1,720,965 research outputs found
Yun yong ren zhi yu yan xue dao Ying yu jie ci jiao xue: dian nao dao shi
No full textPh.D.English prepositions have always posed great challenges on second language (L2) learners due to their polysemous nature. Also, lexical semanticists (Quirk et al., 1985) often present such linguistic items as arbitrary, causing learners to heavily rely on memorization.The present study explored the efficacy of Cognitive Linguistics (CL) inspired mediation on English preposition learning by adopting a computerized tutorial system called The English Preposition Mediation Tutor. In this context, mediation, as the main instructional intervention, was prefabricated and was explicitly delivered. Moreover, mediation was provided in the forms of animated schematic diagram. Applied cognitive linguists argued that schematic diagrams, with variation among studies, enabled L2 learners to visualize the conceptual representations of prepositions and to formulate a more accurate form-function mappings (Tyler, 2012; Boers & Lindstromberg, 2006).71 year-one English majors were randomly assigned to one of the four groups. The three treatment groups differed on the type of mediation materials received: (a) cognitive explanations for the target and distractor prepositions (b) metalinguistic explanations and sentence examples for the target and distractor prepositions, and (c) no mediation yet with an indication of correctness after selection. Instead of receiving preposition training, the control group had a 60-minute training on English articles using another computerized tutor. The purpose of this control group was to confirm that no testing effect was resulted and all learning could be attributed to the instruction provided in this experiment. All groups went through the same procedure of data collection: a pretest, training, a posttest, and a delayed posttest. Three prepositions (in, at, over) were trained, making up a total of twelve prepositional senses. Measurements included three tests: an untimed grammaticality judgment test, a picture elicitation test, and a written verbalization cloze test.ANOVAs showed that the cognitive group outperformed the traditional groups at the production test only. Furthermore, spatial cues were acquired substantially better than non-spatial cues at the production test whereas comparable gains were found at the processing tests. As for students’ verbalization, the qualitative findings suggested that learners from the schematic mediation group were more capable of providing meaning-based definitions than the other three instructional groups, demonstrating greater conceptual development.由於英語介詞的多義性，其運用對第二語言（L2）學習者一直是巨大的挑戰。此外，詞彙語義學家（Quirk et al.，1985）認為這些辭彙項目的意思並無跡可尋，導致學習者很多只能靠記憶將它們的用法熟背。本研究透過名為「英語介詞小助手」的計算機輔導系統，探究啟發自認知語言學（CL）的「輔助」對學習英語介詞的有效性。在此情況下，主要的教學干預為「輔助」，是一套預製並詳盡的教學支援。此外，此套教學支援運用了動畫示意圖。應用認知語言學家認為，示意圖（即使在不同的研究之間存在差異）能使第二語言（L2）學習者將介詞的概念具體化，並製定更準確的“形＂與“功能＂的配對（Tyler，2012; Boers＆Lindstromberg，2006）。71名大學一年級英語專業學生被隨機分配到四個小組，分別為三個測試組及一個對照組。三個測試組分別接受不同類型的「輔助」：（a）“目標介詞＂和“干擾介詞＂的認知解釋（示意圖「輔助」）（b）“目標介詞＂和“干擾介詞＂關於語言用法的解釋和例句，以及（c）沒有「輔助」但選擇後會得到對錯指示；而對照組則會接受英語冠詞的培訓。所有小組都經歷了相同的數據收集程序：前期測驗，培訓，後期測驗和延遲後測驗。培訓針對三個介詞（in，at，over）的運用，而這三個介詞共構成十二個介詞的意思。效果測量包括三個測試：不計時語法判斷測試，圖片誘導測試和文本語言化填充測試。變異數分析顯示認知組僅在生產（production）測試中比傳統教學組表現得更好。此外，在生產測試中，相對於非空間線索，學習者能更好地學會空間線索；而在加工（processing）測試中發現不同組別的學習者獲得相約的進步。至於學生的語言表達，定性研究結果表明，來自示意圖「輔助」小組的學習者比其他三個教學小組更能為所學習到的介詞提供具意義的定義，表現出更強的概念發展。Wong, Man Ho Ivy.Thesis Ph.D. Chinese University of Hong Kong 2018.Includes bibliographical references (leaves 168-202).Abstracts also in Chinese.Title from PDF title page (viewed on …).Wong, Man Ho Ivy
Yun yong ren zhi yu yan xue dao Ying yu jie ci jiao xue: dian nao dao shi
