Social networking opened up new avenues for learning and knowledge sharing. Due to its document exchange, virtual communication, and knowledge production capabilities, social media is a helpful tool for learning and teaching. The research embraces multiple goals. First, this study examines Bangladeshi university students' social value, communication and collaboration, trust, and perceived benefits of knowledge sharing through social media in academic advancement. The second goal is to examine how families and technology support mediates those aspects of social media knowledge sharing with student academic development. We used Technology Acceptance Model and Social Exchange Theory as examples of how social media sharing of knowledge impacts academic progress in Bangladeshi university students through family and technological support. PLS-SEM was used using survey data from 737 Bangladeshi students to test the model. Social value, communication and collaboration, trust, and perceived benefits of sharing knowledge through social media significantly enhance Bangladeshi students' academic growth. In the case of mediation, family and technological support mediates the relationship between communication and collaboration, trust, perceived benefits and academic development. However, there is no mediation with the social value of knowledge sharing in social media with student’s academic development. The article concludes with implications, limitations, and future research.

In recent years, neural networks based on attention mechanisms have been increasingly widely used in speech recognition, separation, enhancement, and other fields. In particular, the convolution-augmented transformer has achieved good performance as it can combine the advantages of convolution and self-attention. Recently, the gated attention unit (GAU) has been proposed. Compared with the traditional multi-head self-attention, approaches with GAU are effective and computationally efficient. In this article, we propose a network for speech enhancement called CGA-MGAN, a kind of Metric GAN based on convolution-augmented gated attention. CGA-MGAN captures local and global correlations in speech signals at the same time through the fusion of convolution and gated attention units. Experiments on Voice Bank + DEMAND show that the CGA-MGAN we propose achieves an excellent performance (3.47 PESQ, 0.96 STOI, and 11.09dB SSNR) at a relatively small model size (1.14M).

Talker variability has been reported to facilitate generalization and retention of speech learning, but is also shown to place demands on cognitive resources. Our recent study provided evidence that phonetically-irrelevant acoustic variability in single-talker (ST) speech is sufficient to induce equivalent amounts of learning to the use of multiple-talker (MT) training. This study is a follow-up contrasting MT versus ST training with varying degrees of temporal exaggeration to examine how cognitive measures of individual learners may influence the role of input variability in immediate learning and long-term retention. Native Chinese-speaking adults were trained on the English /i/-/ɪ/ contrast. We assessed the trainees’ working memory and selective attention before training. Trained participants showed retention of more native-like cue weighting in both perception and production regardless of talker variability condition. The ST training group showed long-term benefit in word identification, whereas the MT training group did not retain the improvement. The results demonstrate the role of phonetically-irrelevant variability in robust speech learning and modulatory functions of nonlinguistic working memory and selective attention, highlighting the necessity to consider the interaction between input characteristics, task difficulty, and individual differences in cognitive abilities in assessing learning outcomes.