The results from Hsu and Novick [23] illustrate the conditions through which the coordination of cognitive control becomes a critical resource for overcoming linguistic adversity; during sentence comprehension, the co-activation of multiple linguistic (e.g., semantic, lexical, phonological, and syntactic) features can lead to unwanted interference that must be resolved quickly through conflict resolution procedures in order to accomplish the task at hand. This hypothesis is also supported by previous research indicating that memory training improves online reading comprehension of syntactically ambiguous sentences, but only when the training engages conflict resolution processes [24,25]. Similar to Hsu and Novick [23], a more recent visual-world study by Thothathiri, Asaro, Hsu, and Novick [27] found that Stroop-related conflict facilitated the processing of ambiguous thematic role assignment during the comprehension of passive sentences. Taken together, these studies illustrate the dynamics of how language processing and cognitive control interact in the short-term. However, less is known about whether there are long-term experiences, such as lifelong language experience, that can influence the manifestation of such short-term effects.
Computer Control Of Processes By M Chidambaram Pdf 85
An issue of interest to the present study is how bilinguals manage to regulate and suppress cross-language interference in order to successfully process ambiguity in one language, especially in the less skilled and more effortful L2. Prior research suggests that, when processing syntactic ambiguity, L2 speakers have greater difficulties revising misinterpretations [48] and exhibit different (or greater variability in) attachment preferences from native (L1) speakers [49,50,51]. Although general differences between L1 and L2 processing have been previously explained in terms of processing constraints in the L2 [52], more recent evidence suggests that both languages engage the same neural and cognitive processes [53,54,55] and that these differences reflect variability in proficiency [56], speed of lexical access [57], and cognitive control ability [14]. In this sense, L2 processing may be more susceptible to irrelevant (within-language and cross-language) interference [58], given that both languages compete for cognitive resources. Given these constraints, highly proficient L2 comprehension may provide a unique window to understand different aspects of cognitive control recruitment during the processing of syntactic ambiguity, perhaps in a way that may not be easily observed in monolinguals.
It is also worth noting that the bilinguals in our study spoke different L1s, making it difficult to examine whether there were aspects of the L1 that influenced conflict adaptation in the L2. For example, it is possible that bilinguals whose languages are more likely to create conditions of cross-language conflict are also more likely to create a greater need for cognitive control recruitment. Likewise, we acknowledge the limitations that may come from comparing monolinguals and bilinguals [96], as more recent research suggests that different bilingual language experiences can come to have different consequences for both cognitive [97,98,99,100] and language [101] processes. However, it is also worth pointing out that there are situations in which such comparisons reveal important aspects of language and cognitive functioning that may be harder to interpret otherwise, at least initially.
Virtual teams that rely on CMC in lieu of face-to-face communication are more likely to experience less positive affect and have a diminished affective commitment to their teams [126]. Furthermore, compared to face-to-face feedback, computer-mediated feedback reduces perceptions of fairness [3]. This lack of face-to-face contact results in virtual teams having a lower sense of cohesion and personal rapport between team members [263]. Members of virtual teams may also divide their attention between various tasks while simultaneously participating in teamwork interactions due to the asynchronous nature of communication media, resulting in a lack of investment in the tasks [163]. As a result, communication timeliness has a higher influence on performance in virtual teams [163]. Furthermore, virtual teams that rely on CMC technology (e.g., instant messaging) to supplement communication in the absence of face-to-face interactions may have difficulties in their decision-making processes [173].
In order to address the demand for skilled machinists and limitations with current training programs, we introduce an immersive Virtual Reality (VR) CNC machining training environment for CNC machine setup processes with a novel error management based training curriculum. Current machinist training programs are several years long requiring active mentorship from a skilled individual and are very costly due to the materials and tools required. Mistakes and errors made during the set up process can create safety risks, waste material and break equipment requiring additional time to reset. Existing VR CNC milling training environments fail to address mistakes that can occur during the setup process. In order to address these operational challenges, a novel error-management based training in VR is proposed which allows trainees to learn the set up procedure,learn the common errors \& mistakes and practice identifying errors in addition to practicing activities for the setup. The training first introduces students to the setup procedure, followed by demonstrations of error cases and identification and management strategies culminating in practice opportunities. Trainees witness a spatial demonstration of the procedure, guided by auditory and text instructions. Users are able to actively explore the spatial teaching environment while controlling a virtual CNC milling machine. A preliminary user training test is performed comparing the VR method to a video training and a video training with error management curriculum.
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