EFL Learners' Levels of Comprehension Across Text Structures: A Comparison of Literal and Inferential Comprehension of Descriptive and Enumerative Expository Texts.

PubMed

Saadatnia, Mahmood; Ketabi, Saeed; Tavakoli, Mansoor

2016-12-01

The purpose of this study was to investigate the relationship between text structure and two levels of reading comprehension, namely literal and inferential, in Iranian EFL learners. Studies have generally found that learners perform differently after they have read different text structures (Amiri et al. in Proc Soc Behav Sci 66:402-409, 2012). The text structures in focus were descriptive and enumerative expository texts. One hundred eighty upper-intermediate EFL learners were assigned four reading passages, two including descriptive and the other two enumerative text structure, followed by both literal and inferential multiple-choice items. A number of paired-samples t tests were run to provide answers to the research questions of this study. The results indicated that the participants meaningfully outperformed on the descriptive texts at both levels of literal and inferential comprehension. The findings also revealed that in both text structures of description and enumeration, literal comprehension significantly outweighed inferential comprehension. Implications were made for L2 materials developers, language teachers, and language testers regarding the consideration of text typical features in their practice.

The Relationship between Oral Narrative Production and Expository Text Comprehension of Fifth-Grade Students

ERIC Educational Resources Information Center

Marron, Jill K.

2017-01-01

The purpose of this study is to determine if there is a relationship between oral narrative production and the reading comprehension of expository text. The research questions are: (1) What is the relationship between oral narrative production and reading comprehension of expository text in fifth-grade students?; (2) Which components of oral…

How Generalization Inferences Are Constructed in Expository Text Comprehension

ERIC Educational Resources Information Center

Ritchey, Kristin A.

2011-01-01

Three questions regarding adult readers' processing of generalization inferences (conceptually broad statements that subsume several specific statements) are investigated. College students (N=193) read expository texts containing target statements that were consistent, inconsistent, or off-topic in relation to a generalization implied by one…

The Effects of Metacognitive Strategy in Reading Expository Text

ERIC Educational Resources Information Center

Othman, Yahya; Mahamud, Zamri; Jaidi, Noradinah

2014-01-01

The purpose of this study is to evaluate the performance of student achievement during comprehension lesson using metacognitive strategy and examine the effects of the strategy used in reading and understanding expository text lessons. Besides, this study also identified metacognitive strategy used by students in all three reading processes…

Supporting Children's Reading of Expository Text in the Geography Classroom

ERIC Educational Resources Information Center

Gregg, Madeleine; Sekeres, Diane Carver

2006-01-01

If children are to read to learn, they must acquire skill in processing and comprehending expository texts. However, teaching children to read and comprehend informational texts takes time, because there are so many complex skills associated with this reading. Building children's knowledge of the content to be studied and introducing new…

Comparative Effects of Computer-Based Concept Maps, Refutational Texts, and Expository Texts on Science Learning

ERIC Educational Resources Information Center

Adesope, Olusola O.; Cavagnetto, Andy; Hunsu, Nathaniel J.; Anguiano, Carlos; Lloyd, Joshua

2017-01-01

This study used a between-subjects experimental design to examine the effects of three different computer-based instructional strategies (concept map, refutation text, and expository scientific text) on science learning. Concept maps are node-link diagrams that show concepts as nodes and relationships among the concepts as labeled links.…

Evaluating the Efficacy of Elaborative Strategies for Remembering Expository Text.

ERIC Educational Resources Information Center

Boudreau, Rhonda L.; Wood, Eileen; Willoughby, Teena; Specht, Jacqueline

1999-01-01

One hundred Canadian undergraduates read a lengthy expository text, used one of five study strategies for 50 minutes, and completed recall and multiple-choice tests. Students using self-study, repetition, or unsupported elaborative interrogation had difficulty recognizing the passage's main ideas. Elaborative interrogation's effectiveness was…

Learning to research in first grade: Bridging the transition from narrative to expository texts and tasks

NASA Astrophysics Data System (ADS)

Weise, Richard

Decades of research indicate that students at all academic grade and performance levels perform poorly with informational texts and tasks and particularly with locating assignment-relevant information in expository texts. Students have little understanding of the individual tasks required, the arc of the activity, the hierarchical structure of the information they seek, or how to reconstitute and interpret the information they extract. Poor performance begins with the introduction of textbooks and research assignments in fourth grade and continues into adulthood. However, to date, neither educators nor researchers have substantially addressed this problem. In this quasi-experimental study, we ask if first-grade children can perform essential tasks in identifying, extracting, and integrating assignment-relevant information and if instruction improves their performance. To answer this question, we conducted a 15-week, teacher-led, intervention in two first-grade classrooms in an inner-city Nashville elementary school. We created a computer learning environment (NoteTaker) to facilitate children's creation of a mental model of the research process and a narrative/expository bridge curriculum to support the children's transition from all narrative to all expository texts and tasks. We also created a new scaffolding taxonomy and a reading-to-research model to focus our research. Teachers participated in weekly professional development workshops. The results of this quasi-experimental study indicate that at-risk, first-grade children are able to (a) identify relevant information in an expository text, (b) categorize the information they identify, and (c) justify their choice of category. Children's performance in the first and last tasks significantly improved with instruction, and low-performing readers showed the greatest benefits from instruction. We find that the children's performance in categorizing information depended upon content-specific knowledge that was not

Comprehending Expository Texts: The Role of Cognitive and Motivational Factors

ERIC Educational Resources Information Center

Tarchi, Christian

2017-01-01

This study explored the differential contribution of cognitive and motivational factors on the comprehension of an expository text in secondary school students. One hundred and fifty-five 7th and 8th grade students were assessed in prior knowledge, inferences, metacognition, reading motivation, topic interest, and reading comprehension of history…

Overcoming the Inert Knowledge Problem in Learning from Expository Text.

