186,693 research outputs found
Ivan P. Kamenarovic, Arts et Lettrés dans la tradition chinoise. Essai sur les implications artistiques de la pensée des Lettrés (préface de Léon Vandermeersch), Éditions du Cerf, 1999
No full textZufferey Nicolas. Ivan P. Kamenarovic, Arts et Lettrés dans la tradition chinoise. Essai sur les implications artistiques de la pensée des Lettrés (préface de Léon Vandermeersch), Éditions du Cerf, 1999. In: Études chinoises, vol. 21, n°1-2, Printemps-Automne 2002. pp. 301-304
Ivan P. Kamenarovic, Arts et Lettrés dans la tradition chinoise. Essai sur les implications artistiques de la pensée des Lettrés (préface de Léon Vandermeersch), Éditions du Cerf, 1999
No full textZufferey Nicolas. Ivan P. Kamenarovic, Arts et Lettrés dans la tradition chinoise. Essai sur les implications artistiques de la pensée des Lettrés (préface de Léon Vandermeersch), Éditions du Cerf, 1999. In: Études chinoises, vol. 21, n°1-2, Printemps-Automne 2002. pp. 301-304
An experimental investigation of perceived disagreement in straw man fallacies
No full textIn this paper, we investigate whether participants perceive the disagreement between interlocutors when one of them performs a straw man fallacy on the other. In the literature (see e.g. Aikin & Casey, 2016; de Saussure, 2018; Oswald & Lewiński, 2014), the straw man is generally defined based on two core characteristics: the form (i.e. its misrepresenting nature) and the function (i.e. its refutational aim). In previous experiments (Schumann, Zufferey & Oswald, 2019, 2020) we focused on the misrepresentational aspect of the straw man fallacy, demonstrating that its acceptability can vary depending on the linguistic elements that are used to formulate it. The effects we found already contribute to a more fine-grained picture of the fallacy but one question was only partially answered: do participants perceive that the person uttering a straw man attack disagrees with the victim of the fallacy?
To answer this question, we used the same experimental design but this time with measures specifically targeting the refutational aspect of the straw man. We tested 75 people separated in two groups: one group evaluated the perceived agreement between the speakers, the other group evaluated their perceived disagreement. The participants read 40 dialogues on various topics. For each dialogue, the participants had to evaluate Alexander’s response to Barbara by answering one question targeting Alexander’s agreement/disagreement with Barbara’s standpoint and another question targeting Alexander’s agreement/disagreement with Barbara’s argument.
Our results indicate that statements with a straw man fallacy systematically yielded lower acceptability rates, showing that participants intuitively perceive the disagreement between the interlocutors. Furthermore, our results show that participants discriminate between agreements/disagreements with standpoints and arguments. The results also confirm that the formulation of the question (agreement vs. disagreement) makes a difference. Overall our experiments demonstrate that participants are not only sensitive to manipulations that target the form of the fallacy, but also to the factors that target the function of the fallacy.
References:
Aikin, S. F. & Casey, J. P. (2016). Straw men, iron men and argumentative virtue. Topoi 35, 431-440. https://doi.org/10.1007/s11245-015-9308-5
Oswald, S. & Lewiński, M. (2014). Pragmatics, cognitive heuristics and the straw man fallacy. In T. Herman & S. Oswald (eds.), Rhétorique et cognition: perspectives théoriques et stratégies persuasives (pp. 313-343). Bern, Switzerland: Peter Lang.
Saussure, L. de (2018). The straw man fallacy as a prestige-gaining device. In S. Oswald, T. Herman & J. Jacquin (eds.), Argumentation and Language – Linguistic, Cognitive and Discursive Explorations (pp. 171-190). Dordrecht, Netherlands: Springer.
