1,721,117 research outputs found
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
Effects of explicit and implicit trainings on the acquisition of English syntax by French learners : an event-related potentials study
No full textDans cette thèse, nous examinons l'effet de différentes conditions d'apprentissage sur l'évolution des mécanismes neurocognitifs utilisés par des apprenants francophones pour traiter l'anglais L2, grâce à des mesures comportementales (jugements d'acceptabilité) et électrophysiologiques (potentiels évoqués). Deux types d'entrainement reflétant deux situations d'apprentissage ont été comparés : en immersion (apprentissage implicite) ou par l'instruction (apprentissage explicite).Deux expériences ont été réalisées. Dans la première (E1), nous avons étudié l'effet des entrainements sur le traitement de violations morphosyntaxiques dont le fonctionnement était similaire ou conflictuel avec la L1. Dans la deuxième (E2), nous avons cherché à réduire le biais en faveur d'un traitement explicite induit par la présence de violations, en étudiant le traitement d'anomalies syntaxiques temporaires provoquées par la prosodie.Les résultats montrent des effets bénéfiques pour les deux types d'entrainement. L'apprentissage explicite présente un léger avantage pour le traitement de la structure conflictuelle, et a permis dans E2 de réduire l'impact des aptitudes individuelles. E1 a confirmé l'influence de l'attention portée à la correction grammaticale sur les réponses en potentiels évoqués. Dans E2, l'entrainement implicite était associé à un traitement plus rapide et plus automatique des incongruités.Ce travail confirme que les conditions d'apprentissage modifient le traitement de la L2 même dans un temps court chez des apprenants intermédiaires, mais souligne l'importance de réduire les biais en faveur d'un apprentissage explicite inhérents au paradigme EEG.This work examines the effect of learning conditions on the evolution of the neurocognitive mechanisms used by French speakers to process a second language (English). We used behavioural (acceptability judgments) and electrophysiological (event-related potentials) measures. Two types of training were compared, designed to reflect two learning situations : through exposure (implicit learning) or instruction (explicit learning).Two experiments were conducted. In the first one (E1), we studied how our trainings affected the processing of morphosyntactic violations working in a similar or conflictual way in the L2 and L1 of our participants. In the second experiment (E2), we tried to reduce the bias towards explicit learning entailed by the presence of violations, by studying how learners process temporary syntactic anomalies triggered by prosody-syntax mismatches.Results show a beneficial effect for both types of training. Explicit learning proved to be slightly more effective in improving the processing of a coflictual structure. In E2 it reduced the impact of individual abilities. E1 confirmed that the level of attention to grammaticality affects the nature and amplitude of ERP components. In E2, implicit training was linked to a faster and more automatic processing of incongruities.This research confirms that learning conditions can affect L2 processing even in a short time and for intermediate learners, but underlines the importance of reducing the biases towards explicit processing that are inherent to the EEG violation paradigm
Voir, c’est percevoir : le rôle des lèvres dans la production et la perception du /r/ anglo-anglais
No full textLa variabilité articulatoire dans les réalisations approximantes post-alvéolaires du /r/ est bien documentée dans les variétés rhotiques de l’anglais, qui présentent une vaste palette de configurations linguales possibles. Cependant, la production du /r/ reste énigmatique, notamment en ce qui concerne les variétés non-rhotiques et le geste articulatoire labial – ces derniers étant généralement négligés dans les études phonétiques. Cette thèse a pour but de prendre en compte ces deux éléments en étudiant la production ainsi que la perception du /r/ dans la variété non-rhotique de l’anglais d’Angleterre, « l’anglo-anglais ». Une attention particulière mérite d’être portée à cette variété car les variantes labiodentales non-linguales commencent à s’y développer fortement. L’indice visuel important fourni par les lèvres a possiblement provoqué ce changement linguistique, dont une description phonétique détaillée n’existe toutefois pas encore. Trois études de production et de perception ont été réalisées pour étudier le rôle des lèvres dans le /r/ anglo-anglais. D’après les résultats, une réalisation labiodentale du /r/ entraîne une ambiguïté auditive avec le /w/ en anglo-anglais. Afin de maintenir un contraste perceptif entre /r/ et /w/, nous suggérons que les locuteurs d’anglo-anglais utilisent leurs lèvres pour augmenter la saillance perceptive du /r/ dans les domaines auditif et visuel. Les résultats montrent que les indices visuels des lèvres occupent une place plus importante que les indices auditifs dans la perception du contraste entre /r/ et /w/. En cas de conflit entre indices auditifs et visuels, ce sont ces derniers qui l’emportent. Ces résultats ont des implications théoriques concernant la nature de la perception de la parole en général, ainsi que le rôle des indices visuels de la parole dans les changements phonétiques diachroniques.Articulatory variation is well-documented in post-alveolar approximant realisations of /r/ in rhotic Englishes, which present a diverse array of tongue configurations. However, the production of /r/ remains enigmatic, especially concerning non-rhotic Englishes and the accompanying labial gesture, both of which tend to be overlooked in the literature. This thesis attempts to account for them both, in which we consider the production and perception of /r/ in the non-rhotic variety of English spoken in England, ‘Anglo-English’. This variety is of particular interest because non-lingual labiodental articulations of /r/ are rapidly gaining currency, which may be due to the visual prominence of the lips, although a detailed phonetic description of this change in progress has yet to be undertaken. Three production and perception experiments were conducted to investigate the role of the lips in Anglo-English /r/. The results indicate that the presence of labiodental /r/ has caused auditory ambiguity with /w/ in Anglo-English. In order to maintain a perceptual contrast between /r/ and /w/, it is argued that Anglo-English speakers use their lips to enhance the perceptual saliency of /r/ in both the auditory and visual domains. The results indicate that visual cues of the speaker's lips are more prominent than the auditory ones and that these visual cues dominate the perception of the contrast when the auditory and visual cues are mismatched. The results have theoretical implications for the nature of speech perception in general, as well as for the role of visual speech cues in diachronic sound chang
Deux études phonétiques des aspects suprasegmentaux (F0 et rythme) de la parole d’apprenants francophones de l’anglais
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