aprilsarts:


PALETTE CHALLENGE - Allison

Hey hey hey
I decided to challenge myself a bit… I picked this beautiful palette and made this rough 10 min sketch of the one and only Allison from Teen Wolf (w h y)
I hope this isn’t a hopeless idea, anyway I hope you like it xx

Follow me on DEVIANTART

aprilsarts:

PALETTE CHALLENGE - Allison

Hey hey hey

I decided to challenge myself a bit… I picked this beautiful palette and made this rough 10 min sketch of the one and only Allison from Teen Wolf (w h y)

I hope this isn’t a hopeless idea, anyway I hope you like it xx

Follow me on DEVIANTART

POSTED August 21, 2014 @ 14:17 WITH 729 notes
REBLOGGED FROM: jiinsy (SOURCE: aprilsarts)
u can easily get a p decent laptop for £300ish nowadays

Yeah I’ve been looking at a lot of them and there are some nice ones between like £325 and £425 but then I need the accessories on top like an extra battery (maybe a charger) a mouse and bag because my current ones are broken. so the £450-600 is with those as well. I mean I spent like £450 on my current one (and accessories) and it was good for like a year and a half then it went down hill so maybe spending a little more might be better. I dunno. I need to research and shit

assbutt-in-the-garrison:

hatewizard:

“THEY WERE JUST TEENAGERS” idk man I was a crazy, stupid, reckless, and unstable teenager but not once did I ever get the urge to kidnap, drug, and rape someone

AFUCKINGMEN

POSTED August 21, 2014 @ 13:42 WITH 403,623 notes
REBLOGGED FROM: tinyhungryhippo (SOURCE: hatewizard)

dion-thesocialist:

ur fave is problematic. *spins the celebrity wheel* Keira Knightley is guilty of *spins the problematic wheel* appropriating the struggles of *spins the marginalized group wheel* minimum wage workers, and refuses to acknowledge her *spins the privilege wheel* male privilege.

POSTED August 21, 2014 @ 13:42 WITH 11,417 notes
REBLOGGED FROM: tinyhungryhippo (SOURCE: dion-thesocialist)

Okay so just checked my finances because I have money in there but I have to make sure theres enough for rent and stuff for the whole year. because I don’t get any student money for 3 months in the summer, I still have some debt from Denmark, and I need to give money back to mum, but even if I cant find a job etc, I think I can still afford a new laptop in the range of £450-600. But then thats without anything else like going out etc (but then i put £100 a month in excesses like food and I don’t eat £100 worth of food) so that should be less anyways, and then i forgot to add in things like birthday money etc, so there’s more to play with

But anyways I digress. I’m going to get a new laptop either this weekend or next. and I’m super excited. 

OMG why was that so simple?! I thought when they were ringing us I’d have to answer the phone and talk to a human being but instead it was fully automated and everything ugh so much stress gone omg. 

ARTIST:
TRACK:
ALBUM:
10 plays
allthingslinguistic:

neurosciencestuff:

Try, try again? Study says no
When it comes to learning languages, adults and children have different strengths. Adults excel at absorbing the vocabulary needed to navigate a grocery store or order food in a restaurant, but children have an uncanny ability to pick up on subtle nuances of language that often elude adults. Within months of living in a foreign country, a young child may speak a second language like a native speaker.
Brain structure plays an important role in this “sensitive period” for learning language, which is believed to end around adolescence. The young brain is equipped with neural circuits that can analyze sounds and build a coherent set of rules for constructing words and sentences out of those sounds. Once these language structures are established, it’s difficult to build another one for a new language.
In a new study, a team of neuroscientists and psychologists led by Amy Finn, a postdoc at MIT’s McGovern Institute for Brain Research, has found evidence for another factor that contributes to adults’ language difficulties: When learning certain elements of language, adults’ more highly developed cognitive skills actually get in the way. The researchers discovered that the harder adults tried to learn an artificial language, the worse they were at deciphering the language’s morphology — the structure and deployment of linguistic units such as root words, suffixes, and prefixes.
“We found that effort helps you in most situations, for things like figuring out what the units of language that you need to know are, and basic ordering of elements. But when trying to learn morphology, at least in this artificial language we created, it’s actually worse when you try,” Finn says.
Finn and colleagues from the University of California at Santa Barbara, Stanford University, and the University of British Columbia describe their findings in the July 21 issue of PLoS One. Carla Hudson Kam, an associate professor of linguistics at British Columbia, is the paper’s senior author.
Too much brainpower
Linguists have known for decades that children are skilled at absorbing certain tricky elements of language, such as irregular past participles (examples of which, in English, include “gone” and “been”) or complicated verb tenses like the subjunctive.
“Children will ultimately perform better than adults in terms of their command of the grammar and the structural components of language — some of the more idiosyncratic, difficult-to-articulate aspects of language that even most native speakers don’t have conscious awareness of,” Finn says.
In 1990, linguist Elissa Newport hypothesized that adults have trouble learning those nuances because they try to analyze too much information at once. Adults have a much more highly developed prefrontal cortex than children, and they tend to throw all of that brainpower at learning a second language. This high-powered processing may actually interfere with certain elements of learning language.
“It’s an idea that’s been around for a long time, but there hasn’t been any data that experimentally show that it’s true,” Finn says.
Finn and her colleagues designed an experiment to test whether exerting more effort would help or hinder success. First, they created nine nonsense words, each with two syllables. Each word fell into one of three categories (A, B, and C), defined by the order of consonant and vowel sounds.
Study subjects listened to the artificial language for about 10 minutes. One group of subjects was told not to overanalyze what they heard, but not to tune it out either. To help them not overthink the language, they were given the option of completing a puzzle or coloring while they listened. The other group was told to try to identify the words they were hearing.
Each group heard the same recording, which was a series of three-word sequences — first a word from category A, then one from category B, then category C — with no pauses between words. Previous studies have shown that adults, babies, and even monkeys can parse this kind of information into word units, a task known as word segmentation.
Subjects from both groups were successful at word segmentation, although the group that tried harder performed a little better. Both groups also performed well in a task called word ordering, which required subjects to choose between a correct word sequence (ABC) and an incorrect sequence (such as ACB) of words they had previously heard.
The final test measured skill in identifying the language’s morphology. The researchers played a three-word sequence that included a word the subjects had not heard before, but which fit into one of the three categories. When asked to judge whether this new word was in the correct location, the subjects who had been asked to pay closer attention to the original word stream performed much worse than those who had listened more passively.
“This research is exciting because it provides evidence indicating that effortful learning leads to different results depending upon the kind of information learners are trying to master,” says Michael Ramscar, a professor of linguistics at the University of Tübingen who was not part of the research team. “The results indicate that learning to identify relatively simple parts of language, such as words, is facilitated by effortful learning, whereas learning more complex aspects of language, such as grammatical features, is impeded by effortful learning.”
Turning off effort
The findings support a theory of language acquisition that suggests that some parts of language are learned through procedural memory, while others are learned through declarative memory. Under this theory, declarative memory, which stores knowledge and facts, would be more useful for learning vocabulary and certain rules of grammar. Procedural memory, which guides tasks we perform without conscious awareness of how we learned them, would be more useful for learning subtle rules related to language morphology.
“It’s likely to be the procedural memory system that’s really important for learning these difficult morphological aspects of language. In fact, when you use the declarative memory system, it doesn’t help you, it harms you,” Finn says.
Still unresolved is the question of whether adults can overcome this language-learning obstacle. Finn says she does not have a good answer yet but she is now testing the effects of “turning off” the adult prefrontal cortex using a technique called transcranial magnetic stimulation. Other interventions she plans to study include distracting the prefrontal cortex by forcing it to perform other tasks while language is heard, and treating subjects with drugs that impair activity in that brain region.

This reminds me of a recent discussion I had on twitter about learning languages by acquiring a bunch of vocab and then immersing yourself until your subconscious figures out the grammar for you. This study makes it sound like that would be a good idea. Much as I enjoy learning grammar, it’s not really conscious knowledge of grammar that enables you to talk fluently. 

allthingslinguistic:

neurosciencestuff:

Try, try again? Study says no

When it comes to learning languages, adults and children have different strengths. Adults excel at absorbing the vocabulary needed to navigate a grocery store or order food in a restaurant, but children have an uncanny ability to pick up on subtle nuances of language that often elude adults. Within months of living in a foreign country, a young child may speak a second language like a native speaker.

Brain structure plays an important role in this “sensitive period” for learning language, which is believed to end around adolescence. The young brain is equipped with neural circuits that can analyze sounds and build a coherent set of rules for constructing words and sentences out of those sounds. Once these language structures are established, it’s difficult to build another one for a new language.

In a new study, a team of neuroscientists and psychologists led by Amy Finn, a postdoc at MIT’s McGovern Institute for Brain Research, has found evidence for another factor that contributes to adults’ language difficulties: When learning certain elements of language, adults’ more highly developed cognitive skills actually get in the way. The researchers discovered that the harder adults tried to learn an artificial language, the worse they were at deciphering the language’s morphology — the structure and deployment of linguistic units such as root words, suffixes, and prefixes.

