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Grain refinement has been applied to enhance the materials strength for miniaturization and lightweight design of nuclear equipment. It is critically important to investigate the low-cycle fatigue (LCF) properties of grain refined 316LN austenitic stainless steels for structural design and safety assessment. In the present work, a series of fine-grained (FG) 316LN steels were produced by thermo-mechanical processes. The LCF properties were studied under a fully reversed strain-controlled mode at room temperature. Results show that FG 316LN steels demonstrate good balance of high strength and high ductility. However, a slight loss of ductility in FG 316LN steel induces a significant deterioration of LCF life. The rapid energy dissipation in FG 316LN steels leads to the reduction of their LCF life. Dislocations develop rapidly in the first stage of cycles, which induces the initial cyclic hardening. The dislocations rearrange to form dislocations cell structure resulting in cyclic softening in the subsequent cyclic deformation. Strain-induced martensite transformation appears in FG 316LN stainless steels at high strain amplitude (Δε/2 = 0.8%), which leads to the secondary cyclic hardening. Moreover, a modified LCF life prediction model for grain refined metals predicts the LCF life of FG 316LN steels well.
Few studies have evaluated the association between a healthful plant-based diet and health-related quality of life (HRQoL). We followed 50 290 women in the Nurses’ Health Study (NHS; 1992–2000) and 51 784 women in NHSII (1993–2001) for 8 years to investigate changes in plant-based diet quality in relation to changes in physical and mental HRQoL. Plant-based diet quality was assessed by three plant-based diet indices: overall plant-based diet index (PDI), healthful PDI (hPDI) and unhealthful PDI (uPDI). Physical and mental HRQoL were measured by physical component score (PCS) and mental component score (MCS) of the 36-Item Short Form Health Survey. Diet was assessed 2 years before the HRQoL measurements and both were updated every 4 years. The associations between 4-year changes in PDIs and HRQoL were evaluated. Each 10-point increase in PDI was associated with an improvement of 0·07 (95 % CI 0·01, 0·13) in PCS and 0·11 (95 % CI 0·05, 0·16) in MCS. A 10-point increase in hPDI was associated with an increment of 0·13 (95 % CI 0·08, 0·19) in PCS and 0·09 (95 % CI 0·03, 0·15) in MCS. Conversely, a 10-point increase in uPDI was associated with decreases in PCS and MCS (−0·07 (95 % CI −0·12, −0·02) and −0·10 (95 % CI −0·16, −0·05), respectively). Compared with a stable diet, an increase in hPDI was significantly associated with improvements in physical HRQoL in older women and with mental HRQoL in younger women. In conclusion, adherence to a healthful plant-based diet was modestly associated with improvements in both physical and mental dimensions of HRQoL.
Previous studies have investigated the cognitive processes of simultaneous interpreting and translation using eye-tracking. No study has yet utilized eye-tracking to investigate cognitive load and cognitive effort in dialogue interpreting. An eye-tracking study was conducted on two groups of interpreters (experienced and inexperienced) with varying language backgrounds during a staged dialogue interpreting session. The aim of the study was to explore gaze patterns in dialogue interpreting in relation to the interpreters’ action and translation direction. The results indicated there were differences in gaze patterns depending on the action and the language used. Participants averted gaze more when interpreting into the allophone language (the L2 for a majority of the participants in this study). This may indicate that interpreting into L2 in a dialogue may involve more cognitive effort than interpreting into L1. Finally, gaze patterns did not differ significantly between inexperienced and experienced dialogue interpreters.
Adult foreign language acquisition is challenging, and the degree of success varies among individuals. Anatomical differences in brain structure prior to training can partly explain why some learn more than others. We followed a sample of conscript interpreters undergoing intense language training to study learning-related changes in white-matter microstructure (FA, MD, RD and AD) and associations between differences in brain structure prior to training with acquired language proficiency. No evidence for changes in white matter microstructure relative to a control group was found. Starting values of RD, AD and MD were positively related to final test scores of language proficiency, corroborating earlier findings in the field and highlighting the need for further study of how initial brain structure influences and interacts with learning outcomes.
The adaptive control hypothesis predicts adaptation of control mechanisms as a response to intensive language use in bilinguals. The present study aims to investigate this hypothesis in two memory experiments with professional and student interpreters. In experiment 1, we compared a group of interpreting students to translation students using a reading span task to test working memory (WM) and a digit span task to test short-term memory (STM). In experiment 2, we added a group of professional interpreters and compared them with the participants in experiment 1. Training-related improvement was found for WM but not for STM, with no differences between both student groups. Professional interpreters with over 20 years of interpreting experience showed better performance than translation students but not than interpreting students both on WM and STM. The results are discussed in light of the framework of interpreting as a type of extreme bilingualism.