No full textThe complexity of English prepositions has always been a challenge for second language (L2) learners (Celce-Muricia & Larsen-Freeman, 1999). Cognitive linguists have made a substantial amount of effort of analyzing the semantic representations of the prepositions (Lakoff, 1987; Talmy, 2000; Tyler & Evans, 2003; Lindstromberg, 2010). Schematic drawings, with variation among studies, are proposed to visualize the conceptual representations and to connect the basic spatial senses (e.g., in a box) with the more abstract, metaphorical senses (e.g., in love) of prepositions. Some empirical studies (Tyler, 2012; Tyler, Mueller & Ho, 2010) found positive learning outcomes when L2 learners were taught prepositions with cognitive linguistics methods. Yet, few studies provided step-by-step descriptions of their instructional procedures. Inadequate information of exactly what was going on in these classrooms makes it difficult to replicate or to compare across studies.The current study is an experimental study that investigates the effects of teaching English prepositions with cognitive linguistics methods in a computer-based tutorial system. Our main research question is to see whether cognitive linguistic approach outperforms traditional explicit instruction. The participants of the present study were 64 Cantonese learners of English, at Secondary 4 level, from a Hong Kong secondary school with English as the medium of instruction. They were randomly assigned to one of the four groups: 1) schema feedback (SF); 2) rule feedback (RF); 3) corrective feedback (CF); and 4) control group (receiving training on English articles). The first three groups received training on three prepositions (in, at, over) through the online interface shown in Figure 1. On each screen they were presented with a picture stimulus and two minimal-pair sentences that only differed on the prepositions (e.g., Ben jumped over the ditch vs. Ben jumped towards the ditch). They were asked to choose the sentence that matched the picture. They were provided with immediate feedback. The SF group (Figure 1) was given the schematic drawing mapped with the sentence as well as a verbal explanation of the mapping. The RF group was given a metalinguistic explanation of the preposition usage with three example sentences. The CF group was informed of whether their choice was correct or wrong. All the four groups went through the same procedure with three sessions: a pretest, training (balanced time across groups), and a posttest. The tests were composed of two parts: a cloze test and a translation test, both at the sentential level.The findings showed no significant difference in terms of accuracy of performance among the four groups at the pretest. But at the posttest, there was a significant difference between the three preposition training groups and the control group. This finding suggests positive instructional effects of the tutor. Regarding the distinction of feedback, a marginal significant difference was observed among the SF, RF, and CF groups at the posttests and such difference only came from the translation test. That indicates that the amount and the type of information that were provided to the participants did not matter for cloze test but did create superiority effect in the production test, when they were instructed with a minimal-pair paradigm and also with the help of the picture stimuli.[with diagram]英語介詞，因其複雜性，對於第二語言（L2）學習者一直是學習上的一個挑戰（Celce-Muricia & Larsen-Freeman, 1999）。認知語言學家一直努力分析介詞的語義表述（Lakoff, 1987; Talmy, 2000; Tyler & Evans, 2003; Lindstromberg, 2010）。有研究提出以不同的圖像模組將概念表述形像化及連接基本的空間意義（例如，in a box）及較抽象的隱喻意義（例如，in love）。一些實證研究（Tyler, 2012; Tyler, Mueller & Ho, 2010）中，發現第二語言學習者以認知語言學的方法學習介詞時，學習成果會較好。然而，很少有研究詳細地描述自己的教學過程，因此資訊的不足令它其難以模仿或比較不同的研究。目前的研究是一個實驗性的研究以探討在電腦系統上以認知語言學的方法教導介詞的效果。主要研究的問題是，究竟認知語言學的方法（圖像模組）能否超越傳統教學方法（給予明確指引）。研究的參加者是64位以廣東話作為母語，在香港中學就讀中四的英語學習者。他們被隨機分配到四個組別中的其中一個組別：1）圖像模組的反饋（SF）;2）規則和例子的反饋（RF）;3）糾正反饋（CF）和4）對照組（接受英語冠詞的訓練）。前三組會透過線上練習（圖1）接受3個介詞（in, at, over）的訓練。每個練習上會有一幅圖片及一組對比句子（兩句句子不同之處只在於介詞，例如Ben jumped over the ditch vs. Ben jumped towards the ditch）。他們需要選擇其中一句句子用以正確描述練習中的圖片而系統亦會即時向他們提供反饋。SF組（圖1）的反饋包括匹配練習中的圖片的圖像模組及對該模組的文字解釋。。RF組的反饋是提供該介詞在文法上的用法及一般規則並同時給予三個相關例句。CF組則只會獲告知他們在練習中的選擇是正確或錯誤。四個組別都會經歷前期測驗，訓練（各組的訓練時間相約）和後期測驗。測驗由兩個部份組成：句子層級上的填充選擇測驗及翻譯測驗。調查結果顯示，四個組別在前期測驗中的表現並沒有顯著的差異。但在後期測驗中，三個有接受介詞訓練的組別和對照組之間有著的顯著的差異。這一發現表明了研究中的電腦導師對教導介詞有正面的影響。而不同反饋組別（SF，RF和CF組）在後期測驗中則有著邊緣顯著差異，而這差異僅來自翻譯測驗。這結果顯示當研究參加者接受對比教學及圖像刺激時，提供予他們的信息數量及種類對理解型的測驗並沒有太大影響；相反，對運用型的測驗則非常顯著的效果。，當他們被指示具有最小配對模式，也與畫面刺激的幫助。[附圖]Wong, Man Ho Ivy.Thesis M.Phil. Chinese University of Hong Kong 2015.Includes bibliographical references (leaves 141-160).Abstracts also in Chinese.Title from PDF title page (viewed on 18, October, 2016).Wong, Man Ho Ivy.Detailed summary in vernacular field only.Detailed summary in vernacular field only.Detailed summary in vernacular field only
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
Progressive maturation of silent synapses governs the duration of a critical period
