language competence is obtained through the bio-communication stimuli given in the forms of visual presentation of still text and moving text; the pronunciation of still text and moving text; and visual, audio, and pronunciation presentations. Through the laboratory experiment method and with the support of the electroencephalography. The findings indicate that ability of the frontal lobe constantly increased from 7 to 17 MHz; the temporal fluctuated between 13 and 22 MHz; the Occipital was stable with 4 waves; the amplitude was also stable at 21 MHz, and the response rate was stable at 25.30 MHz. These findings are expected to contribute to the way learning materials are packaged to support the improvement of language competence by their teachers.

No full-text available

Request Full-text Paper PDF

To read the full-text of this research,
you can request a copy directly from the authors.

Article
Full-text available
This study aims to analyze the processes involved in adopting generative artificial intelligence (AI) technology through the perspective of innovation diffusion theory to maximize its benefits. The method used is meta-synthesis with a qualitative approach. Research data were obtained from Scopus literature published from November 2023 to April 2024. The results of the meta-synthesis indicate several ways to support the adoption process of generative AI, including understanding its potentials and risks, instilling core values of AI usage, enhancing prompt preparation competencies, increasing the use and testing of generative AI in classrooms, and fostering collaboration among stakeholders in education. However, the process of adopting generative AI is faced with several dilemmas and challenges. The dilemma is the potential compromise of academic integrity so that it is necessary to instill basic values of use as well as the need for technical skills in preparing prompts. Another challenge is the educational system's limited openness to AI technology. Therefore, stakeholders in education must collaborate to promote awareness of generative AI, establish appropriate policies for AI experimentation, and develop curricula to integrate generative AI into learning environments. In conclusion, the process of adopting generative AI technology in education creates a dilemma that requires collaboration among education stakeholders so that the presence of this technology can be utilized properly in learning.
Article
Full-text available
Vocabulary is an important component in acquisition of a language. The use of teaching aids can improve students' mastery of vocabulary learning. This study aims to identify the use of teaching aids in the teaching and learning of Arabic Language Vocabulary at National Religious Secondary Schools and Government-aided Religious Schools from the perspective of teachers and students. This study uses a survey based on a set of questionnaire as instrument of data collection method which involves 31 teachers and 324 Form Four students who are randomly selected from secondary schools in Malaysia. The results show that the usage of teaching aids in teaching and learning of Arabic vocabulary is at a moderate level. Pedagogical implications of study show that teachers need to constantly improve the use of textbooks and dictionaries as the main teaching aids and try to enhance students' mastery of vocabulary learning by diversifying the other types of teaching aids.
Article
Full-text available
The human brain is a fascinatingly complex organ with specialized structures associated with distinct functions. Classical and recent studies on brain localization propose that Broca’s area underpin expressive language and this has been generalized to explain brain functional organization. However, recent neuroimaging studies have shown that the Broca’s area is an extended network that not only participate in its primary function-expressive language processing but in secondary functions-processing non-linguistic/nonverbal tasks as well. Also, there is hierarchical connectivity and interaction of Broca’s region and different brain areas in underlying related primary functions. For this review, I start with revisiting the classical description of brain localization. I then discuss the neuroanatomy of language production and the role of Broca’s region in language processing. I then highlight the participation of the Broca’s area in non-linguistic tasks and non-primary linguistic tasks. Ultimately, I propose a novel hypothesis called integrated systems hypothesis. The integrated systems hypothesis is useful for guiding research on the multimodal role of specific localized integrated systems of the brain especially the role of the Broca’s region in integrating linguistic and non-linguistic processing and how this facilitate language production. Keywords Brain Localization, Broca’s Area, Broca’s Region, Integrated System, Integrated Systems Hypothesis
Article
Full-text available
Speech helps us to communicate with our loved ones and significant others through construction of grammatically coherent sentences that are comprehensible to our communication partners. As such, impairment of this ability as a result of stroke can be debilitating and disabling to the patients as well as significant others. Agrammatism is deficit in the use and processing of grammatically coherent syntactic structures following damage to the Broca’s complex or region. Most studies have traditionally emphasized monolingual patients, with bilingualism now receiving increased attention. However, few studies have specifically investigated the effect of minor stroke on agrammatic bilingual individuals. This study examined an agrammatic Yoruba-English bilingual patient with minor stroke with a view to describing their sentence production (deficit). The findings strongly support the existence of distinct language-specific lexical-subsystem centres in the Broca’s complex for native and acquired languages (Yoruba-English) whereas both languages are likely connected to a single semantic system in the anterior temporal lobe and its surrounding regions. Furthermore, acquired language is more susceptible to brain damage than native language. This might imply that severity of deficit in speech production in both native and acquired language of bilingual aphasics may be determined by the size of lesion in the Broca’s complex or region. Keywords Agrammatism, Sentence Production, Stroke, Bilingual, English, Yoruba
Article
Full-text available
The current research was grounded in prior interdisciplinary research that showed cognitive ability (verbal ability for translating cognitions into oral language) and multiple-working memory endophenotypes (behavioral markers of genetic or brain bases of language learning) predict reading and writing achievement in students with and without specific learning disabilities in written language (SLDs-WL). Results largely replicated prior findings that verbally gifted with dyslexia score higher on reading and writing achievement than those with average verbal ability but not on endophenotypes. The current study extended that research by comparing those with and without SLDs-WL with assessed verbal ability held constant. The verbally gifted without SLDs-WL (n = 14) scored higher than the verbally gifted with SLDs-WL (n = 27) on six language skills (oral sentence construction, best and fastest handwriting in copying, single real word oral reading accuracy, oral pseudoword reading accuracy and rate) and four endophenotypes (orthographic and morphological coding, orthographic loop, and switching attention). The verbally average without SLDs-WL (n = 6) scored higher than the verbally average with SLDs-WL (n = 22) on four language skills (best and fastest handwriting in copying, oral pseudoword reading accuracy and rate) and two endophenotypes (orthographic coding and orthographic loop). Implications of results for translating interdisciplinary research into flexible definitions for assessment and instruction to serve students with varying verbal abilities and language learning and endophenotype profiles are discussed along with directions for future research.
