1,721,435 research outputs found
ChatGPT-Based Learning And Reading Assistant (C-LARA): Second Report
No full textChatGPT-based Learning And Reading Assistant (C-LARA – pronounced “Clara”) is an AIbasedplatform which allows users to create multimodal texts designed to improve reading skillsin second languages. GPT-4/ChatGPT-4 is central to the project: as well as being the corelanguage processing component, it has in collaboration with a human partner developed thegreater part of the codebase.Following on from the initial progress report, released in July 2023, we focus on new workcarried out during the period August 2023 – March 2024. The platform is far more usable. CLARAis now packaged with a wizard-style interface (“Simple C-LARA”) that allows the nonexpertuser to create a complete illustrated multimodal text by entering a prompt and approvingdefault choices a few times, and the software is deployed on a fast dedicated server maintained bythe University of South Australia. Other substantial new pieces of functionality are support for“phonetic texts”, where words are automatically divided up into units associated with phoneticvalues; “reading histories”, which support the combination of several texts into a single virtualdocument; and the social network, rudimentary in the first version, which now includes supportfor friending, an update feed, and email alerts.To investigate the AI’s abilities as a language processor, we present an experiment where wecreated six texts for each of five languages, using the same prompts for each language, andevaluated the accuracy of the language processing. We also give the results when some of theexperiments were repeated five months later with a newer version of GPT-4, in the case ofEnglish revealing a dramatic reduction in error rates. A small questionnaire-based study probesusers’ subjective views of C-LARA projects they have created: in general, people are pleasedwith the results, to the extent that they are often sharing them.With regard to GPT-4/ChatGPT-4’s software engineer role, we present a breakdown of thevarious modules and functionalities, indicating the AI’s contribution. It is capable of writing thesimpler modules on its own or with minimal human assistance, and only had serious problemswith a small number of top-level functionalities, in particular “Simple C-LARA”, which directlyor indirectly involved most of the codebase.We describe initial use cases, including trialling of C-LARA in a school classroom, integratingit into the experimental CALL platform Basm, and creating multimodal texts in the Oceaniclanguages Drehu and Iaai. A short section summarises our policy on ethical issues concerningthe crediting of the AI as an author. The appendices present examples illustrating use of theSimple C-LARA and Advanced C-LARA versions of the platform, list functionalities and codefiles, and reproduce conversations with the AI about various aspects of the project
Using C-LARA to evaluate GPT-4's multilingual processing∗
No full textWe present a cross-linguistic study in which the open source C-LARA platform was used to evaluate GPT-4’s ability to perform several key tasks relevant to Computer Assisted Language Learning. For each of the languages English, Farsi, Faroese, Mandarin and Russian, we instructed GPT-4, through C-LARA, to write six different texts, using prompts chosen to obtain texts of widely differing character. We then further instructed GPT-4 to annotate each text with segmentation markup, glosses and lemma/part-of-speech information; native speakers hand-corrected the texts and annotations to obtain error rates on the different component tasks. The C-LARA platform makes it easy to combine the results into a single multimodal document, further facilitating checking of their correctness. GPT-4’s performance varied widely across languages and processing tasks, but performance on different text genres was roughly comparable. In some cases, most notably glossing of English text, we found that GPT-4 was consistently able to revise its annotations to improve them
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Creating Multimedia Resources for Kanak Languages Using the C-LARA Platform: Case Studies in Iaai and Drehu