Most existing studies on the relationship between code-switching and executive functions have focused on experimentally induced language-switching, which differs fundamentally from naturalistic code-switching. This study investigated whether and how bilinguals’ code-switching practices modulate different aspects of executive functioning. Our findings suggest that existing processing models of code-switching should be extended by a dual control mode perspective, differentiating between reactive and proactive monitoring. Bilinguals engaging in code-switching types that keep languages more separate (Alternation) displayed inhibitory advantages in a flanker task inducing reactive control. Dense code-switching, which requires bilinguals to constantly monitor cross-linguistic competition, explained performance in proactive monitoring conditions. Furthermore, a correlation between Dense code-switching and response inhibition suggests that linguistic co-activation may persist during articulatory stages of language processing. Crucially, bilinguals outperformed monolinguals at those aspects of the executive system that were trained by their most frequent code-switching habits. This underlines the importance of sociolinguistic variables in bilingualism research.
Early regular experience with dual-language management is thought to shape executive function (EF) circuitry during development. However, previous investigations of bilingual children's EF have largely focused on behavioral measures, or on cognitive aspects of EF. The first part of this study compared monolingual and bilingual preschoolers’ performance on more purely cognitive and more affective versions of a card-sort task, and the second part investigated Error-related negativity (ERN) event-related potential (ERP) waveforms to understand error-awareness mechanisms underlying task performance. Behavioral results showed bilingual advantages in reaction times but not accuracy, and interaction effects of language background, level of challenge, and affective/motivational salience on reaction times. Electrophysiological results revealed smaller ERN peak amplitudes in bilinguals compared to monolinguals in frontal and frontocentral midline regions. Results highlight that bilingualism may shape motivational mechanisms and neural learning mechanisms such as error-detection, such that bilinguals may be less focused on their errors.
We examine first language (L1) attrition among 30 L1 Spanish – L2 English speakers living in the United Kingdom. We also tested 30 recently-arrived Spaniards to the UK as a baseline. We present several key findings: 1) attrition fluctuates over time and does not affect all individuals equally; 2) entropy can explain said fluctuation of attritional affects over time such that while length of residence and age of arrival may affect the depth of attrition, how often one is exposed to her native language, how often she uses it and for how long each day, who her friends are, and to which types of input she is regularly exposed, seemingly aid in the maintenance or loss of linguistic knowledge; 3) though offline scalar interpretations among bilinguals were predicted by canonical sociolinguistic variables, the online data revealed an overall insensitivity to pragmatic violations. Thus, offline and online methods combine to be more explanatory regarding the comprehension and processing of implicature generating quantifiers.
Nonword repetition is typically impaired in dyslexia. Conversely, native-like performance is early achieved by bilingual children whose second language has a simple phonotactic system, like Italian. Our study aimed at comparing the performance of monolingual and bilingual children with and without dyslexia in a nonword repetition task modeled after Italian. We assessed nonword repetition in 111 school-aged children: 24 Italian L2 bilingual dyslexics, 24 Italian monolingual dyslexics, 30 Italian L2 bilingual controls and 33 Italian monolingual controls. We administered an original task composed of 40 nonwords ranging from two to five syllables; the complexity of the syllables was also manipulated. Results showed that both groups of dyslexics underperformed controls at each syllable length. No differences were found between monolingual and bilingual controls. Conversely, bilingual dyslexics underperformed monolingual dyslexics only with four-syllable nonwords. The possible use of nonword repetition tasks to assist in the identification of dyslexia in bilingual children is also discussed.
Interpreting is a complex bilingual task, placing high demands on both language control (i.e., source language not interfering in target language production) and processing control (i.e., multi-tasking carried out in concert under time pressure). On the basis of empirical evidence in the literature, we propose an attentional control model to account for both language control and processing control. Specifically, language control in interpreting is achieved by a structural framework of language-modality connections (established in interpreting training and stored as task schema), and by focused attention that helps build, strengthen and adapt the framework through monitoring, target enhancement, task disengagement, shifting, and working memory. In contrast, processing control in interpreting is achieved by divided attention via coordination and working memory, and by language processing efficiency that includes mastery of both languages and the appropriate use of interpreting strategies. Implications of this model for general bilingual language control are discussed.
Previous research examining whether bilinguals exhibit enhanced working memory (WM) compared to monolinguals has yielded mixed results. This inconsistency may be due to lack of sensitivity in behavioral and neuropsychological measures. The current study aimed to investigate the effects of bilingualism on WM by focusing on brain activity patterns (event-related potentials) in monolinguals and bilinguals during a WM task. We recorded brain activity while participants (26 monolingual English speakers and 28 English–French bilinguals) performed a delayed matching-to-sample task. Although performance measures were similar, electrophysiological differences were present across groups. Bilinguals exhibited larger P3b amplitudes than monolinguals, and smaller negative slow wave and N2b amplitudes during retrieval. These results suggest that bilinguals may have more cognitive resources available in WM to allocate to task completion, and that task completion may be less effortful for bilinguals than for monolinguals.