Article
Full-text available
Language proficiency is the ultimate goal of English as a Foreign Language studies. The present study attempted to explore any significant relationships between perfectionism and its dimensions as a whole and language proficiency of students of Kerman institutes. A number of 98 participants studying English at intermediate, upper-intermediate, and advanced levels as a foreign language at Kerman institutes took part in this study. To obtain the required data, the following instruments were administered: use Multidimensional Perfectionism Scale (Frost &Marten, 1990) to measure participants' level of perfectionism and its dimensions and use the short version of Michigan Test (Briggs, Dobson, Rohlick, Spann, & Strom, 1997) to measure the participants' level of language proficiency. The SPSS results depicted that there was a significant positive relationship between the construct perfectionism and language proficiency.
Article
Full-text available
In this paper, we aim to use an innovative model to integrate applied work on a fast-acting mind-body intervention, Mind-Body Bridging (MBB), with theoretical work based on psychology and neuroscience. In an affect-object gener-ative inference and regulation (AGIR) model, we propose that functional dynamics between two systems, the affect-object thought generation system and the cognitive control system, can guide an individual to achieve homeostasis within self and harmonious relationships with others. We used Neurosynth (www.neurosynth.org), an automated meta-analysis database, to identify potential brain substrates underlying the key components in the AGIR model. Based on the findings, some brain regions are implicated as the key cortical substrates in this model, corroborating our central hypothesis that a hallmark of mind-body wellbeing can be characterized as a low-frequency anti-correla-ntion between 1) the cognitive control system including the dorsal anterior/mi-ddle cingulate cortex, and 2) the affect-object thought generation system including the ventromedial prefrontal cortex and posterior cingulate cortex. MBB provides an efficient strategy for responding to and dissolving a fundamental problem that impairs mind-body wellbeing, i.e., unrealistic identity-grasping consisting of self-centered embodied expectations of self and others. We demonstrated how theoretical and applied work could be integrated by drawing evidence from the neuroscience literature to support the AGIR model, and then we applied the AGIR model to elucidate how MBB might work.
Article
Full-text available
Using the blood oxygen levels dependent technology of magnetic resonance imaging (BLOD-fMRI), we aimed to explore the brain activation after visual stimulation by Chinese words. In the current study, 24 healthy volunteers (12 males, 12 females, right-handed, mean age 26 ± 2 years) were prospectively included. The event related design was used in the current fMRI study when participants silently read all words appearing in the middle of the screen. Images were processed with Statistical Parametric Mapping 8 (SPM8) software, by using a general linear model (GLM). Group activations were extracted from the 2nd level group analysis with a threshold of p < 0.001, and it was shown that the main activated areas by silent reading tasks were regions involved in brain semantic processing, including middle temporal gyrus, fusiform gyrus, supplementary motor area, inferior frontal gyrus, cingulate gyrus, superior parietal lobule and inferior parietal lobule. It was also learnt that superior parietal lobule and middle temporal gyrus are related with semantic understanding, lenticular nucleus are related with semantic processing. This means, in addition to the cerebral cortex, subcortical nuclei is also very important to the processing of words in Chinese language.