ERIC Educational Resources Information Center

Cote, Nathalie

Students often fail to store new information in memory in a way that is accessible or useful. The information they have acquired is inert. This paper examines the inert knowledge problem in the context of learning from informational expository text. Kintsch and van Dijk (1978) have suggested a framework for understanding learning from expository…

Processing and Memory of Information Presented in Narrative or Expository Texts

ERIC Educational Resources Information Center

Wolfe, Michael B. W.; Woodwyk, Joshua M.

2010-01-01

Background: Previous research suggests that narrative and expository texts differ in the extent to which they prompt students to integrate to-be-learned content with relevant prior knowledge during comprehension. Aims: We expand on previous research by examining on-line processing and representation in memory of to-be-learned content that is…

Using Concept Mapping to Improve Poor Readers' Understanding of Expository Text

ERIC Educational Resources Information Center

Morfidi, Eleni; Mikropoulos, Anastasios; Rogdaki, Aspasia

2018-01-01

The present study examined whether the use of concept mapping is more effective in teaching expository material in comparison to a traditional, lecture only, approach. Its objective was threefold. First, to determine if multimedia concept mapping produces differential learning outcomes compared to digital text-based concept mapping. Secondly, to…

Implementing an Evidence-Based Instructional Routine to Enhance Comprehension of Expository Text

ERIC Educational Resources Information Center

Wexler, Jade; Reed, Deborah K.; Mitchell, Marisa; Doyle, Brie; Clancy, Erin

2015-01-01

To graduate from high school and become competitive in the workplace and other postsecondary endeavors, adolescents are required to meet rigorous standards, such as the Common Core State Standards. To meet such standards, teachers must teach students to read and make sense of increasingly complex content-area expository text. Secondary teachers,…

Going beyond the Author: What Retellings Tell Us about Comprehending Narrative and Expository Texts

ERIC Educational Resources Information Center

Kucer, Stephen B.

2011-01-01

This research examines the nature of comprehended meanings that do not match those of the author. These meanings were generated by two groups of fourth graders after reading a narrative or expository text. Readers read their respective texts aloud, followed by a recall and probes. Reading behaviours were examined to establish that processing…

What Experiences Do Expository Books on Recommended Book Lists Offer to K-2 Students?

ERIC Educational Resources Information Center

Kletzien, Sharon B.; Dreher, Mariam Jean

2017-01-01

Teachers can use expository texts to teach academic vocabulary, content knowledge, text structure, and text features. National associations' recommended book lists are often used to identify books for classrooms. Previously we identified expository texts on these lists from 2001-2002 and 2011-2012. The current study explored instructional…

The Evaluation of Effectiveness of Reciprocal Teaching Strategies on Comprehension of Expository Texts

ERIC Educational Resources Information Center

Pilten, Gulhiz

2016-01-01

The purpose of the present research is investigating the effects of reciprocal teaching in comprehending expository texts. The research was designed with mixed method. The quantitative dimension of the present research was designed in accordance with pre-test-post-test control group experiment model. The quantitative dimension of the present…

Vocabulary Self-Selection: A Study of Middle-School Students' Word Selections from Expository Texts

ERIC Educational Resources Information Center

Harmon, Janis; Hedrick, Wanda; Wood, Karen; Gress, Michelle

2005-01-01

This study investigated students' decision-making as they self-selected important words from expository texts. Participants were 94 eighth graders and six adult readers. Data sources included students' written responses containing their word selections and reasons for selecting words from eight informational passages, student interviews, and word…

Do You Want to Know What I Learned? Using Informational Trade Books as Models to Teach Text Structure

ERIC Educational Resources Information Center

Read, Sylvia; Reutzel, D. Ray; Fawson, Parker C.

2008-01-01

Informational text is an important resource for classroom teachers that places unique comprehension demands on young students. Research on teaching expository text structure to young children shows that explicit instruction improves student comprehension. This practical article addresses how to use "well-structured" expository trade book titles to…

The Relation of Moral Judgment Development and Educational Experience to Recall of Moral Narratives and Expository Texts

ERIC Educational Resources Information Center

Narvaez, Darcia; Gleason, Tracy

2007-01-01

Moral text processing was used as an ecologically valid method for assessing implicit and explicit moral understanding and development. The authors tested undergraduates, seminarians, and graduate students in political science and philosophy for recall of moral narratives and moral expository texts. Multivariate analyses of covariance using…

The Effects of Listening to Expository Text on First Graders' Listening Comprehension and Book Choice

ERIC Educational Resources Information Center

Kraemer, Linda A.