Schumann, J., Zufferey, S. & Oswald, S. (2019). What makes a straw man acceptable? Three experiments investigating linguistic factors. Journal of Pragmatics 141, 1-15. https://doi.org/10.1016/j.pragma.2018.12.009
Schumann, J., Zufferey, S. & Oswald, S. (2020). The linguistic formulation of fallacies matters: The case of causal connectives. Argumentation. Advance online publication: https://doi.org/10.1007/s10503-020-09540-
Une bibliographie très attendue : Zufferey (François), Bibliographie des poètes provençaux des XIVe et XVe siècles, Genève, Droz, 1981
No full textMénard Philippe. Une bibliographie très attendue : Zufferey (François), Bibliographie des poètes provençaux des XIVe et XVe siècles, Genève, Droz, 1981. In: Annales du Midi : revue archéologique, historique et philologique de la France méridionale, Tome 96, N°165, 1984. A travers les campagnes méridionales. p. 104
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe 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
Extended dataset for the validation the competent Computational Thinking test in grades 3-6
No full textExtended dataset for the validation the competent Computational Thinking test in grades 3-6
• If you publish material based on this dataset, please cite the following :
• The Zenodo repository : Laila El-Hamamsy, Barbara Bruno, Jessica Dehler Zufferey, & Francesco Mondada (2023). Extended dataset for the validation of the competent Computational Thinking test in grades 3-6 [Data set]. Zenodo. https://doi.org/10.5281/zenodo.7983525
• The article on the validation of the computational thinking test for grades 3-6 : El-Hamamsy, L., Zapata-Cáceres, M., Martín-Barroso, E., Mondada, F., Zufferey, J. D., Bruno, B., & Román-González, M. (2025). The competent Computational Thinking test (cCTt): A valid, reliable and gender-fair test for longitudinal CT studies in grades 3–6. Technology, Knowledge and Learning, 1-55. https://doi.org/10.1007/s10758-024-09777-8
• License : This work is licensed under a Creative Commons Attribution 4.0 International license (CC-BY-4.0)
• Creators : El-Hamamsy, L., Bruno, B., Dehler Zufferey, J., and Mondada, F.
• Date May 30th 2023
• Subject : Computational Thinking (CT), Assessment, Primary education, Psychometric validation
• Dataset format : CSV. The dataset contains four files (one per grade, see detailed description below). Please note that the spreadsheets may contain missing values due to students not being present for a part of the data collection. To have access to the specific cCTt questions please refer to the original publication [1] and Zenodo repository [2] which provide the full set of questions and correct responses.
• Dataset size < 500 kB
• Data collection period : January and November 2021
• Abbreviations : - CT : Computational Thinking - cCTt: competent CT test
• Funding : This work was funded by the the NCCR Robotics, a National Centre of Competence in Research, funded by the Swiss National Science Foundation (grant number 51NF40_185543)
# References
[1] El-Hamamsy, L., Zapata-Cáceres, M., Barroso, E. M., Mondada, F., Zufferey, J. D., & Bruno, B. (2022). The Competent Computational Thinking Test: Development and Validation of an Unplugged Computational Thinking Test for Upper Primary School. Journal of Educational Computing Research, 60(7), 1818–1866. https://doi.org/10.1177/07356331221081753
[2] El-Hamamsy, L., Zapata-Cáceres, M., Marcelino, P., Dehler Zufferey, J., Bruno, B., Martín Barroso, E., & Román-González, M. (2022). Dataset for the comparison of two Computational Thinking (CT) test for upper primary school (grades 3-4) : the Beginners' CT test (BCTt) and the competent CT test (cCTt) (Version 1) [Data set]. Zenodo. https://doi.org/10.5281/zenodo.5885034
[3] El-Hamamsy, L., Zapata-Cáceres, M., Martín-Barroso, E. et al. The Competent Computational Thinking Test (cCTt): A Valid, Reliable and Gender-Fair Test for Longitudinal CT Studies in Grades 3–6. Tech Know Learn (2025). https://doi.org/10.1007/s10758-024-09777-8
[4] Brennan, K. and Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. page 25
[5] El-Hamamsy, L., Zapata-Cáceres, M., Marcelino, P., Bruno, B., Dehler Zufferey, J., Martín-Barroso, E., & Román-González, M. (2022). Comparing the psychometric properties of two primary school Computational Thinking (CT) assessments for grades 3 and 4: The Beginners’ CT test (BCTt) and the competent CT test (cCTt). Frontiers in Psychology, 13. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1082659SCI-STI-FMO
Appropriate Similarity Measures for Author Cocitation Analysis
No full textWe 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
Stolen Homes
No full textThis book starts with an acknowledgement in Chapter 1 that the book is being written on Stolen Homes in the colonial Australian context. This first chapter is presented as a themed ‘yarn’ between Amy and Carole. It reminds non-Aboriginal readers or the ‘qallunaat’ (white people) about critically reflecting on their own power, privilege and complicity with the destruction of homes (Rasmussen, 2001, p. 108). We expand on previous social work research literature (see also Zufferey et al., 2020) and reflect on how homes have been Stolen through the violence of the colonial state. The book is positioned within an intersectional frame that considers how home can be diversely experienced, imagined and understood. There are important social work considerations associated with building a sense of home, especially when home is disrupted by experiences of violence, abuse and forced dislocations. The book has two sections: ‘Revisioning home in social work’ and ‘Practice considerations’
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