Article
Full-text available
It is commonly believed that Nigerian students perform very poorly in the English language. Many reasons adduced to be the causative variables for students’ poor performance in the English language are located away from the students themselves. What the above scenario portends is that no effort has been made to find out the strategies which the students themselves use in their efforts to learn the English language; it also implies that no effort has been made to find out the relationship between such strategies and the level of students’ performance in the target language. The problem which this study addressed was not only to evaluate the language learning strategies which the sampled study population use in their efforts to learn English, but also to determine the extent to which their mean achievement scores in English depend on their use of various language learning strategies. The study was carried out using a descriptive survey research design. Its population consisted of Senior Secondary School (SSS) form II students in three states of south-eastern Nigeria. Random sampling technique was used to select a total of one thousand, four hundred and one (1401: 747 = males, 654 = females) students used for the study. Two sets of instrument were used to collect data for the investigation: appraisal instrument (cloze test), and questionnaire. Two research questions and corresponding two null hypotheses were formulated to guide the study. Results of the study revealed that 1) the greatest proportion of the Igbo learners of English in SSS II (84.3%) made use of socio-affective language learning strategy, while cognitive strategy had the lowest proportion of users (50.9%); 2) there was a significant difference, in the English language performance, between the users and non-users of the various language learning strategies.
Article
Full-text available
The quantitative analysis of electroencephalographic activity (EEG) is a useful tool for the study of changes in brain electrical activity during cognitive and behavioral functions in several experimental conditions. Their recording and analysis are currently carried out primarily through the use of computer programs. This paper presents a computerized program (EEGbands) created for Windows operating systems using the Delphi language, and designed to analyze EEG signals and facilitate their quantitative exploration. EEGbands applies Rapid Fourier Transformation to the EEG signals of one or more groups of subjects to obtain absolute and relative power spectra. It also calculates both interhemispheric and intrahemispheric correlation and coherence spectra and, finally, applies parametrical statistical analysis to these spectral parameters calculated for wide frequency EEG bands. Unlike other programs, EEGbands is simple and inexpensive, and rapidly and precisely generates results files with the corresponding statistical significances. The efficacy and versatility of EEGbands allow it to be easily adapted to different experimental and clinical needs.
Article
Full-text available
Practice of Metaphorical thinking in understanding given information promotes the communica-tion of the two hemispheres by a bundle of connecting fibres, the corpus callosum at neo cortex level and through hippocampus at the level of limbic system. Hence, metaphorical thinking helps learners to make connections and develop patterns and relationships in parallel to the language as well as symbols relevant to the given information.
Article
Full-text available
In this paper it is emphasized that human language has two rather different dimensions corresponding to two different language systems: lexical/semantic and grammatical. These two language systems are supported by different brain structures (temporal and frontal), and based in different learning strategies (declarative and procedural). In cases of brain pathology, each one can be independently impaired (Wernicke aphasia and Broca aphasia). While the lexical/semantic language system may have appeared during human evolution long before the contemporary man, the grammatical language system probably represents a relatively recent acquisition. Language grammar may be the departing ability for the development of the metacognitive ex-ecutive functions and is probably based in the ability to internally represent actions.
Article
Full-text available
A noninvasive method for imaging the human brain during mobile activities could have far reaching benefits for studies of human motor control, for research and treatment of neurological disabilities, and for brain-controlled powered prosthetic limbs or orthoses. Several recent studies have demonstrated that electroencephalography (EEG) can be used to image the brain during locomotion provided that signal processing techniques, such as independent Component Analysis (ICA), are used to parse electrocortical activity from artifact contaminated EEG. However, these studies used high-density 256-channel EEG sensor arrays, which are likely too time-consuming to setup in a clinical or field setting. Therefore, it is important to evaluate how reducing the number of EEG channel signals affects the electrocortical source signals that can be parsed from EEG recorded during standing and walking while concurrently performing a visual oddball discrimination task. Specifically, we computed temporal and spatial correlations between electrocortical sources parsed from high-density EEG and electrocortical sources parsed from reduced-channel subsets of the original high-density EEG. For this task, our results indicate that on average an EEG montage with as few as 35 channels may be sufficient to record the two most dominate electrocortical sources (temporal and spatial R2 > 0.9). Correlations for additional electrocortical sources decreased linearly such that the least dominant sources extracted from the 35 channel dataset had temporal and spatial correlations of approximately 0.7. This suggests that for certain applications the number of EEG sensors used for mobile brain imaging could be vastly reduced, but researchers and clinicians must consider the expected distribution of relevant electrocortical sources when determining the number of EEG sensors necessary for a particular application.
Article
Full-text available
The reflective teaching methodology involves questioning oneself to bring perfection by asking the following questions: Which teaching model am I using? How does it apply in specific teaching situations? How well is it working? Teacher educator should apply this theory in classroom practice, in order observe and reflects on the results so that the classroom becomes a kind of laboratory where the teacher can relate teaching theory to teaching practice. By adopting reflective teaching pedagogy teacher educator imparts inspiration among teacher trainees, so as to enable them to practice the same in their teaching practice sessions. The paper focuses on the importance of innovative teaching-learning pedagogy to sustain interest among teacher trainees who obtain the teacher training degree through open and distance education. The teacher trainees were trained to adopt the reflective teaching-learning methodology during their teaching practice period.
