This study was an attempt to investigate whether output tasks, i.e., reconstruction and picturecuedwriting tasks, promote learners’ noticing of English passive structure compared to nonoutputtasks, i.e., reading comprehension and if so, which output task is more effective inenhancing learners’ noticing. In addition, this study aimed to investigate whether output tasksfacilitate learning of Engl...

People with mild to medium cognitive impairments may have difficulty with remembering when to perform an activity of daily living (ADL). For people with more severe cognitive impairments, it can be difficult to learn and/or recall the sequence of steps needed to complete a task. In this paper, we present a survey of devices that provide step-by-step detail of ADL tasks with picture, text, audio...

We present a learning device able to deduce a set of Danish color and shape terms. Only two data sources are available to the learner: A phonetic transcription of a human informant solving a description task, and a minimal formal model of the picture being described. The system thus contains no preconceived lexical, morphological, or semantic categories. The test data are from the phonetic corp...

We investigated the predictive effects of learners’ cognitive flexibility and probability knowledge on category learning. A number-letter switch task was to measure flexibility, a self-designed questionnaire estimate knowledge, two learning tasks (with cues: Coin searching task; no cue: Picture selection task) were analyzed. The regression analysis showed that in coin task, alone can predict wh...

The present experiments explored the role of processing level and strategic factors in cross-form (word-picture and picture-word) and within-form (picture-picture and word-word) semantic facilitation. Previous studies have produced mixed results. The findings presented in this article indicate that semantic facilitation depends on the task and on the subjects' strategies. When the task required...