2009-01-01

The purpose of this investigation was to examine the effects of listening to expository text on first graders' listening comprehension and book choice. The participants for this study included 77 first grade students from four heterogeneous classes at a suburban elementary school in the New York City metropolitan area. During the pretest and…

Comparison of Two Different Presentations of Graphic Organizers in Recalling Information in Expository Texts with Intellectually Disabled Students

ERIC Educational Resources Information Center

Ozmen, Ruya Guzel

2011-01-01

The purpose of this study was to compare the effectiveness of two different presentations of graphic organizers on recalling information from compare/contrast text which is a kind of expository text in intellectually disabled students. The first presentation included graphic organizers which were presented before reading whereas in the second…

Effects of Training in Constructing Graphic Organizers on Disabled Readers' Summarization and Recognition of Expository Text Structure.

ERIC Educational Resources Information Center

Weisberg, Renee; Balajthy, Ernest

A study investigated the effects of training in the use of graphic organizers on the summarization strategies of disabled readers. Subjects, 21 disabled readers (with a mean age of 13 years, 7 months) from a reading clinic, received 5 hours of training in the use of graphic organizers to map expository passages. Instruction included training in…

Investigation of a Study Technique To Increase Learning Disabled Students' Reading Comprehension of Expository Text. Final Report.

ERIC Educational Resources Information Center

McCormick, Sandra; Cooper, John O.

The study reported in this paper investigated the effects of a frequently recommended study technique on the comprehension of expository text by high-school students having learning disabilities. The instructional procedure studied was "Survey, Question, Read, Recite, Review" (SQ3R). Six experiments were conducted over a 3-year period,…

Effects of a Tree Diagram on Students' Comprehension of Main Ideas in an Expository Text with Multiple Themes.

ERIC Educational Resources Information Center

Guri-Rozenblit, Sarah

1989-01-01

Examines the effect of a tree diagram on college students' comprehension of main ideas in a social sciences expository text. Concludes that the tree diagram significantly improved comprehension of main ideas and relations between elements, irrespective of the students' initial verbal and visual aptitudes. (RS)

Sequence Text Structure Intervention during Interactive Book Reading of Expository Picture Books with Preschool Children with Language Impairment

ERIC Educational Resources Information Center

Breit-Smith, Allison; Olszewski, Arnold; Swoboda, Christopher; Guo, Ying; Prendeville, Jo-Anne

2017-01-01

This study explores the outcomes of an interactive book reading intervention featuring expository picture books. This small-group intervention was delivered by four practitioners (two early childhood special education teachers and two speech-language pathologists) three times per week for 8 weeks to 6 preschool-age children (3 years 1 month to 4…

Acquisition of Expository Writing Skills. Technical Report No. 421.

ERIC Educational Resources Information Center

Raphael, Taffy E.; And Others

Four studies by the Cognitive Strategy Instruction in Writing project at the Institute for Research on Teaching, Michigan State University, examined the acquisition of expository writing skills in fifth and sixth grade students. The first study examined the effects of teaching sixth grade students about comparison/contrast text structure. Results…

The Learning-to-Learn Strategies of Adolescent Students with Disabilities: Highlighting, Note Taking, Planning, and Writing Expository Texts

ERIC Educational Resources Information Center

Englert, Carol Sue; Mariage, Troy V.; Okolo, Cynthia M.; Shankland, Rebecca K.; Moxley, Kathleen D.; Courtad, Carrie Anna; Jocks-Meier, Barbara S.; O'Brien, J. Christian; Martin, Nicole M.; Chen, Hsin-Yuan

2009-01-01

This study focuses on an examination of the learning-to-learn strategies of seventh-grade students as they highlight, take notes, plan, organize, and write expository texts. Participants consist of 125 students, 41 with disabilities and 84 without disabilities. The results reveal that the students with disabilities have more difficulties in using…

The Effectiveness of Modified Multi-Component Cognitive Strategy Instruction in Expository Text Comprehension of Students with Mild Intellectual Disabilities

ERIC Educational Resources Information Center

Bilgi, Arzu Doganay; Özmen, E. Rüya

2018-01-01

This study investigates the effectiveness of Modified Multi-Component Cognitive Strategy Instruction (MMCSI) on expository text comprehension skills of students with mild intellectual disability (ID). Three students participated from inclusion classes of three different secondary schools in Turkey. The study was conducted using a multiple probe…

Selective Benefits of Question Self-Generation and Answering for Remembering Expository Text

ERIC Educational Resources Information Center

Bugg, Julie M.; McDaniel, Mark A.

2012-01-01

The present study examined possible memory and metacomprehension benefits of using a combined question self-generation and answering technique, relative to rereading, as a study strategy for expository passages. In the 2 question self-generation and answering conditions (detail or conceptual questions), participants were prompted on how to…

Predicting reading comprehension of narrative and expository texts among Hebrew-speaking readers with and without a reading disability.

PubMed

Primor, Liron; Pierce, Margaret E; Katzir, Tami

2011-12-01

The aim of this study was to investigate which cognitive and reading-related linguistic skills contribute to reading comprehension of narrative and expository texts. The study examined an Israeli national database of Hebrew-speaking readers in fourth grade, from which a subsample of 190 readers with a reading disability (RD) and 190 readers with no reading disability (NRD) was selected. IQ, text reading, reading comprehension, and various linguistic and cognitive skills were assessed. Structural equation modeling results suggested that both groups rely on lower level processes such as text reading accuracy and orthographic knowledge for reading comprehension of both genres. However, RD readers depend more heavily upon these lower level processes compared with NRD for whom higher level processes contribute more to reading comprehension. The various variables accounted for only 25-34% of reading comprehension variance, and possible explanations are discussed. Taken together, these findings highlight the variety of factors influencing reading comprehension and its multidimensional nature.

