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Journal articles on the topic 'Input enhancement'

Author: Grafiati

Published: 9 March 2023

Last updated: 10 March 2023

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1

Aldukhayel, Dukhayel. "Online comments as input enhancement." EuroCALL Review 29, no. 2 (November 26, 2021): 44–54. http://dx.doi.org/10.4995/eurocall.2021.14212.

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Chapelle (2003) proposed three general types of input enhancement that help L2 learners “acquire features of the linguistic input that they are exposed to during the course reading or listening for meaning” (p. 40): input salience, input modification, and input elaboration. In 2010, Cárdenas-Claros and Gruba argued that Chapelle’s different types of input enhancement “can be and have been operationalized through help options” primarily utilized in the teaching of reading, listening, writing, grammar, and vocabulary such as glossed words, video/audio control features, captions, subtitles, and grammar explanations (p. 79). As understood from Cárdenas-Claros and Gruba’s classification of help options, input enhancement can only be accomplished through one process: salience, modification, or elaboration. In this article, we argue that YouTube comments have the potential to be (1) a help option that facilitate both listening comprehension of the videos and vocabulary learning and that (2) input enhancement accomplished by comments can be achieved by a combination of different types of input enhancement. Put another way, the aural input of a YouTube video can be salient, modified, and elaborated, thanks to the various types of comments YouTube videos often receive.

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2

Smith, Michael Sharwood. "Input Enhancement in Instructed SLA." Studies in Second Language Acquisition 15, no. 2 (June 1993): 165–79. http://dx.doi.org/10.1017/s0272263100011943.

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The concept of input to the language learner is examined with reference to some current theorizing about language processing and the idea of modular systems of knowledge. The question of what this can tell us about the actions taken by teachers and textbook writers is addressed specifically with regard to manipulating, or “enhancing,” the input ideally so that it will affect learner knowledge and thereby learner behavior. The logic of the argumentation is that, in exposing the learner to the second language, we are engaging a whole battery of different processing mechanisms. Input enhancement research and the conclusions drawn from it have to be set within the context of a modular view of language and language learning.

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3

Safdari, Maryam. "Input Flooding, Input Enhancement and Writing Performance: Effects and Percepts." International Journal of Instruction 12, no. 4 (October 1, 2019): 281–96. http://dx.doi.org/10.29333/iji.2019.12418a.

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Choi, Sungmook. "Captions, input enhancement, and collocation acquisition." Secondary English Education 13, no. 4 (November 30, 2020): 3–20. http://dx.doi.org/10.20487/kasee.13.4.202011.03.

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WHITE, L., N. SPADA, P. M. LIGHTBOWN, and L. RANTA. "Input Enhancement and L2 Question Formation." Applied Linguistics 12, no. 4 (December 1, 1991): 416–32. http://dx.doi.org/10.1093/applin/12.4.416.

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Benati, Alessandro. "Input manipulation, enhancement and processing: Theoretical views and empirical research." Studies in Second Language Learning and Teaching 6, no. 1 (March 31, 2016): 65–88. http://dx.doi.org/10.14746/ssllt.2016.6.1.4.

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Researchers in the field of instructed second language acquisition have been examining the issue of how learners interact with input by conducting research measuring particular kinds of instructional interventions (input-oriented and meaning-based). These interventions include such things as input flood, textual enhancement and processing instruction. Although the findings are not completely conclusive on whether these instructional interventions have an impact on acquisition, it is clear that we have witnessed a shift in the field from the original question “Does instruction make a difference?” to the more specific question “Does manipulating input make a difference?” In this article, the key classroom-based research conducted to measure the relative effects of different types of enhancement and manipulation is reviewed. Three main research foci are considered: (a) research measuring the effects of saturating the input with the target form (input flood), (b) research measuring the effects of different types of textual enhancements to draw learners’ attention to the target form, and (c) research measuring input restructuring to improve interpretation and processing of target forms or structures (processing instruction).

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Mitra Zuana, Muhammad Mujtaba. "IMPROVING STUDENTS’ DIRECT AND INDIRECT SPEECH MASTERY IN NEWS ITEM TEXT THROUGH USING INPUT ENHANCEMENT TECHNIQUE." Jurnal Pendidikan 22, no. 1 (March 24, 2021): 71–82. http://dx.doi.org/10.33830/jp.v22i1.846.2021.

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The goal of this research is to find out whether input enhancement technique is effective in improving students’ direct and indirect speech mastery in news item text. This research is quantitative experimental research with pretest and posttest control group design. The data of this research is the students’ direct and indirect speech mastery in new item text. The data collection technique is by administering tests, using pretest-posttest design. The data analysis technique uses t-test formula. The result indicates that there was no difference between control and experimental group in initial abiity before the input-enchancemen-technique was treated. Whereas by using input enhancement technique there was significant difference between students taught direct and indirect speech mastery using input enhancement technique and those taught direct and indirect speech mastery in news item text without using input enhancement technique. Thus, it could be concluded that the use of input enhancement technique was effective in improving students’ direct and indirect speech mastery in news item text. Penelitian ini dilakukan untuk mengetahui apakah penggunaan teknik peningkatan input efektif dapat meningkatkan penguasaan tuturan siswa secara langsung dan tidak langsung pada teks item berita. Penelitian ini merupakan penelitian eksperimental kuantitatif dengan desain control group pretest and posttest. Data dalam penelitian ini adalah penguasaan tuturan langsung dan tidak langsung siswa pada teks item berita. Teknik pengumpulan data dengan pemberian tes, pretest dan posttest. Teknik analisis data menggunakan rumus uji-t. Hasil penelitian menunjukkan bahwa tidak ada perbedaan antara kelompok kontrol dan kelompok eksperimen dalam hal kemampuan awal sebelum dilakukan perlakuan teknik input-enhancemen. Sedangkan dengan menggunakan teknik peningkatan input terdapat perbedaan yang signifikan antara hasil belajar siswa dalam hal penguasaan tuturan langsung dan tidak langsung menggunakan teknik peningkatan input dengan hasil belajar siswa dalam hal penguasaan tuturan langsung dan tidak langsung dalam teks item berita tanpa menggunakan teknik peningkatan input. Dengan demikian, dapat disimpulkan bahwa penggunaan teknik peningkatan input efektif dalam meningkatkan penguasaan tuturan siswa secara langsung dan tidak langsung pada teks item berita.

