1,720,963 research outputs found
The development of bei2 dative constructions in early child Cantonese.
Full text linkChan Wing Shan Angel.Thesis submitted in: Novemeber 2003.Thesis (M.Phil.)--Chinese University of Hong Kong, 2004.Includes bibliographical references (leaves 152-157).Abstracts in English and Chinese.AcknowledgementsList of AbbreviationsList of Tables and FiguresAbstractChapter Chapter One --- IntroductionChapter 1.0 --- IntroductionChapter 1.1 --- The Target ConstructionChapter 1.1.1 --- The Canonical [bei2-T-R] Double Object FormChapter 1.1.2 --- The Non-Canonical [bei2-R-T] Double Object FormChapter 1.1.3 --- The Non-Canonical [bei2-T-bei2-R] Serial Verb FormChapter 1.1.4 --- The Extended bei2-Da.tiveChapter 1.2 --- A Review of Cantonese Dative ConstructionsChapter Chapter Two --- Theoretical BackgroundChapter 2.0 --- IntroductionChapter 2.1 --- The Markedness HypothesisChapter 2.2 --- The Iconicity HypothesisChapter 2.3 --- The Input Frequency HypothesisChapter 2.4 --- Relevance to CantoneseChapter 2.4.1 --- The Markedness Hypothesis: Empirical PredictionsChapter 2.4.2 --- The Iconicity Hypothesis: Empirical PredictionsChapter 2.4.3 --- The Input Frequency Hypothesis: Empirical PredictionsChapter 2.4.4 --- An Interim Summary of Empirical PredictionsChapter 2.5 --- The Null Dative Marker HypothesisChapter 2.6 --- Conceptualization of End-State Knowledge: Construction GrammarChapter 2.7 --- Introducing the Usage-Based Theory to Child Language AcquisitionChapter Chapter Three --- The Input Properties Hypothesis and Adult Cantonese InputChapter 3.0 --- IntroductionChapter 3.1 --- SchematizationChapter 3.2 --- The Input Properties HypothesisChapter 3.3 --- Two Empirical Hypotheses on the Theme-Recipient AsymmetryChapter 3.3.1 --- Unexpressed Arguments: The Theme Versus The RecipientChapter 3.3.2 --- Susceptibility to Displacement: The Theme Versus The RecipientChapter 3.4 --- A Corpus Study Of Adult InputChapter 3.4.1 --- Methodology For Adult Input AnalysisChapter 3.4.2 --- Corpus FindingsChapter 3.4.2.1 --- The Missing Theme: bei2-Datives with Frequent Null ThemeChapter 3.4.2.2 --- The Non-Canonical [bei2-R-T] FormChapter 3.4.2.3 --- The Non-Canonical [bei2-T-bei2-R] FormChapter 3.4.2.4 --- The Frequent [bei2-R] SequenceChapter 3.5 --- Cantonese Adult Input Properties: Implications for Early SchematizationChapter 3.6 --- Chapter SummaryChapter Chapter Four --- Methodology and Early Developmental FindingsChapter 4.0 --- IntroductionChapter 4.1 --- MethodologyChapter 4.1.1 --- Longitudinal Corpus DataChapter 4.1.1.1 --- Monolingual Child Data: The Hong Kong Cantonese Child Language Corpus (CANCORP)Chapter 4.1.1.2 --- Cantonese-English Bilingual Child Data: The Hong Kong Bilingual Child Language CorpusChapter 4.1.2 --- "Cantonese-English Bilingual Diary Data: Cheung (2002, p.c.)"Chapter 4.1.3 --- Clinical Child Data: Local Speech Therapists in Hong KongChapter 4.1.4 --- Procedures for Data AnalysisChapter 4.2 --- Early Developmental FindingsChapter 4.2.1 --- Non-Full bei2-Datives Before Full bei2-DativesChapter 4.2.2 --- The First Spontaneous Use of Full bei2-DativesChapter 4.2.3 --- All Full bei2-Datives AttestedChapter 4.2.4 --- Early Preference for Non-Canonical FormsChapter 4.2.4.1 --- Possible Priming EffectsChapter 4.2.4.2 --- Placement of PausesChapter 4.2.5 --- The Late Acquisition of the Canonical [bei2-T-R] FormChapter 4.2.6 --- The Non-Target Use of bei2-DativesChapter 4.2.6.1 --- The Non-Target [bei2-R-T] FormChapter 4.2.6.2 --- The Non-Target [bei2-T-bei2-R] FormChapter 4.3 --- Usage Patterns in Older ChildrenChapter 4.4 --- Summary of Major FindingsChapter Chapter Five --- Discussion of FindingsChapter 5.0 --- IntroductionChapter 5.1 --- A Review of Established Empirical PredictionsChapter 5.2 --- The Markedness