Impact of a Teacher-Led Intervention on Preference for Self-Regulated Learning, Finding Main Ideas in Expository Texts, and Reading Comprehension

ERIC Educational Resources Information Center

Stoeger, Heidrun; Sontag, Christine; Ziegler, Albert

2014-01-01

We examined the impact of a teacher-led intervention, implemented during regular classroom instruction and homework, on fourth-grade students' preference for self-regulated learning, finding main ideas in expository texts, and reading comprehension. In our quasi-experimental study with intact classrooms, (a) students (n = 266, 12 classrooms) who…

Narrative and Expository Writing of Adolescents with Language-Learning Disabilities: A Pilot Study

ERIC Educational Resources Information Center

Hall-Mills, Shannon; Apel, Kenn

2013-01-01

We evaluated the narrative and expository writing samples of 12 adolescents with language-learning disabilities (LLD) in Grades 6 to 12 for elements of microstructure (e.g., productivity, grammatical complexity) and macrostructure (genre-specific text structure elements) using an experimental measure. Writing samples were elicited with…

Interpreting Indian English Expository Prose.

ERIC Educational Resources Information Center

Kachru, Yamuna

1988-01-01

A study was undertaken to demonstrate that expository prose written in Indian English exhibits certain characteristics determined by the sociocultural conventions of writing in the Indian tradition. These features of Indian English texts are often judged to be inappropriate by native speakers of North American and British English, and mistakenly…

Close Analysis of Texts with Structure (CATS): An Intervention to Teach Reading Comprehension to At-Risk Second Graders

ERIC Educational Resources Information Center

Williams, Joanna P.; Kao, Jenny C.; Pao, Lisa S.; Ordynans, Jill G.; Atkins, J. Grant; Cheng, Rong; DeBonis, Daniel

2016-01-01

We developed and evaluated an intervention that teaches reading comprehension via expository text structure training to second graders in urban public schools at risk for academic failure. Fifty lessons on 5 basic text structures (sequence, comparison, causation, description, and problem-solution) were embedded in a social studies curriculum that…

The Effects of a Story-Mapping Procedure to Improve the Comprehension Skills of Expository Text Passages for Elementary Students with Learning Disabilities

ERIC Educational Resources Information Center

Stagliano, Christina; Boon, Richard T.

2009-01-01

The purpose of this study was to examine the effects of using a story-mapping procedure to improve and enhance the reading comprehension skills using expository text passages for 3 fourth-grade students with learning disabilities (LD). The study was conducted in the resource classroom in which the participants regularly received reading…

A Comparison of Text Structure and Self-Regulated Writing Strategies for Composing from Sources by Middle School Students

ERIC Educational Resources Information Center

Reynolds, Gillian A.; Perin, Dolores

2009-01-01

This study compared two techniques for teaching middle school students to compose from expository text sources, a common but difficult academic writing task. Classroom social studies content was used. Text structure instruction (TSI), which focused on text characteristics using graphic organizers, was compared with PLAN & WRITE for Summarization…

Uncovering the Effect of Text Structure in Learning from a Science Text: An Eye-Tracking Study

ERIC Educational Resources Information Center

Ariasi, Nicola; Mason, Lucia

2011-01-01

This study examined whether reading a refutational or non-refutational text would induce different cognitive processing, as revealed by eye-movement analyses. Unlike a standard expository text, a refutational text acknowledges a reader's alternative conceptions about a topic, refutes them, and then introduces scientific conceptions as viable…

Development of Listening Comprehension Tests with Narrative and Expository Texts for Portuguese Students.

PubMed

Santos, Sandra; Viana, Fernanda Leopoldina; Ribeiro, Iolanda; Prieto, Gerardo; Brandão, Sara; Cadime, Irene

2015-03-03

This investigation aimed to develop and collect psychometric data for two tests assessing listening comprehension of Portuguese students in primary school: the Test of Listening Comprehension of Narrative Texts (TLC-n) and the Test of Listening Comprehension of Expository Texts (TLC-e). Two studies were conducted. The purpose of study 1 was to construct four test forms for each of the two tests to assess first, second, third and fourth grade students of the primary school. The TLC-n was administered to 1042 students, and the TLC-e was administered to 848 students. The purpose of study 2 was to test the psychometric properties of new items for the TLC-n form for fourth graders, given that the results in study 1 indicated a severe lack of difficult items. The participants were 260 fourth graders. The data were analysed using the Rasch model. Thirty items were selected for each test form. The results provided support for the model assumptions: Unidimensionality and local independence of the items. The reliability coefficients were higher than .70 for all test forms. The TLC-n and the TLC-e present good psychometric properties and represent an important contribution to the learning disabilities assessment field.