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8

Rashtchi, M., and F. Etebari. "Learning the English Passive Voice: A Comparative Study on Input Flooding and Input Enhancement Techniques." International Linguistics Research 1, no. 1 (May 18, 2018): p67. http://dx.doi.org/10.30560/ilr.v1n1p67.

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The purpose of this study was to compare the effect of input flooding and input enhancement on grammar knowledge of passive voice among Iranian EFL learners. Preliminary English Test (PET) was administered to 75 learners who were in six intact classes in a language institute in Tehran. Sixty female low-intermediate learners whose scores fell within the range of ±1 standard deviation were selected. These classes were then randomly assigned to receive two different treatments. Three classes in the experimental group one (Input Enhancement Group) were exposed to passive structures through input enhancement guidelines, and the three classes in the experimental group two (Input Flooding Group) received the same materials drawing on the guidelines in line with input flooding procedures. It should be noted that the 15 discarded participants were present in the classes, but their scores were not considered in the data analysis. The reason for selecting six classes was the limited number of students in each class. However, the classes were taught by the same teacher to control teacher variable. The results of the pretest showed that the groups were homogeneous regarding their knowledge about the English passive voice. After the treatment, the participants sat for the posttest, which was identical to the pretest to measure their gain of the passive structures. The results indicated that both input flooding and input enhancement significantly affected the grammar knowledge of the passive voice. However, there was no statistically significant difference between the effects of input flooding and input enhancement in improving the knowledge of passive voice of the participants.

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Izumi, Shinichi. "OUTPUT, INPUT ENHANCEMENT, AND THE NOTICING HYPOTHESIS." Studies in Second Language Acquisition 24, no. 4 (October 28, 2002): 541–77. http://dx.doi.org/10.1017/s0272263102004023.

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This study investigates the potentially facilitative effects of internal and external attention-drawing devices—output and visual input enhancement—on the acquisition of English relativization by adult English as a second language (ESL) learners. Specifically, the study addresses: (a) whether the act of producing output promotes noticing of formal elements in the target language (TL) input and affects subsequent learning of the form; and (b) whether such output- induced noticing and learning, if any, would be the same as that effected by visual input enhancement designed to draw learners' attention to problematic form features in the input. These questions were examined in a controlled experimental study in which the requirements of output and exposure to enhanced input were systematically varied. A computer-assisted reconstruction and reading task was used as the vehicle of presentation of the target input materials. The major findings are: (a) Those engaged in output-input activities outperformed those exposed to the same input for the sole purpose of comprehension in learning gains; (b) those who received visual input enhancement failed to show measurable gains in learning, despite the documented positive impact of enhancement on the noticing of the target form items in the input; and (c) in view of the above, no support was found for the hypothesis that the effect of input enhancement was comparable to that of output. The subsequent discussion centers on reexamining the construct of noticing and argues for the need to consider levels and types of processing in order to account for how sensory detection can lead to learning.

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Kelso and TH Brown. "Differential conditioning of associative synaptic enhancement in hippocampal brain slices." Science 232, no. 4746 (April 4, 1986): 85–87. http://dx.doi.org/10.1126/science.3952501.

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An electrophysiological stimulation paradigm similar to one that produces Pavlovian conditioning was applied to synaptic inputs to pyramidal neurons of hippocampal brain slices. Persistent synaptic enhancement was induced in one of two weak synaptic inputs by pairing high-frequency electrical stimulation of the weak input with stimulation of a third, stronger input to the same region. Forward (temporally overlapping) but not backward (temporally separate) pairings caused this enhancement. Thus hippocampal synapses in vitro can undergo the conditional and selective type of associative modification that could provide the substrate for some of the mnemonic functions in which the hippocampus is thought to participate.

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Han, Z., E. S. Park, and C. Combs. "Textual Enhancement of Input: Issues and Possibilities." Applied Linguistics 29, no. 4 (January 10, 2008): 597–618. http://dx.doi.org/10.1093/applin/amn010.

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12

LaBerge, David, Marc Carter, and Vincent Brown. "A Network Simulation of Thalamic Circuit Operations in Selective Attention." Neural Computation 4, no. 3 (May 1992): 318–31. http://dx.doi.org/10.1162/neco.1992.4.3.318.

