Serial-order short-term memory (STM), as opposed to item STM, has been shown to be very consistently associated with lexical learning abilities in cross-sectional study designs. This study investigated longitudinal predictions between serial-order STM and vocabulary development. Tasks maximizing the temporary retention of either serial-order or item information were administered to kindergarten...

Opportunities for incidental vocabulary acquisition were explored in a 121,000-word corpus of teacher talk addressed to advanced adult learners of English as a second language (ESL) in a communicatively-oriented conversation class. In contrast to previous studies that relied on short excerpts, the corpus contained all of the teacher speech the learners were exposed to during a 9-week session. L...

This paper details the coreference resolution system submitted by Stanford at the CoNLL2011 shared task. Our system is a collection of deterministic coreference resolution models that incorporate lexical, syntactic, semantic, and discourse information. All these models use global document-level information by sharing mention attributes, such as gender and number, across mentions in the same clu...

Bilingual participants offer a unique opportunity to study how concepts and their relations are stored in the brain. We focus on this in the context of the spoken production of referring expressions. Previous work on reference in interaction showed that speakers adapt their descriptions to those produced earlier in the interaction. For example, when participants hear a description that contains...

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Polysemous words acquire different senses and meanings from their contexts. Representing words in vector space as a function of their contexts captures some semantic and syntactic features for words and introduces new useful relations between them. In this paper, we exploit different vectorized representations for words to solve the problem of Cross Lingual Lexical Substitution. We compare our ...

Nonword repetition is closely associated with the learning of the phonological form of novel words. Several factors influence nonword repetition performance such as short-term memory, phonotactic probability, lexical knowledge, and prosodic factors. The present study examined the influence of list duration, coarticulation, and prosody on nonword repetition by comparing naturally articulated mul...

In today’s technology driven digital era, education domain is undergoing a transformation from traditional approaches to more learner controlled and flexible methods of learning. This transformation has opened the new avenues for interdisciplinary research in the field of educational technology and natural language processing in developing quality digital aids for learning and teaching. The too...