1,720,955 research outputs found
A compreensão das metáforas: um estudo psicolinguístico
No full textTese de mestrado em Linguística apresentada à Faculdade de Letras da Universidade de Lisboa, 2008A metáfora é uma poderosa ferramenta de organização mental e de perspectiva sobre o mundo. Através deste mecanismo cognitivo e linguístico, determinados domínios de conhecimento são conceptualizados nos termos de outros. Num mundo extremamente simbólico como é o nosso, o mecanismo metafórico encontra-se presente desde muito cedo na infância. No entanto, será garantidamente dominado pelas crianças e adolescentes? Através deste trabalhoexploratório, pretendeu-se testar a compreensão de metáforas e de textos commetáforas por parte de alunos de final de segundo e terceiro ciclos. O Estudo 1consistiu numa tarefa de compreensão de leitura de textos com metáforas, atravésde um questionário de escolha múltipla. O Estudo 2 foi um teste de produção, noqual os alunos parafrasearam catorze metáforas familiares e catorze metáforas não familiares. Os dados obtidos pelos estudos efectuados fornecem evidências a favor de uma evolução com a idade e com a maturação cognitiva da compreensão das metáforas. Os alunos mais velhos compreendem melhor textos com metáforas e interpretam-nas também melhor. Verificou-se também que vários factores afectam a compreensão da metáfora, tais como a complexidade da sua estrutura, a competência linguística dos alunos e a sua familiaridade com os termos da expressão.The metaphor is a powerful tool of mental organization and perspective of the world. Through this cognitive mechanism, some domains of knowledge are conceptualized in terms of others. In a highly symbolic world as ours, the mechanism of metaphor is present from a very early age. However, do children and adolescents really master metaphor? The aim of this study was to test the comprehension of metaphors by students of the 6th and 9 th grade. Study 1 consisted in a task of reading comprehension of texts with metaphors, using a multiple-choice questionnaire. Study 2 was a test of production, in which students paraphrased fourteen familiar as well as fourteen unfamiliar metaphors. The data obtained by these studies provide evidence for an evolution of the comprehension of metaphors with age and cognitive maturation. Older students understand and interpret more easily texts with metaphors. It was also showed that several factors affect the understanding of metaphor, such as the complexity of its structure, the linguistic proficiency of students and their familiarity with the terms of the expression
A compreensão das metáforas: um estudo psicolinguístico
No full textTese de mestrado em Linguística apresentada à Faculdade de Letras da Universidade de Lisboa, 2008A metáfora é uma poderosa ferramenta de organização mental e de perspectiva sobre o mundo. Através deste mecanismo cognitivo e linguístico, determinados domínios de conhecimento são conceptualizados nos termos de outros. Num mundo extremamente simbólico como é o nosso, o mecanismo metafórico encontra-se presente desde muito cedo na infância. No entanto, será garantidamente dominado pelas crianças e adolescentes? Através deste trabalhoexploratório, pretendeu-se testar a compreensão de metáforas e de textos commetáforas por parte de alunos de final de segundo e terceiro ciclos. O Estudo 1consistiu numa tarefa de compreensão de leitura de textos com metáforas, atravésde um questionário de escolha múltipla. O Estudo 2 foi um teste de produção, noqual os alunos parafrasearam catorze metáforas familiares e catorze metáforas não familiares. Os dados obtidos pelos estudos efectuados fornecem evidências a favor de uma evolução com a idade e com a maturação cognitiva da compreensão das metáforas. Os alunos mais velhos compreendem melhor textos com metáforas e interpretam-nas também melhor. Verificou-se também que vários factores afectam a compreensão da metáfora, tais como a complexidade da sua estrutura, a competência linguística dos alunos e a sua familiaridade com os termos da expressão.The metaphor is a powerful tool of mental organization and perspective of the world. Through this cognitive mechanism, some domains of knowledge are conceptualized in terms of others. In a highly symbolic world as ours, the mechanism of metaphor is present from a very early age. However, do children and adolescents really master metaphor? The aim of this study was to test the comprehension of metaphors by students of the 6th and 9 th grade. Study 1 consisted in a task of reading comprehension of texts with metaphors, using a multiple-choice questionnaire. Study 2 was a test of production, in which students paraphrased fourteen familiar as well as fourteen unfamiliar metaphors. The data obtained by these studies provide evidence for an evolution of the comprehension of metaphors with age and cognitive maturation. Older students understand and interpret more easily texts with metaphors. It was also showed that several factors affect the understanding of metaphor, such as the complexity of its structure, the linguistic proficiency of students and their familiarity with the terms of the expression
A compreensão das metáforas: um estudo psicolinguístico
No full textTese de mestrado em Linguística apresentada à Faculdade de Letras da Universidade de Lisboa, 2008A metáfora é uma poderosa ferramenta de organização mental e de perspectiva sobre o mundo. Através deste mecanismo cognitivo e linguístico, determinados domínios de conhecimento são conceptualizados nos termos de outros. Num mundo extremamente simbólico como é o nosso, o mecanismo metafórico encontra-se presente desde muito cedo na infância. No entanto, será garantidamente dominado pelas crianças e adolescentes? Através deste trabalhoexploratório, pretendeu-se testar a compreensão de metáforas e de textos commetáforas por parte de alunos de final de segundo e terceiro ciclos. O Estudo 1consistiu numa tarefa de compreensão de leitura de textos com metáforas, atravésde um questionário de escolha múltipla. O Estudo 2 foi um teste de produção, noqual os alunos parafrasearam catorze metáforas familiares e catorze metáforas não familiares. Os dados obtidos pelos estudos efectuados fornecem evidências a favor de uma evolução com a idade e com a maturação cognitiva da compreensão das metáforas. Os alunos mais velhos compreendem melhor textos com metáforas e interpretam-nas também melhor. Verificou-se também que vários factores afectam a compreensão da metáfora, tais como a complexidade da sua estrutura, a competência linguística dos alunos e a sua familiaridade com os termos da expressão.The metaphor is a powerful tool of mental organization and perspective of the world. Through this cognitive mechanism, some domains of knowledge are conceptualized in terms of others. In a highly symbolic world as ours, the mechanism of metaphor is present from a very early age. However, do children and adolescents really master metaphor? The aim of this study was to test the comprehension of metaphors by students of the 6th and 9 th grade. Study 1 consisted in a task of reading comprehension of texts with metaphors, using a multiple-choice questionnaire. Study 2 was a test of production, in which students paraphrased fourteen familiar as well as fourteen unfamiliar metaphors. The data obtained by these studies provide evidence for an evolution of the comprehension of metaphors with age and cognitive maturation. Older students understand and interpret more easily texts with metaphors. It was also showed that several factors affect the understanding of metaphor, such as the complexity of its structure, the linguistic proficiency of students and their familiarity with the terms of the expression
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
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