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The ability of a thalamic circuit to process information selectively from a spatial location was investigated in neural network models. Starting with the known general structure of the thalamic circuit, we considered three variations of the projections from the inhibitory cells of the reticular nucleus onto the cells of the pulvinar nucleus of the dorsal thalamus. The three circuits were modeled as systems of difference equations, and their operations were simulated by computer-based numerical integration. In all three circuits, when input from a target location was slightly larger than the input from neighboring locations, the time evolution of principal (relay) cell outputs showed substantial selective enhancement at the target location compared with neighboring locations. The selective enhancement effect was produced not only on ascending inputs but also on descending cortical inputs. Simulations separating the lateral inhibitory and feedback-enhancement components of the circuits suggested that the feedback-enhancement component substantially magnified the ability of lateral inhibition to produce a target/surround difference.

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Dasika, Vasant K., John A. White, and H. Steven Colburn. "Simple Models Show the General Advantages of Dendrites in Coincidence Detection." Journal of Neurophysiology 97, no. 5 (May 2007): 3449–59. http://dx.doi.org/10.1152/jn.00669.2005.

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Dendrites can influence and improve information processing in single neurons. Here, simple models are used to elucidate mechanisms underlying the dendritic enhancement of coincidence detection. We focus on coincidence-detecting cells in the auditory system, which have bipolar dendrites and show acute sensitivity to interaural time difference (ITD), a critical cue for spatial hearing. A three-compartment model consisting of a single-compartment soma and two single-compartment dendrites is primarily used, although multiple-compartment dendrites are also tested. Two varieties of somata, with and without active ion channels, are studied. Using constant conductance inputs, we show analytically that the somatic response to balanced bilateral inputs is largest, whereas the response monotonically decreases as the input distribution becomes increasingly monolateral. This enhancement is a consequence of the sublinear saturating dendritic voltage response to conductance input and occurs when dendrites are composed of a single compartment or either a finite number or an infinite number (i.e., a cable) of compartments. Longer, thinner dendrites or greater numbers of compartments increase the enhancement of the somatic response to bilateral input. The time-independent dendritic enhancement, moreover, underlies improved coincidence detection of time-varying input. Coincidence sensitivity to a pair of conductance pulses and rate–ITD modulation to low-frequency (400-Hz) periodic inputs increases with dendritic length. These findings are related to the length gradient in the avian system, where low characteristic frequency (CF) cells have long dendrites and high CF cells have short dendrites. We conclude that dendrites fundamentally improve coincidence detection, increasing the computational power of many neurons in the nervous system.

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Mohanalakshmi, K., Asha Sreenath, Telukuntla Saikeerthi, Perpula Sahana, and Mohammad Abdul Khareem. "Underwater Image Enhancement Using Wavelet Fusion." International Journal for Research in Applied Science and Engineering Technology 10, no. 11 (November 30, 2022): 1632–35. http://dx.doi.org/10.22214/ijraset.2022.47693.

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Abstract: The underwater images are a good source of information which explores idea about sea creatures, to study about seafloor hydrother-mal vents. Low contrast, color distortion and poor visual appearance are the major issues that an underwater image has to undergo. Such problems were caused by dispersion and refraction of light as they penetrate from rarer to denser media. The scattering of light reduces color contrast. The influence of water in underwater images is not only due to scattering but also due to the presence of underwater organisms. Here we introduce an improved method for underwater image enhancement based on the fusion method that is capable to restore accurately underwater images. The proposed work takes a single image as the input and a sequence of operations such as white balancing, gamma correction and sharpening are performed on the input image. Finally wavelet image fusion of the inputs is done to obtain the resultant output. In the initial stage, color distorted input image is white balanced to remove the color casts maintaining a realistic subsea image. In the second stage, CLAHE is performed on the gamma corrected image. CLAHE plays a significant role in luminance enhancement of underwater images. At the same time, histogram equalization is performed on the sharpened image and finally performed the wavelet fusion.

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Namaziandost, Ehsan, Ehsan Rezvani, and Anna Polemikou. "The impacts of visual input enhancement, semantic input enhancement, and inputflooding on L2 vocabulary among Iranian intermediate EFL learners." Cogent Education 7, no. 1 (January 1, 2020): 1726606. http://dx.doi.org/10.1080/2331186x.2020.1726606.

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Verdino, Andrea. "Exploring the Potentials of Intralingual Subtitling in Second Language Learning: An Experimental Study with EFL University Students." International Journal of Education (IJE) 10, no. 01 (March 31, 2022): 21–39. http://dx.doi.org/10.5121/ije.2022.10103.

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In the last two decades, Audiovisual Translation (AVT) studies have become of interest for Second Language Acquisition (SLA) researchers, particularly regarding the use of subtitles in language learning activities. This paper will present an experiment aimed at investigating the role of subtitled 'input enhancement' in SLA. The study involved a group of Italian native students of English as a Foreign Language (EFL) from Milan University. They were exposed to a video with three different subtitling techniques (interlingual subtitles, intralingual subtitles, and enhanced intralingual subtitles), and they were asked to perform a proficiency test immediately after the exposure to the video. The study showed that visual enhancements in the subtitled input improve learners’ noticing process of language features, thus facilitating short-term vocabulary acquisition. The results proved that future SLA and AVT cross-studies should focus on input enhancement in the subtitles to improve learners’ noticing process of language features in the input.

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Garrido-Charad, Florencia, Tomas Vega-Zuniga, Cristián Gutiérrez-Ibáñez, Pedro Fernandez, Luciana López-Jury, Cristian González-Cabrera, Harvey J. Karten, Harald Luksch, and Gonzalo J. Marín. "“Shepherd’s crook” neurons drive and synchronize the enhancing and suppressive mechanisms of the midbrain stimulus selection network." Proceedings of the National Academy of Sciences 115, no. 32 (July 19, 2018): E7615—E7623. http://dx.doi.org/10.1073/pnas.1804517115.

