Particle verbs (e.g., look up) are lexical items for which particle and verb share a single lexical entry. Using event-related brain potentials, we examined working memory and long-term memory involvement in particle-verb processing. Dutch participants read sentences with head verbs that allow zero, two, or more than five particles to occur downstream. Additionally, sentences were presented for which the encountered particle was semantically plausible, semantically implausible, or forming a non-existing particle verb. An anterior negativity was observed at the verbs that potentially allow for a particle downstream relative to verbs that do not, possibly indexing storage of the verb until the dependency with its particle can be closed. Moreover, a graded N400 was found at the particle (smallest amplitude for plausible particles and largest for particles forming non-existing particle verbs), suggesting that lexical access to a shared lexical entry occurred at two separate time points.
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The main objective of this study was to influence implicit learning through two different classical manipulations and to inspect whether working memory capacity (WMC) and personality were related to the different measures of learning. With that purpose, in Experiment 1 we asked 172 undergraduate students of psychology to perform a serial reaction time (SRT) task under single- or dual-task conditions and to complete a WMC task and a personality test. In Experiment 2, 164 students performed the SRT task under incidental or intentional conditions and also filled a WMC task and a personality test. In both experiments, WMC influenced learning, but this relation was found only when attention was not loaded (Experiment 1) or when intentional instructions were given (Experiment 2). The pattern of relations with personality, although more varied, also showed a commonality between both experiments: learning under the most implicit conditions correlated positively with extraversion.
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The pervasive use of media at current-day festivals thoroughly impacts how these live events are experienced, anticipated, and remembered. This empirical study examined event-goers’ live media practices – taking photos, making videos, and in-the-moment sharing of content on social media platforms – at three large cultural events in the Netherlands. Taking a practice approach (Ahva 2017; Couldry 2004), the author studied online and offline event environments through extensive ethnographic fieldwork: online and offline observations, and interviews with 379 eventgoers. Analysis of this research material shows that through their live media practices eventgoers are continuously involved in mediated memory work (Lohmeier and Pentzold 2014; Van Dijck 2007), a form of live storytelling thatrevolves around how they want to remember the event. The article focuses on the impact of mediated memory work on the live experience in the present. It distinguishes two types of mediatised experience of live events: live as future memory and the experiential live. The author argues that memory is increasingly incorporated into the live experience in the present, so much so that, for many eventgoers, mediated memory-making is crucial to having a full live event experience. The article shows how empirical research in media studies can shed new light on key questions within memory studies.
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Background: Auditory processing disorder (APD) is a diagnosis that is widely discussed. Children diagnosed with APD have difficulty listening in complex situations, despite a well-functioning peripheral hearing. However, there seems to be no evidence for the validity of a purely auditory deficit. The aim of this study is to examine the differences in performance between children with suspected APD and typically developing children on tests of communication, auditory processing, nonverbal intelligence, working memory, and visual and auditory attention. Methods: In a case-control study we examined 9 children with suspected APD and 21 typically developing children, ages 8;0 to 12;0 years. The parents of all children completed three questionnaires about history, behavioral symptoms of ADHD, and communication skills. The teachers of the children completed the Children’s Auditory Processing Performance Scale (CHAPPS). The children themselves were assessed for auditory processing abilities, nonverbal intelligence, working memory, and auditory and visual attention. Results: No differences were found between groups in age, nonverbal intelligence quotient, and performance on auditory processing tests. Children with suspected APD have significantly poorer communication performance (parent report), poorer listening skills (teacher report), poorer working memory and poorer auditory and visual skills. Conclusion: There is a difference between children with suspected APD and typically developing children. Children with suspected APD perform insufficient on tests of working memory, and have a slower response to auditory and visual attention tasks. Parents of children with suspected APD report difficulties in communication and teachers assess the children of being at risk for listening difficulties.
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Memory forms the input for future behavior. Therefore, how individuals remember a certain experience may be just as important as the experience itself. The peak-and-end-rule (PE-rule) postulates that remembered experiences are best predicted by the peak emotional valence and the emotional valence at the end of an experience in the here and now. The PE-rule, however, has mostly been assessed in experimental paradigms that induce relatively simple, one-dimensional experiences (e.g. experienced pain in a clinical setting). This hampers generalizations of the PE-rule to the experiences in everyday life. This paper evaluates the generalizability of the PE-rule to more complex and heterogeneous experiences by examining the PE-rule in a virtual reality (VR) experience, as VR combines improved ecological validity with rigorous experimental control. Findings indicate that for more complex and heterogeneous experiences, peak and end emotional valence are inferior to other measures (such as averaged valence and arousal ratings over the entire experiential episode) in predicting remembered experience. These findings suggest that the PE-rule cannot be generalized to ecologically more valid experiential episodes.