The Interplay of Reader Goals, Working Memory, and Text Structure During Reading

PubMed Central

Bohn-Gettler, Catherine M.; Kendeou, Panayiota

2014-01-01

In the current study we examined the complex interactions of instructional context, text properties, and reader characteristics during comprehension. College students were tasked with the goal of reading for study versus entertainment (instructional context) while thinking-aloud about four different expository text structures (text properties). Working memory also was assessed (reader characteristics). Reading goals and working memory interacted to influence paraphrasing and non-coherence processes when thinking aloud. Reading goals, working memory, and text structure all interacted to influence text-based inferences. Text structure also influenced knowledge-based inferences. Post-reading recall was highest for those with the instructional goal of reading for study (compared to entertainment), as well as for problem-response and compare-contrast texts (compared to descriptive and chronological texts). Implications of the findings are discussed. PMID:25018581

QuIP: A Writing Strategy to Improve Comprehension of Expository Structure.

ERIC Educational Resources Information Center

McLaughlin, Elaine M.

1987-01-01

Provides a rationale for the reading/writing connection through a brief review of research and describes Questions into Paragraphs (QuIP), a three-step procedure designed to improve expository awareness. (FL)

An Examination of At-Risk College Freshmen's Expository Literacy Skills Using Interactive Online Writing Activities

ERIC Educational Resources Information Center

Mongillo, Geraldine; Wilder, Hilary

2012-01-01

This qualitative study focused on at-risk college freshmen's ability to read and write expository text using game-like, online expository writing activities. These activities required participants to write descriptions of a target object so that peers could guess what the object was, after which they were given the results of those guesses as…

Going beyond the Fab Five: Helping Students Cope with the Unique Linguistic Challenges of Expository Reading in Intermediate Grades

ERIC Educational Resources Information Center

Fang, Zhihui

2008-01-01

As students transition from primary to intermediate grades, the kind of materials that they are expected to read and write become more heavily dominated by expository texts. Expository texts contain grammatical patterns that are distinct from those used in primary-grade storybooks. These linguistic features pose new comprehension challenges for…

Narrative Fiction and Expository Nonfiction Differentially Predict Verbal Ability

ERIC Educational Resources Information Center

Mar, Raymond A.; Rain, Marina

2015-01-01

Although reading is known to be an important contributor to language abilities, it is not yet well established whether different text genres are uniquely associated with verbal abilities. We examined how exposure to narrative fiction and expository nonfiction predict language ability among university students. Exposure was measured both with…

Expository Language Skills of Young School-Age Children

ERIC Educational Resources Information Center

Westerveld, Marleen F.; Moran, Catherine A.

2011-01-01

Purpose: This research investigated the expository language skills of young school-age children with the ultimate aim of obtaining normative data for clinical practice. Specifically, this study examined (a) the level of expository language performance of 6- and 7-year-old children with typical development and (b) age-related differences between…

Using Technology to Support Expository Reading and Writing in Science Classes

ERIC Educational Resources Information Center

Montelongo, Jose A.; Herter, Roberta J.

2010-01-01

Students struggle with the transition from learning to read narrative text in the early grades to reading expository text in the science classroom in the upper grades as they begin reading and writing to gain information. Science teachers can adapt their teaching materials to develop students' reading comprehension and recall by writing summaries…

An evaluation of reading comprehension of expository text in adults with traumatic brain injury.

PubMed

Sohlberg, McKay Moore; Griffiths, Gina G; Fickas, Stephen

2014-05-01

This project was conducted to obtain information about reading problems of adults with traumatic brain injury (TBI) with mild-to-moderate cognitive impairments and to investigate how these readers respond to reading comprehension strategy prompts integrated into digital versions of text. Participants from 2 groups, adults with TBI (n = 15) and matched controls (n = 15), read 4 different 500-word expository science passages linked to either a strategy prompt condition or a no-strategy prompt condition. The participants' reading comprehension was evaluated using sentence verification and free recall tasks. The TBI and control groups exhibited significant differences on 2 of the 5 reading comprehension measures: paraphrase statements on a sentence verification task and communication units on a free recall task. Unexpected group differences were noted on the participants' prerequisite reading skills. For the within-group comparison, participants showed significantly higher reading comprehension scores on 2 free recall measures: words per communication unit and type-token ratio. There were no significant interactions. The results help to elucidate the nature of reading comprehension in adults with TBI with mild-to-moderate cognitive impairments and endorse further evaluation of reading comprehension strategies as a potential intervention option for these individuals. Future research is needed to better understand how individual differences influence a person's reading and response to intervention.

Assessing reading comprehension with narrative and expository texts: Dimensionality and relationship with fluency, vocabulary and memory.

PubMed

Santos, Sandra; Cadime, Irene; Viana, Fernanda L; Chaves-Sousa, Séli; Gayo, Elena; Maia, José; Ribeiro, Iolanda

2017-02-01

Reading comprehension assessment should rely on valid instruments that enable adequate conclusions to be taken regarding students' reading comprehension performance. In this article, two studies were conducted to collect validity evidence for the vertically scaled forms of two Tests of Reading Comprehension for Portuguese elementary school students in the second to fourth grades, one with narrative texts (TRC-n) and another with expository ones (TRC-e). Two samples of 950 and 990 students participated in Study 1, the study of the dimensionality of the TRC-n and TRC-e forms, respectively. Confirmatory factor analyses provided evidence of an acceptable fit for the one-factor solution for all test forms. Study 2 included 218 students to collect criterion-related validity. The scores obtained in each of the test forms were significantly correlated with the ones obtained in other reading comprehension measures and with the results obtained in oral reading fluency, vocabulary and working memory tests. Evidence suggests that the test forms are valid measures of reading comprehension. © 2016 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

The rules of the game: properties of a database of expository language samples.