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The optic tectum (TeO), or superior colliculus, is a multisensory midbrain center that organizes spatially orienting responses to relevant stimuli. To define the stimulus with the highest priority at each moment, a network of reciprocal connections between the TeO and the isthmi promotes competition between concurrent tectal inputs. In the avian midbrain, the neurons mediating enhancement and suppression of tectal inputs are located in separate isthmic nuclei, facilitating the analysis of the neural processes that mediate competition. A specific subset of radial neurons in the intermediate tectal layers relay retinal inputs to the isthmi, but at present it is unclear whether separate neurons innervate individual nuclei or a single neural type sends a common input to several of them. In this study, we used in vitro neural tracing and cell-filling experiments in chickens to show that single neurons innervate, via axon collaterals, the three nuclei that comprise the isthmotectal network. This demonstrates that the input signals representing the strength of the incoming stimuli are simultaneously relayed to the mechanisms promoting both enhancement and suppression of the input signals. By performing in vivo recordings in anesthetized chicks, we also show that this common input generates synchrony between both antagonistic mechanisms, demonstrating that activity enhancement and suppression are closely coordinated. From a computational point of view, these results suggest that these tectal neurons constitute integrative nodes that combine inputs from different sources to drive in parallel several concurrent neural processes, each performing complementary functions within the network through different firing patterns and connectivity.

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Dittmer, Howard, and Xiaoping Jia. "Programmer Productivity Enhancement Through Controlled Natural Language Input." International Journal of Software Engineering & Applications 11, no. 3 (May 31, 2020): 1–18. http://dx.doi.org/10.5121/ijsea.2020.11301.

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19

Yurke, B. "Input States for Enhancement of Fermion Interferometer Sensitivity." Physical Review Letters 56, no. 15 (April 14, 1986): 1515–17. http://dx.doi.org/10.1103/physrevlett.56.1515.

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O'Hare, Daniel, Anthony G. Scanlan, Eric Thompson, and Brendan Mullane. "Bandwidth Enhancement to Continuous-Time Input Pipeline ADCs." IEEE Transactions on Very Large Scale Integration (VLSI) Systems 26, no. 2 (February 2018): 404–15. http://dx.doi.org/10.1109/tvlsi.2017.2763129.

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Malczewski, Krzysztof. "Magnetic resonance image enhancement using highly sparse input." Magnetic Resonance Imaging 74 (December 2020): 1–13. http://dx.doi.org/10.1016/j.mri.2020.08.014.

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Cowieson, Brian. "Full sound enhancement using multi-input sound signals." Journal of the Acoustical Society of America 111, no. 3 (2002): 1150. http://dx.doi.org/10.1121/1.1469290.

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Mousavi, Seyyed Nasser, Nasser Ghafoori, and Mahnaz Saeidi. "NOTICING, RETRIEVING AND GENERATION: AN INVESTIGATION INTO VOCABULARY LEARNING AND RETENTION." Práxis Educacional 17, no. 44 (February 1, 2021): 1–32. http://dx.doi.org/10.22481/praxisedu.v17i44.6298.

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The present study is an attempt to examine the psychological processes of noticing, retrieval, and generation and their possible contribution to the process of vocabulary learning and retention among intermediate students. The research method was experimental. One hundred and twenty intermediate students were randomly assigned into four groups, namely Noticing through Input enhancement (n=30), Input Enhancement plus Input-Based Reviewing (n=30), Input Enhancement plus Output-Based Reviewing (n=30) and Input Enhancement plus Input-Based and Output-Based Reviewing. The Academic Words contextualized in Focus on Vocabulary 2: Mastering the Academic Word List (Schmitt, Schmitt, & Mann, 2011) were the target words of the study. A pretest composed of VLT items was administered to the participants. The first group encountered the target words that have been already highlighted to absorb their attention. Encountering the already highlighted words, the second group reviewed the words through researcher-made word cards. The third group, besides encountering the already highlighted words, reviewed the words through rewriting the sentences including the target words. The fourth group experienced noticing through input enhancement; retrieval through using researcher-made word cards; and generation through rewriting the sentences containing the unknown words. One week after the last treatment session, an immediate posttest, and after two weeks, a delayed posttest were administered. Based on the results of four one-way repeated measures ANOVAs and three one-way ANOVAs, it was revealed that all types of input-based, output-based and input+output-based reviewing have positive effect on vocabulary learning. However, their positive effect on vocabulary retention was fairly vague. Moreover, the group treated through input enhancement+input- and output- based reviewing outperformed the other groups.

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Ghafouri, Ali, and Mohsen Masoomi. "The Effect of Visual and Auditory Input Enhancement on Vocabulary Acquisition of Iranian EFL University Students." International Journal of English Linguistics 6, no. 7 (December 1, 2016): 81. http://dx.doi.org/10.5539/ijel.v6n7p81.