No full textDuring critical periods, all cortical neural circuits are refined to optimize their functional properties. The prevailing notion is that the balance between excitation and inhibition determines the onset and closure of critical periods. In contrast, we show that maturation of silent glutamatergic synapses onto principal neurons was sufficient to govern the duration of the critical period for ocular dominance plasticity in the visual cortex of mice. Specifically, postsynaptic density protein-95 (PSD-95) was absolutely required for experience-dependent maturation of silent synapses, and its absence before the onset of critical periods resulted in lifelong juvenile ocular dominance plasticity. Loss of PSD-95 in the visual cortex after the closure of the critical period reinstated silent synapses, resulting in reopening of juvenile-like ocular dominance plasticity. Additionally, silent synapse-based ocular dominance plasticity was largely independent of the inhibitory tone, whose developmental maturation was independent of PSD-95. Moreover, glutamatergic synaptic transmission onto parvalbumin-positive interneurons was unaltered in PSD-95 KO mice. These findings reveal not only that PSD-95-dependent silent synapse maturation in visual cortical principal neurons terminates the critical period for ocular dominance plasticity but also indicate that, in general, once silent synapses are consolidated in any neural circuit, initial experience-dependent functional optimization and critical periods end
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
Distinct transmission sites within a synapse for strengthening and homeostasis
No full textAt synapses, miniature synaptic transmission forms the basic unit of evoked transmission, thought to use one canonical transmission site. Two general types of synaptic plasticity, associative plasticity to change synaptic weights and homeostatic plasticity to maintain an excitatory balance, are so far thought to be expressed at individual canonical sites in principal neurons of the cortex. Here, we report two separate types of transmission sites, termed silenceable and idle-able, each participating distinctly in evoked or miniature transmission in the mouse visual cortex. Both sites operated with a postsynaptic binary mode with different unitary sizes and mechanisms. During postnatal development, silenceable sites were unsilenced by associative plasticity with α-amino-3-hydroxy-5-methyl-4-isoxazolepropionate (AMPA)-receptor incorporation, increasing evoked transmission. Concurrently, miniature transmission remained constant, where AMPA-receptor state changes balanced unsilencing with increased idling at idle-able sites. Thus, individual cortical spine synapses mediated two parallel, interacting types of transmission, which predominantly contributed to either associative or homeostatic plasticity.Glutamatergic synapses operate with two parallel transmission sites that encode memories versus maintain homeostasis.At synapses, miniature synaptic transmission forms the basic unit of evoked transmission, thought to use one canonical transmission site. Two general types of synaptic plasticity, associative plasticity to change synaptic weights and homeostatic plasticity to maintain an excitatory balance, are so far thought to be expressed at individual canonical sites in principal neurons of the cortex. Here, we report two separate types of transmission sites, termed silenceable and idle-able, each participating distinctly in evoked or miniature transmission in the mouse visual cortex. Both sites operated with a postsynaptic binary mode with different unitary sizes and mechanisms. During postnatal development, silenceable sites were unsilenced by associative plasticity with α-amino-3-hydroxy-5-methyl-4-isoxazolepropionate (AMPA)-receptor incorporation, increasing evoked transmission. Concurrently, miniature transmission remained constant, where AMPA-receptor state changes balanced unsilencing with increased idling at idle-able sites. Thus, individual cortical spine synapses mediated two parallel, interacting types of transmission, which predominantly contributed to either associative or homeostatic plasticity.Glutamatergic synapses operate with two parallel transmission sites that encode memories versus maintain homeostasis
- …