Article
Full-text available
Neuroimaging studies showed that linguistic functions are less lateralized in polyglots than in monolinguals. However, there is not much agreement about the role of the two hemispheres in semantic and syntactic process-ing in bilinguals. In this study, 35 right-handed Italian speakers were shown 520 words and pseudo-words. The task consisted in detecting a given target letter by pressing a button with either the left or right hand. 19 simul-taneous interpreters and 16 monolingual University students participated in the study. Interpreters performed the task in their native (L1) and second language (L2 = English); monolingual students only in L1. Response times to targets were recorded as a function of the hand used. RTs were faster to words than pseudo-words (word su-periority effect). Results showed a significant right hand/LH advantage for the student group, and a complete lack of asymmetry for the interpreters both in L1 and L2. These data indicate a left-lateralization of linguistic functions in monolinguals and reduced lateralization in polyglots. The lack of lateralization in interpreters can be attributed either to their polyglottism, or to their prolonged practice of simultaneous interpreting strategies (e.g., dealing with two input channels; right ear/LH for listening to themselves interpret and left ear/RH for listening to the source language).
Article
Music is a cultural universal and a rich part of the human experience. However, little is known about common brain systems that support the processing and integration of extended, naturalistic 'real-world' music stimuli. We examined this question by presenting extended excerpts of symphonic music, and two pseudomusical stimuli in which the temporal and spectral structure of the Natural Music condition were disrupted, to non-musician participants undergoing functional brain imaging and analysing synchronized spatiotemporal activity patterns between listeners. We found that music synchronizes brain responses across listeners in bilateral auditory midbrain and thalamus, primary auditory and auditory association cortex, right-lateralized structures in frontal and parietal cortex, and motor planning regions of the brain. These effects were greater for natural music compared to the pseudo-musical control conditions. Remarkably, inter-subject synchronization in the inferior colliculus and medial geniculate nucleus was also greater for the natural music condition, indicating that synchronization at these early stages of auditory processing is not simply driven by spectro-temporal features of the stimulus. Increased synchronization during music listening was also evident in a right-hemisphere fronto-parietal attention network and bilateral cortical regions involved in motor planning. While these brain structures have previously been implicated in various aspects of musical processing, our results are the first to show that these regions track structural elements of a musical stimulus over extended time periods lasting minutes. Our results show that a hierarchical distributed network is synchronized between individuals during the processing of extended musical sequences, and provide new insight into the temporal integration of complex and biologically salient auditory sequences.
Article
This . . . text [provides a] comprehensive introduction to educational research. [This textbook] has been revised to reflect a balance of both quantitative and qualitative research methods. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
To identify the cortical areas engaged during Chinese word processing using functional magnetic resonance imaging (fMRI) and to examine the reliability and reproducibility of fMRI for localization of functional areas in the human brain. FMRI data were collected on 8 young, right-handed, native Chinese speakers during performance of Chinese synonym and homophone judgment tasks on two different clinical MRI systems (1.5 T GE Signa Horizon and 1.5 T Siemens Vision). A cross correlation analysis was used to statistically generate the activation map. Broca's area, Wernicke's area, bilateral extrastriate, and ventral temporal cortex were significantly activated during both the synonym and homophone activities. There was essentially no difference between results acquired on two different MRI systems. FMRI can be used for localizing cortical areas critical to Chinese language processing in the human brain. The results are reliable and well reproducible across different clinical MRI systems.
Diffusion of Innovation, 3ed
  • R M Everett
R. M. Everett, -Diffusion of Innovation, 3ed.,‖ London Free Press Collier Macmillan Publ., 1983.
Why Broca ' s Area Damage Does Not Result in Classical Broca ' s Aphasia,‖ Front
  • A Ardila
  • B Bernal
  • M Rosselli
A. Ardila, B. Bernal, and M. Rosselli, -Why Broca ' s Area Damage Does Not Result in Classical Broca ' s Aphasia,‖ Front. Hum. Neurosci., vol. 10, no. June, pp. 1-3, 2016, doi: 10.1212/WNL.40.2.353.
  • S N R Binti Nasuka
  • A Binti
  • Saidin
S. N. R. binti Nasuka, A. binti, & Saidin, -Strengths and Weaknesses in Bilingual Dictionaries To Help a Translator. I. M. M. Yasim et al. 448,‖ Procedia-Social Behav. Sci., vol. 134, pp. 364-372, 2014.
Colin & Malcolm, -Accelerated Learning for the 21st Century
  • J N Rose
J. N. Rose, Colin & Malcolm, -Accelerated Learning for the 21st Century.,‖ New York Dell Publ. Inc, 1997.