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<p>This study was an attempt to investigate the effect of input enhancement instruction on vocabulary acquisition among Iranian university students. Moreover, the possible effect of two kinds of input enhancement (i.e., auditory and visual) was examined. To this end, 75 Iranian university students, majoring English language Teaching at Applied Science and Technology of Kurdistan University, Iran, were randomly selected. The method used in this study was quantitative research and the true experimental design. One experimental group received vocabulary instruction via visual input enhancement, and the other experimental group was taught vocabulary via auditory input enhancement. After administering the posttest, the dada was analyzed by one-way ANOVA. The findings revealed that both auditory and visual input enhanced instruction had a significant effect on the vocabulary development of Iranian EFL students. In addition, comparing the efficacy of two types of instruction, the results indicated that the effect of either visual or auditory input enhancement for both experimental EFL university students were fairly the same in Iranian EFL educational setting.</p>

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Winke, Paula M. "THE EFFECTS OF INPUT ENHANCEMENT ON GRAMMAR LEARNING AND COMPREHENSION." Studies in Second Language Acquisition 35, no. 2 (June 2013): 323–52. http://dx.doi.org/10.1017/s0272263112000903.

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In his 2007 study “Effects of Textual Enhancement and Topic Familiarity on Korean EFL Students’ Reading Comprehension and Learning of Passive Form,” Lee demonstrated that learners were better able to correct written sentences that contained incorrect English passive forms after exposure to texts flooded with enhanced (versus nonenhanced) passive forms. But with enhanced forms, learners did worse on comprehension tests, which arguably demonstrated a trade-off: More attention to forms resulted in less to meaning. In this study, a conceptual replication of Lee’s using eye-movement data, I assessed how English passive construction enhancement affects English language learners’ (a) learning of the form (via pre- and posttest gains on passive construction tests) and (b) text comprehension. In contrast to Lee’s results, I found enhancement did not significantly increase form correction gain scores, nor did enhancement significantly detract from comprehension. There was no trade-off effect. Form learning and comprehension did not correlate. By recording learners’ eye movements while reading, I found enhancement significantly impacted learners’ noticing of the passive forms through longer gaze durations and rereading times. Thus, enhancement in this study functioned as intuitively and originally (Sharwood Smith, 1991, 1993) proposed; it promoted noticing, but, in this case, without further explicit instruction, it appeared to have done little else.

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Anastasio, Thomas J., Paul E. Patton, and Kamel Belkacem-Boussaid. "Using Bayes' Rule to Model Multisensory Enhancement in the Superior Colliculus." Neural Computation 12, no. 5 (May 1, 2000): 1165–87. http://dx.doi.org/10.1162/089976600300015547.

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The deep layers of the superior colliculus (SC) integrate multisensory inputs and initiate an orienting response toward the source of stimulation (target). Multisensory enhancement, which occurs in the deep SC, is the augmentation of a neural response to sensory input of one modality by input of another modality. Multisensory enhancement appears to underlie the behavioral observation that an animal is more likely to orient toward weak stimuli if a stimulus of one modality is paired with a stimulus of another modality. Yet not all deep SC neurons are multisensory. Those that are exhibit the property of inverse effectiveness: combinations of weaker unimodal responses produce larger amounts of enhancement. We show that these neurophysiological findings support the hypothesis that deep SC neurons use their sensory inputs to compute the probability that a target is present. We model multimodal sensory inputs to the deep SC as random variables and cast the computation function in terms of Bayes' rule. Our analysis suggests that multisensory deep SC neurons are those that combine unimodal inputs that would be more uncertain by themselves. It also suggests that inverse effectiveness results because the increase in target probability due to the integration of multisensory inputs is larger when the unimodal responses are weaker.

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Szudarski, Paweł, and Ronald Carter. "The role of input flood and input enhancement in EFL learners' acquisition of collocations." International Journal of Applied Linguistics 26, no. 2 (December 12, 2014): 245–65. http://dx.doi.org/10.1111/ijal.12092.

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Patton, Paul E., and Thomas J. Anastasio. "Modeling Cross-Modal Enhancement and Modality-Specific Suppression in Multisensory Neurons." Neural Computation 15, no. 4 (April 1, 2003): 783–810. http://dx.doi.org/10.1162/08997660360581903.

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Cross-modal enhancement (CME) occurs when the neural response to a stimulus of one modality is augmented by another stimulus of a different modality. Paired stimuli of the same modality never produce supra-additive enhancement but may produce modality-specific suppression (MSS), in which the response to a stimulus of one modality is diminished by another stimulus of the same modality. Both CME and MSS have been described for neurons in the deep layers of the superior colliculus (DSC), but their neural mechanisms remain unknown. Previous investigators have suggested that CME involves a multiplicative amplifier, perhaps mediated by N-methyl D-aspartate (NMDA) receptors, which is engaged by cross-modal but not modality-specific input. We previously postulated that DSC neurons use multisensory input to compute the posterior probability of a target using Bayes' rule. The Bayes' rule model reproduces the major features of CME. Here we use simple neural implementations of our model to simulate both CME and MSS and to argue that multiplicative processes are not needed for CME, but may be needed to represent input variance and covariance. Producing CME requires only weighted summation of inputs and the threshold and saturation properties of simple models of biological neurons. Multiplicative nodes allow accurate computation of posterior target probabilities when the spontaneous and driven inputs have unequal variances and covariances. Neural implementations of the Bayes' rule model account better than the multiplicative amplifier hypothesis for the effects of pharmacological blockade of NMDA receptors on the multisensory responses of DSC neurons. The neural implementations also account for MSS, given only the added hypothesis that input channels of the same modality have more spontaneous covariance than those of different modalities.

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Masoudi, Golfam. "The Effect of Vocabulary Self -Selection Strategy and Input Enhancement Strategy on the Vocabulary Knowledge of Iranian EFL Learners." English Language Teaching 10, no. 8 (July 3, 2017): 32. http://dx.doi.org/10.5539/elt.v10n8p32.