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Background: Children with difficulties in listening and understanding speech despite normal peripheral hearing, can be diagnosed with the diagnosis Auditory Processing Disorder (A). However, there are doubts about the validity of this diagnosis. The aim of this study was to examine the relation between the listening difficulties of children between 8 and 12 years with suspected A and the attention, working memory, nonverbal intelligence and communication abilities of these children.Material and methods: In this case-control study we examined 10 children who reported listening difficulties in spite of normal peripheral hearing (3 referred by speech-language pathologist in the Northern Netherlands, 6 by an audiological center in the Southern Netherlands and one by parental concern) and 21 typically developing children (recruitment through word of mouth and by the website Taalexpert.nl), ages 8;0 to 12;0 years. The parents of all children completed three questionnaires about history, behavioral symptoms of ADHD, and communication skills (Children’s Communication Checklist). Teachers of the children completed the Children’s Auditory Processing Performance Scale (CHAPPS). Children were assessed for auditory processing abilities (speech-in-noise, filtered speech, binaural fusion, dichotic listening), nonverbal intelligence (Raven’s Coloured Progressive Matrices), and working memory (Clinical Evaluation of Language Fundamentals). Auditory and visual attention was studied with four behavioral tests of the WAFF battery of the Vienna Test System (Schuhfried).Results: Preliminary analysis shows no differences between groups on the auditory processing tests and nonverbal intelligence quotient. Children in the experimental group have poorer communication performance (parent report), poorer listening skills (teacher report), and poorer working memory and attention skills (behavioral tests).Conclusions: The results of this study showed that there is a difference between children with listening complaints and typically developing children, but that the problems are not specific to the auditory modality. There seems to be no evidence for the validity of an auditory deficit.
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Neighborhood image processing operations on Field Programmable Gate Array (FPGA) are considered as memory intensive operations. A large memory bandwidth is required to transfer the required pixel data from external memory to the processing unit. On-chip image buffers are employed to reduce this data transfer rate. Conventional image buffers, implemented either by using FPGA logic resources or embedded memories are resource inefficient. They exhaust the limited FPGA resources quickly. Consequently, hardware implementation of neighborhood operations becomes expensive, and integrating them in resource constrained devices becomes unfeasible. This paper presents a resource efficient FPGA based on-chip buffer architecture. The proposed architecture utilizes full capacity of a single Xilinx BlockRAM (BRAM36 primitive) for storing multiple rows of input image. To get multiple pixels/clock in a user defined scan order, an efficient duty-cycle based memory accessing technique is coupled with a customized addressing circuitry. This accessing technique exploits switching capabilities of BRAM to read 4 pixels in a single clock cycle without degrading system frequency. The addressing circuitry provides multiple pixels/clock in any user defined scan order to implement a wide range of neighborhood operations. With the saving of 83% BRAM resources, the buffer architecture operates at 278 MHz on Xilinx Artix-7 FPGA with an efficiency of 1.3 clock/pixel. It is thus capable to fulfill real time image processing requirements for HD image resolution (1080 × 1920) @103 fcps.
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Het boek ‘Create Health Ways of Working: Insights from ten eHealth innovation research projects’ presenteert inzichten uit het meta-onderzoeksproject ‘Create & Health Innovation WAys of Working Analysis’, ook wel CHIWAWA genoemd. Binnen dit meta-onderzoeksproject inventariseerden onderzoekers van de Hogeschool Utrecht (Lectoraat Onderzoekend Vermogen en Lectoraat Co-design) het gebruik van creatieve manieren van werken bij innovatieprocessen in de zorg, waarvoor zij tien onderzoeksprojecten van Nederlandse kennisinstellingen volgende in de periode 2018 – 2022. Deze tien onderzoeksprojecten en het meta-onderzoek waren onderdeel van het ZonMw-programma Create Health. Het boek presenteert case-portretten van de tien onderzoeksprojecten naar eHealth innovatie die zich concentreerden rondom de thema’s dementie, eenzaamheid en overgewicht. Vervolgens geeft het boek verdieping met betrekking tot de creatieve manieren van werken in de tien Create Health-onderzoeksprojecten, begrip van relationele processen bij het creëren van kennisuitwisseling en zicht op de impact die een dergelijke samenwerking heeft op de zorg- en welzijnssector en op de creatieve industrie. Het boek bevat aanbevelingen voor toekomstige onderzoeksconsortia, financiers en de praktijk (creatieve industrie, zorgsector en doelgroep) en sluit af met de beschrijving van een tool die gebaseerd is op het Research Pathway Model, dat als instrument gebruikt kan worden om het gesprek tussen stakeholders van innovatieprocessen in de zorg te ondersteunen.
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Machine learning models have proven to be reliable methods in classification tasks. However, little research has been conducted on the classification of dwelling characteristics based on smart meter and weather data before. Gaining insights into dwelling characteristics, which comprise of the type of heating system used, the number of inhabitants, and the number of solar panels installed, can be helpful in creating or improving the policies to create new dwellings at nearly zero-energy standard. This paper compares different supervised machine learning algorithms, namely Logistic Regression, Support Vector Machine, K-Nearest Neighbor, and Long-short term memory, and methods used to correctly implement these algorithms. These methods include data pre-processing, model validation, and evaluation. Smart meter data, which was used to train several machine learning algorithms, was provided by Groene Mient. The models that were generated by the algorithms were compared on their performance. The results showed that the Long-short term memory performed the best with 96% accuracy. Cross Validation was used to validate the models, where 80% of the data was used for training purposes and 20% was used for testing purposes. Evaluation metrics were used to produce classification reports, which indicates that the Long-short term memory outperforms the compared models on the evaluation metrics for this specific problem.
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Procrastination is one of the most common challenges when it comes to studying and working productively. You may not feel like studying for a while, feel demotivated, become easily distracted, feel tired, or find a certain task difficult. You might also suffer from perfectionism or fear of failure. Perhaps you are a “master procrastinator” and procrastinate with almost all your tasks. If that is the case, you probably could use some advice that will help to permanently change your study behavior. Check out these tips, which are based on scientific insights from cognitive psychology, neuropsychology, educational sciences and our own research.
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