No full textInternational audienceWe describe an ongoing project where a diverse team, including linguists, ethnomusicologists, applied linguists, language teachers, and computer scientists, is developing multimedia resources for two Kanak languages of New Caledonia—Iaai and Drehu—using the ChatGPT-based Learning And Reading Assistant (C-LARA) platform. C-LARA (https://www.c-lara.org/; (Bédi et al., 2023, 2024)) is an open source platform powered by artificial intelligence (AI) enabling non-expert users to rapidly create illustrated multimodal content for language learners. We present initial proof-of-concept resources already completed and outline plans for further work.For Drehu, the language of the island of Lifou and one of the languages of Tiga, and the Kanak language with the largest community of speakers (approx. 16,000), we developed an interactive alphabet book and a C-LARA edition of Leu me Jö (The (North) Wind and the Sun), a Drehu version of Aesop’s fable. These resources feature Drehu words with accompanying AI-generated images and audio pronunciations recorded by native speakers. The platform provides phonetic annotations using pronunciation respellings based on French orthography (franétique transcriptions, derived from français + phonétique), aiding learners in correct pronunciation and mitigating cross-language orthographic conflicts (see Figure 1). The grapheme-phoneme correspondences were based on the conventions of the Académie des Langues Kanak’s Proposition d’Écriture for Drehu (Sam, 2009) as well as our own research (Anonymous).In Iaai, spoken by around 3,700 speakers mainly on the island of Ouvéa, we created a multimedia version of Wanakat Kaori, a bilingual Iaai-French tale (see Figure 2) adapted from traditional oral literature (Hombouy et al., 2005), as well as several children’s songs, lullabies, and contemporary music pieces. For Wanakat Kaori, we used illustrations from the original storybook, while AI-generated images were created for the other texts. All resources include audio recordings by native speakers. We collaborated closely with the Académie des Langues Kanak (ALK) to ensure adherence to Iaai writing norms (2020) and cultural appropriateness.One challenge was addressing limitations in using AI to create images depicting specific cultural contexts, which we mitigated through prompt engineering and community feedback. Here, the involvement of the ALK and community members was pivotal in refining the resources, ensuring they were culturally relevant and accurately represented the languages. Another challenge was adapting C-LARA to work with Indigenous languages unfamiliar to the AI. Since then, we have enhanced the platform to better handle these challenges by improving the platform’s ability to support manual annotation and glossing in unfamiliar languages and refining the AI-based image generation techniques.Our work demonstrates the potential of AI in supporting linguistic documentation and education for endangered languages. By combining advanced technology with community collaboration, we contribute to the preservation and promotion of Kanak languages, showing how AI tools can be adapted to create culturally relevant multimedia resources for languages with limited digital presence. All materials described are freely accessible online; the final version of this abstract will include links. We are currently developing substantially larger resources for Kanak languages, some of which we expect to have made available by the time of the conference.ReferencesAcadémie des Langues Kanak (2020). Propositions d’écriture du iaai, langue parlée a Ouvéa, Nouvelle-Calédonie. Hna setr hwen iaai ae thep ûnyi. Académie des Langues Kanak.Bédi, B., ChatGPT-4 C-LARA-Instance, Chiera, B., Chua, C., Cucchiarini, C., Dotte, A.-L., Geneix-Rabault, Stéphanie Maizonniaux, C., M˘arginean, C., Ní Chiaráin, N., Parry-Mills, L., Raheb, C., Rayner, M., Simonsen, A., Viorica, Wacalie, F., Lucret,ia, M., Welby, P., Xiang, Z., and Zviel-Girshin, R. (2024). ChatGPT-Based Learning And Reading Assistant (C-LARA): Second report. Technical report. https://www.researchgate.net/publication/379119435_ChatGPT-Based_Learning_And_Reading_Assistant_C-LARA_Second_Report.Bédi, B., ChatGPT-4 C-LARA-Instance, Chiera, B., Chua, C., Cucchiarini, C., Ní Chiaráin, N., Rayner, M., Simonsen, A., and Zviel-Girshin, R. (2023). ChatGPT-Based Learning And Reading Assistant: Initial report. Technical report. https://www.researchgate.net/publication/372526096_ChatGPT-Based_Learning_And_Reading_Assistant_Initial_Report.Hombouy, M., Wea, G., and Goulon, I. (2005). Wanakat kaori — L’enfant kaori. ADCK-CCT-Grain de sable, Nouméa.Sam, L. D. (2009). Aqane cinyihanyi
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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