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The present study was designed to investigate empirically the effect of Vocabulary Self -Selection strategy and Input Enhancement strategy on the vocabulary knowledge of Iranian EFL Learners. After taking a diagnostic pretest, both experimental groups enrolled in two classes. Learners who practiced Vocabulary Self-Selection were allowed to self-select each word from the text they wanted to, but the learners who practiced Input Enhancement strategy one session later than the other group, were just allowed to choose the words among the textually enhanced ones which were just limited to the finalized words of the Vocabulary Self-Selection group. After about three months of treatment, seen and unseen posttests were administered. The results revealed positive effects of both strategies on the vocabulary knowledge of the Iranian EFL learners. Thus it could be safely concluded that Vocabulary Self-Selection and Input Enhancement strategy were quite effective in the development of vocabulary knowledge. The performance of the two groups of Iranian EFL learners on the achievement posttest, as statistically shown, indicates that the Vocabulary Self-Selection group could outperform the Input Enhancement group on the vocabulary knowledge. The results revealed positive effects of both strategies on the vocabulary knowledge of the Iranian EFL learners. It was finally concluded that Vocabulary Self-Selection group outperformed those in Input Enhancement group. Thus it could be concluded that Iranian EFL learners who practiced Vocabulary Self-Selection strategy outperformed those who practiced Input Enhancement. Vocabulary Self-Selection strategy fostered vocabulary learning.

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Liu, Hengshuang, and Hongyan Hao. "Input enhancement improved L2 learners’ production of Chinese classifiers." Chinese as a Second Language Research 10, no. 1 (March 30, 2021): 53–73. http://dx.doi.org/10.1515/caslar-2021-0003.

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Abstract The current study aimed to investigate the effect of input enhancement on L2 Chinese classifier learning. Two parallel groups of preliminary-level international participants and one group of Chinese native participants were recruited, and the three groups were matched in Chinese writing experience and group size (n = 28). One group of international participants was randomly selected as the experimental group; they read a classifier-enhanced text for 10 min before performing a writing task. The other international group and the native group served as the L2-learner control group and the L1-learner control group, respectively. These two control groups performed the writing task without text reading. Results showed that likely due to the frequent use of 个/ge4/ and the extensive use of novel classifiers, a greater variety of classifiers were used by the experimental group at a greater frequency as compared with the two control groups. However, given the observation that the experimental group tended to avoid using complex classifier forms and similar classifiers, future CSL instruction is suggested to aim for quality acquisition through long-term application of input enhancement integrated with explicit explanation on a language-use basis. This study furthers our understanding of how input enhancement is applicable to the acquisition of a logographic second language.

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Sen Lin, 林森, 刘世本 Shiben Liu, and 唐延东 Yandong Tang. "Multi-input fusion adversarial network for underwater image enhancement." Infrared and Laser Engineering 49, no. 5 (2020): 20200015. http://dx.doi.org/10.3788/irla.28_2020-0015.

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Gibraiel, Diana, Bryan Gick, Yoko Ikegami, Kristin Johannsdottir, and Jeff Muehlbauer. "Enhancement of visual perception of speech via tactile input." Journal of the Acoustical Society of America 117, no. 4 (April 2005): 2569. http://dx.doi.org/10.1121/1.4788560.

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Thomas, G. "Bifurcated queueing for throughput enhancement in input-queued switches." IEEE Communications Letters 1, no. 2 (March 1997): 56–57. http://dx.doi.org/10.1109/4234.559363.

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Feick, R., H. Carrasco, M. Olmos, and H. D. Hristov. "PIFA input bandwidth enhancement by changing feed plate silhouette." Electronics Letters 40, no. 15 (2004): 921. http://dx.doi.org/10.1049/el:20045276.

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Jensen, Eva Dam, and Thora Vinther. "Exact Repetition as Input Enhancement in Second Language Acquisition." Language Learning 53, no. 3 (July 30, 2003): 373–428. http://dx.doi.org/10.1111/1467-9922.00230.

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Park, Eun. "Combined Glossing as Input Enhancement in EFL Vocabulary Learning." Korean Journal of Teacher Education 29, no. 4 (October 30, 2013): 1–18. http://dx.doi.org/10.14333/kjte.2013.29.4.1.

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Nazeeburrehman, Syed, and Mohameed Ali Hussain. "Image Resolution Enhancement Using Transform." Indonesian Journal of Electrical Engineering and Computer Science 9, no. 2 (February 1, 2018): 354. http://dx.doi.org/10.11591/ijeecs.v9.i2.pp354-356.

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In this project, interruption based image resolution enhancement technique using Discrete Wavelet Transform (DWT) with high-frequency sub bands obtained is proposed. Input images are decomposed by using DWT in this proposed enhancement technique. Inverse DWT is used to generate a new resolution enhanced image from the interpolation of high-frequency sub band images and the input low-resolution image. Intermediate stage has been proposed for estimating the high frequency sub bands to achieve a sharper image. It has been tested on benchmark images from public database. Peak Signal-To-Noise Ratio (PSNR) and visual results show the dominance of the proposed technique over the predictable and state-of-art image resolution enhancement techniques.