PubMed

Heilmann, John; Malone, Thomas O

2014-10-01

The authors created a database of expository oral language samples with the aims of describing the nature of students' expository discourse and providing benchmark data for typically developing preteen and teenage students. Using a favorite game or sport protocol, language samples were collected from 235 typically developing students in Grades 5, 6, 7, and 9. Twelve language measures were summarized from this database and analyses were completed to test for differences across ages and topics. To determine whether distinct dimensions of oral language could be captured with language measures from these expository samples, a factor analysis was completed. Modest differences were observed in language measures across ages and topics. The language measures were effectively classified into four distinct dimensions: syntactic complexity, expository content, discourse difficulties, and lexical diversity. Analysis of expository data provides a functional and curriculum-based assessment that has the potential to allow clinicians to document multiple dimensions of children's expressive language skills. Further development and testing of the database will establish the feasibility of using it to compare individual students' expository discourse skills to those of their typically developing peers.

Adolescent Summaries of Narrative and Expository Discourse: Differences and Predictors.

PubMed

Lundine, Jennifer P; Harnish, Stacy M; McCauley, Rebecca J; Blackett, Deena Schwen; Zezinka, Alexandra; Chen, Wei; Fox, Robert A

2018-05-03

Summarizing expository passages is a critical academic skill that is understudied in language research. The purpose of this study was to compare the quality of verbal summaries produced by adolescents for 3 different discourse types and to determine whether a composite measure of cognitive skill or a test of expressive syntax predicted their performance. Fifty adolescents listened to, and then verbally summarized, 1 narrative and 2 expository lectures (compare-contrast and cause-effect). They also participated in testing that targeted expressive syntax and 5 cognitive subdomains. Summary quality scores were significantly different across discourse types, with a medium effect size. Analyses revealed significantly higher summary quality scores for cause-effect than compare-contrast summaries. Although the composite cognitive measure contributed significantly to the prediction of quality scores for both types of expository summaries, the expressive syntax score only contributed significantly to the quality scores for narrative summaries. These results support previous research indicating that type of expository discourse may impact student performance. These results also show, for the first time, that cognition may play a predictive role in determining summary quality for expository but not narrative passages in this population. In addition, despite the more complex syntax commonly associated with exposition versus narratives, an expressive syntax score was only predictive of performance on narrative summaries. These findings provide new information, questions, and directions for future research for those who study academic discourse and for professionals who must identify and manage the problems of students struggling with different types of academic discourse. https://doi.org/10.23641/asha.6167879.

Enhancing Summarization Skills Using Twin Texts: Instruction in Narrative and Expository Text Structures

ERIC Educational Resources Information Center

Furtado, Leena; Johnson, Lisa

2010-01-01

This action-research case study endeavors to enhance the summarization skills of first grade students who are reading at or above the third grade level during the first trimester of the academic school year. Students read "twin text" sources, meaning, fiction and nonfiction literary selections focusing on a common theme to help identify…

Effects of the TWA Strategy on Expository Reading Comprehension of Students with Autism

ERIC Educational Resources Information Center

Howorth, Sarah; Lopata, Christopher; Thomeer, Marcus; Rodgers, Jonathan

2016-01-01

High-functioning students with autism spectrum disorder (ASD) have been shown to have significant reading comprehension difficulty. This multiple baseline study examined the effect of the think before reading, think while reading, and think after reading (TWA) strategy on expository text comprehension of four boys with ASD. Following baseline,…

Response to an Expository Writing Strategy across Middle School RtI Tiers

ERIC Educational Resources Information Center

Burke, Lisa; Poll, Gerard; Fiene, Judy

2017-01-01

Seventh grade students, varying in their literacy skills, from a suburban middle school in the United States were taught an expository writing strategy using the Self-Regulated Strategy Development approach. Using an AB design, the students participated in an eight-session expository writing intervention that taught the writing process. The…

The Rules of the Game: Properties of a Database of Expository Language Samples

ERIC Educational Resources Information Center

Heilmann, John; Malone, Thomas O.

2014-01-01

Purpose: The authors created a database of expository oral language samples with the aims of describing the nature of students' expository discourse and providing benchmark data for typically developing preteen and teenage students. Method: Using a favorite game or sport protocol, language samples were collected from 235 typically developing…

Text Difficulty Affects Metacomprehension Accuracy and Knowledge Test Performance in Text Learning

ERIC Educational Resources Information Center

Vössing, J.; Stamov-Roßnagel, C.; Heinitz, K.

2017-01-01

Metacomprehension as reflected in judgements of one's learning is crucial for self-regulated study, yet their accuracy is often low. We investigated text difficulty as a constraint on metacomprehension accuracy in text learning. A total of 235 participants studied a 10-section expository text and afterwards took a knowledge test. They made…

A Double-Focused Orientation in Teaching Expository Writing.