HypothesisChapter 5.3 --- The Iconicity HypothesisChapter 5.4 --- The Input Frequency HypothesisChapter 5.5 --- The Input Properties HypothesisChapter 5.6 --- Markedness From the UG perspectiveChapter 5.7 --- The Early Preference for Non-Canonical Forms: A Functional PerspectiveChapter 5.8 --- The Source of the Early Non-Canonical bei2-datives: A Usage-Based PerspectiveChapter 5.8.1 --- The Early [bei2-R-T] FormChapter 5.8.1.1 --- Against Learning Directly From The Adult Speech ModelsChapter 5.8.1.2 --- Against Generating Directly From The [bei2-R-T] Verb Specific SchemaChapter 5.8.1.3 --- Against Overgeneralizing the Abstract [V-R-T] SchemaChapter 5.8.2 --- The Early [bei2-T-bei2-R] FormChapter 5.8.2.1 --- Against Learning Directly From The Adult Speech ModelsChapter 5.8.2.2 --- On Overgeneralizing The [V-T-bei2-R] SchemaChapter 5.9 --- Remaining QuestionsChapter 5.10 --- Chapter SummaryChapter Chapter Six --- Conclusions and Further ResearchChapter 6.0 --- IntroductionChapter 6.1 --- Principal ConclusionsChapter 6.2 --- ContributionsChapter 6.3 --- Suggestions for Further ResearchChapter 6.3.1 --- Elicited Production StudiesChapter 6.3.2 --- Comprehension StudiesChapter 6.3.3 --- Cross-Linguistic InvestigationsAppendicesReference
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Full text link“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
Full text linkWe 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
Full text linkWe 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
Comparing the impact of subtitles on learning: automatically generated vs. corrected subtitles
No full textTheoretical thesis.Bibliography: pages 47-52.Chapter 1. Introduction -- Chapter 2. Literature review -- Chapter 3. Methodology -- Chapter 4. Results and discussion -- Chapter 5. Conclusion -- References -- Appendices.Subtitles have been proven to benefit language acquisition, improve comprehension, listening skills and word recognition in an educational context. According to Cognitive Load Theory (CLT), information from different modalities that are presented simultaneously may cause cognitive overload due to the redundancy effect. However, research has shown an increase in learning when information is presented concurrently both visually and auditorily. The result can be explained by Dual Coding Theory: when redundant information is complimenting each other during processing, no cognitive overload results. Adding subtitles is essential for equal access as many online video lectures have become a major channel for learning in education. However, conventional subtitling is both expensive and time consuming, with the result that automated subtitling is a potentially powerful solution if the issue of accuracy and readability can be resolved. The focus of this study is to investigate the impact of automated and corrected subtitles on learning (tested in the context of micro-economic principles). A video was shown to participants, who were randomly assigned to 3 test groups: English lecturer with no subtitles, English lecturer with automated subtitles, and English lecturer with corrected subtitles. Participants were asked to complete a pre-test, an effort test and a post-test. Biographical information was collected for data analysis and interpretation. The objectives of this study are 1) to determine whether adding automated English subtitles and corrected English subtitles to English video improves learning; 2) to determine whether these subtitles impact differently; and 3) to compare the amount of cognitive load induced by automated and corrected subtitles on these groups.Mode of access: World wide web1 online resource (v, 68 pages) colour illustration
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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