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Christoffel, Daniel J., Jessica J. Walsh, Paul Hoerbelt, Boris D. Heifets, Pierre Llorach, Ricardo C. Lopez, Charu Ramakrishnan, Karl Deisseroth, and Robert C. Malenka. "Selective filtering of excitatory inputs to nucleus accumbens by dopamine and serotonin." Proceedings of the National Academy of Sciences 118, no. 24 (June 8, 2021): e2106648118. http://dx.doi.org/10.1073/pnas.2106648118.

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The detailed mechanisms by which dopamine (DA) and serotonin (5-HT) act in the nucleus accumbens (NAc) to influence motivated behaviors in distinct ways remain largely unknown. Here, we examined whether DA and 5-HT selectively modulate excitatory synaptic transmission in NAc medium spiny neurons in an input-specific manner. DA reduced excitatory postsynaptic currents (EPSCs) generated by paraventricular thalamus (PVT) inputs but not by ventral hippocampus (vHip), basolateral amygdala (BLA), or medial prefrontal cortex (mPFC) inputs. In contrast, 5-HT reduced EPSCs generated by inputs from all areas except the mPFC. Release of endogenous DA and 5-HT by methamphetamine (METH) and (±)3,4-methylenedioxymethamphetamine (MDMA), respectively, recapitulated these input-specific synaptic effects. Optogenetic inhibition of PVT inputs enhanced cocaine-conditioned place preference, whereas mPFC input inhibition reduced the enhancement of sociability elicited by MDMA. These findings suggest that the distinct, input-specific filtering of excitatory inputs in the NAc by DA and 5-HT contribute to their discrete behavioral effects.

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Zanjan, Faranak Rostamloofard. "The Impact of Teachers’ Aural Input Enhancement vs. Textual Enhancement in Learners’ Awareness of Ungrammatical Forms." International Journal of English Linguistics 7, no. 5 (July 27, 2017): 190. http://dx.doi.org/10.5539/ijel.v7n5p190.

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Explicit teaching of grammar for the first time became prevalent in Grammar Translation Method. This method was mainly used for teaching the classical languages of Greek and Latin. Attention plays a fundamental role in all areas of L2 learning. This research focused on raising learners’ awareness through input enhancement. It attempted to compare the effects of visual enhancement and aural enhancement on the learning of new grammar forms. The research question was whether there was any statistically significant difference between visual and aural enhancement on the learning of new grammar points. To answer this research question, the researcher selected sixty learners from a language institute. Having been homogenized, each intact group which included thirty learners received the treatment. One group was taught through visual enhancement and another through aural input enhancement. The data collected through tests was analyzed through an independent t-test. The result indicated that visual enhancement was more useful than an aural enhancement.

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Lee, Sang-Ki, and Hung-Tzu Huang. "VISUAL INPUT ENHANCEMENT AND GRAMMAR LEARNING: A Meta-Analytic Review." Studies in Second Language Acquisition 30, no. 3 (July 16, 2008): 307–31. http://dx.doi.org/10.1017/s0272263108080479.

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Effects of pedagogical interventions with visual input enhancement on grammar learning have been investigated by a number of researchers during the past decade and a half. The present review delineates this research domain via a systematic synthesis of 16 primary studies (comprising 20 unique study samples) retrieved through an exhaustive literature search. The overall magnitude of visual input enhancement was addressed by calculating and aggregating effect sizedvalues. The results indicate that second language readers provided with enhancement-embedded texts barely outperformed those who were exposed to unenhanced texts with the same target forms flooded in them (d= 0.22). A theoretical tension between form and meaning was indicated by a small but negative effect size value for learners' meaning processing (d= −0.26). The importance of improving methodological practices in this research domain, including the reporting of statistical and treatment-related information and the counteracting of a possible publication bias, was also revealed by the synthetic analyses and is further discussed.

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Kamimura, Ryotaro. "Double enhancement learning for explicit internal representations: unifying self-enhancement and information enhancement to incorporate information on input variables." Applied Intelligence 36, no. 4 (May 24, 2011): 834–56. http://dx.doi.org/10.1007/s10489-011-0300-5.

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Rajagopal, Sreekul Raj, and A. T. Rosenberger. "Enhancement of Dissipative Sensing in a Microresonator Using Multimode Input." Sensors 22, no. 17 (September 1, 2022): 6613. http://dx.doi.org/10.3390/s22176613.

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Optical whispering-gallery microresonators have proven to be especially useful as chemical sensors. Most applications involve dispersive sensing, such as the frequency shift of resonator modes in response to a change in the ambient index of refraction. However, the response to dissipative interaction can be even more sensitive than the dispersive response. Dissipative sensing is most often conducted via a change in the mode linewidth owing to absorption in the analyte, but the change in the throughput dip depth of a mode can provide better sensitivity. Dispersive sensing can be enhanced when the input to the microresonator consists of multiple fiber or waveguide modes. Here, we show that multimode input can enhance dip-depth dissipative sensing by an even greater factor. We demonstrate that the multimode-input response relative to single-mode-input response using the same fiber or waveguide can be enhanced by a factor of more than one thousand, independent of the mode linewidth, or quality factor (Q), of the mode. We also show that multimode input makes the dip-depth response nearly one hundred times more sensitive than the linewidth-change response. These enhancement factors are predicted by making only two measurements of dip depth in the absence of an analyte: one with the two input modes in phase with each other, and one with them out of phase.

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McVey, Jake. "Linear Histogram Adjustment for Image Enhancement." London Imaging Meeting 2020, no. 1 (September 29, 2020): 65–68. http://dx.doi.org/10.2352/issn.2694-118x.2020.lim-19.