When people interact, aspects of their speech and language patterns often converge in interactions involving one or more languages. Most studies of speech convergence in conversations have examined monolingual interactions, whereas most studies of bilingual speech convergence have examined spoken responses to prompts. However, it is not uncommon in multilingual communities to converse in two languages, where each speaker primarily produces only one of the two languages. The present study examined complexity matching and lexical matching as two measures of speech convergence in conversations spoken in English, Spanish, or both languages. Complexity matching measured convergence in the hierarchical timing of speech, and lexical matching measured convergence in the frequency distributions of lemmas produced. Both types of matching were found equally in all three language conditions. Taken together, the results indicate that convergence is robust to monolingual and bilingual interactions because it stems from basic mechanisms of coordination and communication.
Native speakers use suprasegmental information to predict words, but less is known about segmental information. Moreover, anticipatory studies with non-native speakers are scarce and mix proficiency with anticipatory experience. To address these limitations, we investigated whether Spanish monolinguals and advanced English learners of Spanish use suprasegmentals (stress: oxytone, paroxytone) and segmentals (syllabic structure: CVC, CV) to predict word suffixes, and whether increased anticipatory experience acquired via interpreting will facilitate anticipation in non-interpreting L2 situations. Eye-tracking data revealed that: (1) the three groups made use of the linguistic variables, and L2 groups did not anticipate in CV paroxytones; (2) everybody anticipated better with the less frequent conditions (oxytones, CVC) having fewer lexical competitors; (3) monolinguals anticipated earlier than L2 learners; and (4) interpreters anticipated at a faster rate in some conditions. These findings indicate that less frequent suprasegmental and segmental information and anticipatory experience facilitate native and non-native spoken word prediction.
To test the BIA+ and Multilink models’ accounts of how bilinguals process words with different degrees of cross-linguistic orthographic and semantic overlap, we conducted two experiments manipulating stimulus list composition. Dutch–English late bilinguals performed two English lexical decision tasks including the same set of cognates, interlingual homographs, English control words, and pseudowords. In one task, half of the pseudowords were replaced with Dutch words, requiring a ‘no’ response. This change from pure to mixed language list context was found to turn cognate facilitation effects into inhibition. Relative to control words, larger effects were found for cognate pairs with an increasing cross-linguistic form overlap. Identical cognates produced considerably larger effects than non-identical cognates, supporting their special status in the bilingual lexicon. Response patterns for different item types are accounted for in terms of the items’ lexical representation and their binding to ‘yes’ and ‘no’ responses in pure vs mixed lexical decision.
This study examines bilingual effects in Spanish–English bilingual children with good maintenance of the minority language. The present study compares the performance of a group of Spanish-monolingual children (MON; n = 30) with two groups of Spanish-speaking bilingual children (Low English proficiency group: LEP; n = 36; High English proficiency group, HEP; n = 36) on the elicited productions of Spanish articles and object clitics. Our results suggest that children with LEP performed significantly lower than MON children of the same age on both articles and clitics in Spanish. However, children with HEP, who were a year older on average, performed similarly to the MON group. Both groups of bilingual children produced errors of clitic omission and substitution, but these errors were minimal in the MON group. The results suggest that Spanish clitics and articles are vulnerable to bilingual effects for English/Spanish speaking children with good Spanish maintenance.
When bilinguals produce words in one language, their translation equivalents in the other language are thought to be activated as well. A common assumption is that this parallel co-activation produces interference, which slows down word retrieval. The current study aimed to evaluate the assumption of lexical interference during word retrieval by testing whether late Portuguese–English bilinguals were slower to name pictures in their native language when they knew the word in their second language compared to when they only knew the native language label. Instead of interfering with production, knowing the second-language label facilitated speed of word retrieval in the native language for both cognate and non-cognate translation-equivalent pairs. We suggest that using the second language may provide an indirect frequency boost for translation-equivalent words in the native language. This frequency boost has both long-term and short-term effects, strengthening connections to native-language labels when the translation equivalent is retrieved.
Recent studies have demonstrated that the nutritional properties of peanut meal (PM) can be improved after being fermented. The assessment of fermented PM has been reported to be limited to various physical and chemical evaluations in vitro. In the present study, PM was fermented by Bacillus natto to explore the effects of fermented PM extract (FE) on growth performance, learning and memory ability and intestinal microflora in mice. Ninety newly weaned male Kunming (KM) mice were randomly divided into seven groups: normal group (n 20), low-dose FE group (n 10), middle-dose FE group (MFE) (n 10), high-dose FE group (HFE) (n 20), unfermented extraction group (n 10), model group (10) and natural recovery group (10). Learning and memory skills were performed by the Morris water maze (MWM) test, and the variation in gut microbiota (GM) composition was assessed by 16S rDNA amplicon sequencing. The results show that HFE remarkably improved the growth performance in mice. In the MWM test, escape latency was shortened in both MFE and HFE groups, while the percentage of time, distance in target quadrant and the number crossing over the platform were significantly increased in the HFE group. Moreover, the FE played a preventive role in the dysbacteriosis of mice induced by antibiotic and increased the richness and species evenness of GM in mice.