1,720,974 research outputs found
Temporal coherence in narrative texts of 8-11-years olds
No full textNotre recherche porte sur la cohérence temporelle dans les textes narratifs d’élèves de 8 à 11 ans. À cet égard, nous avons convoqué des théories qui permettent d’appréhender la temporalité verbale dans les textes narratifs. S’agissant de textes d’élèves de 8 à 11 ans, nous resituons également notre étude dans une perspective développementale et institutionnelle. Nous nous sommes ainsi demandé comment les élèves s’apprennent à écrire le temps. Notre corpus est constitué de 180 textes narratifs d’élèves de CE2, CM1 et CM2, produits en réponse à une consigne d’écriture. Afin d’étudier la cohérence temporelle dans les textes narratifs produits, nous avons retenu trois niveaux d’analyse : l’ancrage énonciatif, l’ordre temporel du récit et les marqueurs de cohésion qui participent à la structuration temporelle du récit. L’analyse de notre corpus met à jour la complexité temporelle des textes produits, quel que soit le niveau de classe concerné. Nous observons, par ailleurs, une complexification temporelle à mesure que le niveau de classe augmente. Celle-ci n’est toutefois pas linéaire. De fait, nous identifions des spécificités propres à chaque niveau. Notre recherche montre également des emplois inattendus produisant des effets qui témoignent, selon nous, de la complexité temporelle à laquelle les élèves sont confrontés notamment dans la littérature de jeunesse, et ce, dès le plus jeune âge.Our research focuses on the temporal coherence of narratives written by pupils aged 8-11. In this respect, we drew on theories that allow us to understand verbal temporality in narratives. As we are dealing with texts written by pupils aged 8-11, we also place our study in a developmental and institutional perspective. Our corpus consists of 180 texts produced by pupils in CE2, CM1 and CM2 in response to a common writing instruction. In order to study the temporal coherence in the narratives, we retained three levels of analysis: the enunciative anchoring, the temporal order of the narrative and the cohesion markers that participate in the temporal structuring of the narrative. The analysis of our corpus reveals the temporal complexity of the texts produced regardless of pupils’ grade. Moreover, we observe a temporal complexification as pupils’ age increases. However, this is not a linear process. In fact, we identify specificities at each level. Our research also shows unexpected uses producing effects which, in our opinion, testify to the temporal complexity with which pupils are confronted, particularly in children's literature, and this from a very early age
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
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
Propositions pour une approche discursive et réflexive de la valeur des temps verbaux à l’école primaire
No full textInternational audienc
Temporal organization in narrative texts of 8-11-year olds
Get PDFThe present work focuses on the temporal organization of narratives written by pupils aged 8-11. In this paper, we analyze 180 texts produced by elementary school children (60 texts from pupils aged 8-9, 60 texts from pupils aged 9-10, 60 texts from pupils aged 10-11) in response to a common writing instruction prompt in which the beginning and end of the text are given. The different temporal movements (chronological succession, backward and forward movements) are cataloged, categorized, and analyzed. The study reveals, on the one hand, that all pupils, regardless of their grade level, integrate temporal movements in their texts. On the other hand, it shows that differences appear according to class level: as class level increases the different movements tend to develop with their own specificity conveying more thickness and coherence to the text. The present work focuses on the temporal organization of narratives written by pupils aged 8-11. In this paper, we analyze 180 texts produced by elementary school children (60 texts from pupils aged 8-9, 60 texts from pupils aged 9-10, 60 texts from pupils aged 10-11) in response to a common writing instruction prompt in which the beginning and end of the text are given. The different temporal movements (chronological succession, backward and forward movements) are cataloged, categorized, and analyzed. The study reveals, on the one hand, that all pupils, regardless of their grade level, integrate temporal movements in their texts. On the other hand, it shows that differences appear according to class level: as class level increases the different movements tend to develop with their own specificity conveying more thickness and coherence to the text
- …