“We found that effort helps you in most situations, for things like figuring out what the units of language that you need to know are, and basic ordering of elements. But when trying to learn morphology, at least in this artificial language we created, it’s actually worse when you try,” Finn says.

Finn and colleagues from the University of California at Santa Barbara, Stanford University, and the University of British Columbia describe their findings in the July 21 issue of PLoS One. Carla Hudson Kam, an associate professor of linguistics at British Columbia, is the paper’s senior author.

Too much brainpower

Linguists have known for decades that children are skilled at absorbing certain tricky elements of language, such as irregular past participles (examples of which, in English, include “gone” and “been”) or complicated verb tenses like the subjunctive.

“Children will ultimately perform better than adults in terms of their command of the grammar and the structural components of language — some of the more idiosyncratic, difficult-to-articulate aspects of language that even most native speakers don’t have conscious awareness of,” Finn says.

In 1990, linguist Elissa Newport hypothesized that adults have trouble learning those nuances because they try to analyze too much information at once. Adults have a much more highly developed prefrontal cortex than children, and they tend to throw all of that brainpower at learning a second language. This high-powered processing may actually interfere with certain elements of learning language.

“It’s an idea that’s been around for a long time, but there hasn’t been any data that experimentally show that it’s true,” Finn says.

Finn and her colleagues designed an experiment to test whether exerting more effort would help or hinder success. First, they created nine nonsense words, each with two syllables. Each word fell into one of three categories (A, B, and C), defined by the order of consonant and vowel sounds.

Study subjects listened to the artificial language for about 10 minutes. One group of subjects was told not to overanalyze what they heard, but not to tune it out either. To help them not overthink the language, they were given the option of completing a puzzle or coloring while they listened. The other group was told to try to identify the words they were hearing.

Each group heard the same recording, which was a series of three-word sequences — first a word from category A, then one from category B, then category C — with no pauses between words. Previous studies have shown that adults, babies, and even monkeys can parse this kind of information into word units, a task known as word segmentation.

Subjects from both groups were successful at word segmentation, although the group that tried harder performed a little better. Both groups also performed well in a task called word ordering, which required subjects to choose between a correct word sequence (ABC) and an incorrect sequence (such as ACB) of words they had previously heard.

The final test measured skill in identifying the language’s morphology. The researchers played a three-word sequence that included a word the subjects had not heard before, but which fit into one of the three categories. When asked to judge whether this new word was in the correct location, the subjects who had been asked to pay closer attention to the original word stream performed much worse than those who had listened more passively.

“This research is exciting because it provides evidence indicating that effortful learning leads to different results depending upon the kind of information learners are trying to master,” says Michael Ramscar, a professor of linguistics at the University of Tübingen who was not part of the research team. “The results indicate that learning to identify relatively simple parts of language, such as words, is facilitated by effortful learning, whereas learning more complex aspects of language, such as grammatical features, is impeded by effortful learning.”

Turning off effort

The findings support a theory of language acquisition that suggests that some parts of language are learned through procedural memory, while others are learned through declarative memory. Under this theory, declarative memory, which stores knowledge and facts, would be more useful for learning vocabulary and certain rules of grammar. Procedural memory, which guides tasks we perform without conscious awareness of how we learned them, would be more useful for learning subtle rules related to language morphology.

“It’s likely to be the procedural memory system that’s really important for learning these difficult morphological aspects of language. In fact, when you use the declarative memory system, it doesn’t help you, it harms you,” Finn says.

Still unresolved is the question of whether adults can overcome this language-learning obstacle. Finn says she does not have a good answer yet but she is now testing the effects of “turning off” the adult prefrontal cortex using a technique called transcranial magnetic stimulation. Other interventions she plans to study include distracting the prefrontal cortex by forcing it to perform other tasks while language is heard, and treating subjects with drugs that impair activity in that brain region.

This reminds me of a recent discussion I had on twitter about learning languages by acquiring a bunch of vocab and then immersing yourself until your subconscious figures out the grammar for you. This study makes it sound like that would be a good idea. Much as I enjoy learning grammar, it’s not really conscious knowledge of grammar that enables you to talk fluently. 

ladyartanis:

queencersei:

originpallettown:

So you can’t like Cersei Lannister as a character because she’s an evil bitch, but it’s okay to love Loki and Walter White?

image

POSTED August 21, 2014 @ 00:44 WITH 2,792 notes
REBLOGGED FROM: snixliciouss (SOURCE: originpallettown)
levi4thans:

PEOPLE DIED 

levi4thans:

PEOPLE DIED 

POSTED August 20, 2014 @ 22:24 WITH 39,971 notes
REBLOGGED FROM: plumey (SOURCE: blazepress)