ERIC Educational Resources Information Center

Muhyidin, Tatang Setia

1990-01-01

Emphasizing expository writing, this paper describes the writing instruction approaches used in IKIP Bandung, an Indonesian institute. The syntax-to-rhetoric approach is discussed along with strategies to help students practice topic development with appropriate linguistic forms. (Contains three references.) (LB)

Improving Physics Texts: Students Speak Out.

ERIC Educational Resources Information Center

Guzzetti, Barbara J.; And Others

1995-01-01

Finds that high school physical science students prefer textbooks with expository text that not only gives a correct concept but refutes common incorrect ideas. Finds that writing a comprehensible text is more difficult than the researchers had imagined. (SR)

Lexical Noun Phrases in Texts Written by Deaf Children and Adults with Different Proficiency Levels in Sign Language

ERIC Educational Resources Information Center

van Beijsterveldt, Liesbeth Maria; van Hell, Janet

2010-01-01

We report an analysis of lexical noun phrases (NPs) in narrative and expository texts written by Dutch deaf individuals from a bimodal bilingual perspective. Texts written by Dutch deaf children and adults who are either proficient in Sign Language of the Netherlands (SLN) or low-proficient in SLN were compared on structures that either overlap in…

Teaching Fashion Illustration to University Students: Experiential and Expository Methods.

ERIC Educational Resources Information Center

Dragoo, Sheri; Martin, Ruth E.; Horridge, Patricia

1998-01-01

In a fashion illustration course, 24 students were taught using expository methods and 28 with experiential methods. Each method involved 20 lessons over eight weeks. Pre/posttest results indicated that both methods were equally effective in improving scores. (SK)

Character Sets for PLATO/NovaNET: An Expository Catalog.

ERIC Educational Resources Information Center

Gilpin, John B.

The PLATO and NovaNET computer-based instructional systems use a fixed system character set ("normal font") and an author-definable character set ("alternate font"). The alternate font lets the author construct his own symbols and bitmapped pictures. This expository catalog allows users to determine quickly (1) whether there is…

An Examination of the Influence of Expository and Narrative Passages on the Dimensionality of the IGAP Reading Test.

ERIC Educational Resources Information Center

Bolt, Daniel; Ackerman, Terry

The 1993 Illinois Goal Assessment Program (IGAP) Reading Tests measured reading comprehension using both narrative and expository reading passages. Noticeable differences in mean scaled scores occurred depending on whether the 1993 results were equated back to the 1992 narrative test or the 1993 expository test (Hsu and Ackerman, 1994). In an…

Increasing Comprehension of Expository Science Text for Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Carnahan, Christina R.; Williamson, Pamela; Birri, Nicole; Swoboda, Christopher; Snyder, Kate K.

2016-01-01

Using a multiple baseline single-subject design, this study evaluated the effects of a text structure intervention package on the ability of students with autism to comprehend traditional science texts. Three high school students with high-functioning autism and their teacher participated in this study. The intervention package included…

Influence of text type, topic familiarity, and stuttering frequency on listener recall, comprehension, and mental effort.

PubMed

Panico, James; Healey, E Charles

2009-04-01

To determine how text type, topic familiarity, and stuttering frequency influence listener recall, comprehension, and perceived mental effort. Sixty adults listened to familiar and unfamiliar narrative and expository texts produced with 0%, 5%, 10%, and 15% stuttering. Participants listened to 4 experimental text samples at only 1 stuttering frequency. After hearing the text samples, each listener performed a free recall task, answered cued recall questions, answered story comprehension questions, and rated their perceived mental effort. Free and cued recall as well as story comprehension scores were higher for narrative than for expository texts. Free and cued recall scores were better for familiar than for unfamiliar stories, although topic familiarity did not affect story comprehension scores. Samples with all levels of stuttering resulted in higher mental effort ratings for both text types and topic familiarities. Stuttering has a greater influence on listener recall and comprehension for narrative than for expository texts. Topic familiarity affects free and cued recall but has no influence on story comprehension. Regardless of the amount of stuttering, mental effort was high for both text types and levels of familiarity.

When It Comes to Explaining: A Preliminary Investigation of the Expository Language Skills of African American School-Age Children

ERIC Educational Resources Information Center

Koonce, Nicole M.

2015-01-01

This research investigated the expository language of school-age speakers of African American English. Specifically, the study describes the language productivity, syntax, and pragmatic features present in expository language samples produced by African American children and compares their performance with White children in the extant literature.…

Comparison of narrative and expository writing in students with and without language-learning disabilities.

PubMed

Koutsoftas, Anthony D; Gray, Shelley

2012-10-01

Students with language-learning disabilities (LLD) demonstrate difficulties with written language, especially in the areas of productivity, complexity, and grammar. It is not clear how these deficits affect their performance on high-stakes tests, such as those required by the No Child Left Behind Act (U.S. Department of Education, 2002). This study used writing samples to compare how students with and without LLD scored on analytic writing measures that are typically used in writing research and on a more holistic measure of writing, the six-traits writing rubric (STWR; Education Northwest, 2006), which is used in high-stakes writing assessments. Fifty-six 4th and 5th graders with typical development (TD) or LLD produced 1 narrative and 1 expository writing sample. Measures of oral language ability and handwriting accuracy-speed were also obtained. The narrative and expository samples were scored using 5-6 separate analytic measures and 6 separate traits on the STWR. On narratives, the TD group scored significantly higher than the LLD group on 5 analytic measures and all 6 traits. Similarly, for expository, the TD group outscored the LLD group on 3 analytic measures and all 6 traits. Results demonstrate that the analytic scores of productivity, sentence complexity, and lexical diversity were correlated significantly with a higher overall score on the STWR for narrative writing samples only. Results of this study suggest that exclusive use of analytic scores to select treatment goals and document writing progress may not translate into increased scores on writing rubrics, particularly for expository writing samples.