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Tone curves are one of the simplest techniques for image enhancement. Specified as a function, a tone curve is a transformation that maps pixel levels of an input image to new output levels. Tone curves are the basis of many contrast enhancement algorithms, including Contrast Limited Histogram Equalisation (CLHE), which derives a tone curve from a modification of the image histogram. While these methods can provide good enhancement, they are generally non-linear. In this paper we show the surprising result that a tone curve generated by the non-linear CLHE method (and HE) can be calculated by applying a linear transform to the histogram of the input image. Experiments validate our method.

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Rigas, Pavlos, and Manuel A. Castro-Alamancos. "Impact of Persistent Cortical Activity (Up States) on Intracortical and Thalamocortical Synaptic Inputs." Journal of Neurophysiology 102, no. 1 (July 2009): 119–31. http://dx.doi.org/10.1152/jn.00126.2009.

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The neocortex generates short epochs of persistent activity called up states, which are associated with changes in cellular and network excitability. Using somatosensory thalamocortical slices, we studied the impact of persistent cortical activity during spontaneous up states on intrinsic cellular excitability (input resistance) and on excitatory synaptic inputs of cortical cells. At the intrinsic excitability level, we found that the expected decrease in input resistance (high conductance) resulting from synaptic barrages during up states is counteracted by an increase in input resistance due to depolarization per se. The result is a variable but on average relatively small reduction in input resistance during up states. At the synaptic level, up states enhanced a late synaptic component of short-latency thalamocortical field potential responses but suppressed intracortical field potential responses. The thalamocortical enhancement did not reflect an increase in synaptic strength, as determined by measuring the evoked postsynaptic current, but instead an increase in evoked action potential (spike) probability due to depolarization during up states. In contrast, the intracortical suppression was associated with a reduction in synaptic strength, apparently driven by increased presynaptic intracortical activity during up states. In addition, intracortical suppression also reflected a reduction in evoked spike latency caused by depolarization and the abolishment of longer-latency spikes caused by stronger inhibitory drive during up states. In conclusion, depolarization during up states increases the success of excitatory synaptic inputs to reach firing. However, activity-dependent synaptic depression caused by increased presynaptic firing during up states and the enhancement of evoked inhibitory drive caused by depolarization suppress excitatory intracortical synaptic inputs.

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Burkitt, A. N., and G. M. Clark. "Synchronization of the Neural Response to Noisy Periodic Synaptic Input." Neural Computation 13, no. 12 (December 1, 2001): 2639–72. http://dx.doi.org/10.1162/089976601317098475.

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The timing information contained in the response of a neuron to noisy periodic synaptic input is analyzed for the leaky integrate-and-fire neural model. We address the question of the relationship between the timing of the synaptic inputs and the output spikes. This requires an analysis of the interspike interval distribution of the output spikes, which is obtained in the gaussian approximation. The conditional output spike density in response to noisy periodic input is evaluated as a function of the initial phase of the inputs. This enables the phase transition matrix to be calculated, which relates the phase at which the output spike is generated to the initial phase of the inputs. The interspike interval histogram and the period histogram for the neural response to ongoing periodic input are then evaluated by using the leading eigenvector of this phase transition matrix. The synchronization index of the output spikes is found to increase sharply as the inputs become synchronized. This enhancement of synchronization is most pronounced for large numbers of inputs and lower frequencies of modulation and also for rates of input near the critical input rate. However, the mutual information between the input phase of the stimulus and the timing of output spikes is found to decrease at low input rates as the number of inputs increases. The results show close agreement with those obtained from numerical simulations for large numbers of inputs.

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Cho, Mi-Ae, Kyu-Hong Hwang, and 홍광희. "The Integrated Effects of Input Enhancement on English Vocabulary Learning." New Korean Journal of English Lnaguage & Literature 55, no. 3 (August 2013): 195–216. http://dx.doi.org/10.25151/nkje.2013.55.3.010.

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Meng, Qingliang. "Promoting Interpreter Competence through Input Enhancement of Prefabricated Lexical Chunks." Journal of Language Teaching and Research 8, no. 1 (January 1, 2017): 115. http://dx.doi.org/10.17507/jltr.0801.14.

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This research is intended to illustrate that enhancing input of prefabricated chunks in the training of interpreters will help promote their competence in actual interpretation situations. With more prefabricated chunks stored in mind, an interpreter can not only save time for thinking, but also lower anxiety and tension, thus improving fluency and accuracy.

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褚, 祝军, 进能曾, 顺平李, 廷涛李, 晓峰李, 伟林赵, 乐. 常, 燕妮龚, 恒. 赵, and 俊. 张. "Effect of MCP Input Enhancement Film on Image Intensifier Performance." Infrared Technoiogy 42, no. 8 (August 1, 2020): 735–41. http://dx.doi.org/10.3724/sp.j.7102614854.

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Bhatt, Shreyansh, Amit Sheth, Valerie Shalin, Jinjin Zhao, and Amit Sheth. "Knowledge Graph Semantic Enhancement of Input Data for Improving AI." IEEE Internet Computing 24, no. 2 (March 1, 2020): 66–72. http://dx.doi.org/10.1109/mic.2020.2979620.

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Winke, Paula M. "THE EFFECTS OF INPUT ENHANCEMENT ON GRAMMAR LEARNING AND COMPREHENSION." Studies in Second Language Acquisition 35, no. 3 (August 1, 2013): 585. http://dx.doi.org/10.1017/s0272263113000430.

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