The psycholinguistics of developing text construction.

PubMed

Berman, Ruth A

2008-11-01

This paper outlines functionally motivated quantifiable criteria for characterizing different facets of discourse--global-level principles, categories of referential content, clause-linking complex syntax, local linguistic expression and overall discourse stance--in relation to the variables of development, genre and modality. Concern is with later, school-age language development, in the conviction that the long developmental route of language acquisition can profitably be examined in the context of extended discourse. Findings are reviewed from a cross-linguistic project that elicited narrative and expository texts in both speech and writing at four age groups: (9-10 years, 12-13, 16-17 and adults). Clear developmental patterns emerge from middle childhood to adulthood, with significant shifts in adolescence; global-level text organization is mastered earlier in narratives than in expository essays, but the latter promote more advanced use of local-level lexicon and syntax; and spoken texts are more spread out than their denser written counterparts in clause-linkage, referential content and lexical usage. These and other findings are discussed in terms of the growth and reorganization of knowledge about types of discourse and text-embedded language use.

Epistolary and Expository Interaction Patterns in a Computer Conference Transcript.

ERIC Educational Resources Information Center

Fahy, Patrick J.

2002-01-01

Discusses the relationship of gender and discourse types, including epistolary and expository, in computer-mediated communication such as listservs. Describes a study that used transcript analysis to determine whether gender patterns could be detected in an online graduate course and considers the strategic value of discourse styles in group…

Personal, Expository, Critical, and Creative: Using Writing in Mathematics Courses

ERIC Educational Resources Information Center

Braun, Benjamin

2014-01-01

This article provides a framework for creating and using writing assignments based on four types of writing: personal, expository, critical, and creative. This framework includes specific areas of student growth affected by these writing styles. Illustrative sample assignments are given throughout for each type of writing and various combinations…

Improving Text Recall with Multiple Summaries

ERIC Educational Resources Information Center

van der Meij, Hans; van der Meij, Jan

2012-01-01

Background. QuikScan (QS) is an innovative design that aims to improve accessibility, comprehensibility, and subsequent recall of expository text by means of frequent within-document summaries that are formatted as numbered list items. The numbers in the QS summaries correspond to numbers placed in the body of the document where the summarized…

Contrastive Analyses of Organizational Structures and Cohesive Elements in English, Spanish (ESL) and Chinese (ESL) Students' Writing in Narrative and Expository Modes.

ERIC Educational Resources Information Center

Norment, Nathaniel, Jr.

A study examined the differences and similarities in the relationship between the organization of written English produced by native Chinese, English, and Spanish speaking adult college students when they wrote in the narrative and expository modes. Specifically, the study explored the kinds of cohesive devices that operated in the English text…

What Predicts Adult Readers' Understanding of STEM Texts?

ERIC Educational Resources Information Center

Follmer, D. Jake; Fang, Shin-Yi; Clariana, Roy B.; Meyer, Bonnie J. F.; Li, Ping

2018-01-01

The current study examined the relations among key variables that underlie reading comprehension of expository science texts in a diverse population of adult native English readers. Using Mechanical Turk to sample a range of adult readers, the study also examined the effect of text presentation on readers' comprehension and knowledge structure…

Signaling Hierarchical and Sequential Organization in Expository Text

ERIC Educational Resources Information Center

Lorch, Robert; Lemarie, Julie; Grant, Russell

2011-01-01

Four experiments tested a hypothesized function of signaling devices, namely, to communicate information about text organization. Experiments 1 and 2 compared headings that communicated the hierarchical organization of text topics with headings that did not communicate the hierarchical organization. Signaling organization led to more complete and…

Generative Learning Strategy Use and Self-Regulatory Prompting in Digital Text

ERIC Educational Resources Information Center

Reid, Alan J.; Morrison, Gary M.

2014-01-01

The digital revolution is shifting print-based textbooks to digital text, and it has afforded the opportunity to incorporate meaningful learning strategies and otherwise separate metacognitive activities directly into these texts as embedded support. A sample of 89 undergraduates read a digital, expository text on the basics of photography. The…

Students' Genre Expectations and the Effects of Text Cohesion on Reading Comprehension

ERIC Educational Resources Information Center

Schmitz, Anke; Gräsel, Cornelia; Rothstein, Björn

2017-01-01

This study raises the question what makes school texts comprehensible by analyzing whether students' genre expectations about literary or expository texts moderate the impact of different forms of text cohesion on reading comprehension, even when the texts are similar regarding their genre. 754 students (Grade 9) from comprehensive schools read…

Addendum to the Evaluation of the Expository Reading and Writing Course

ERIC Educational Resources Information Center

Fong, Anthony B.; Finkelstein, Neal D.

2016-01-01

In 2015, Fong, Finkelstein, Jaeger, Diaz, and Broek reported the findings from an independent evaluation of the Expository Reading and Writing Course (ERWC). The evaluation found positive and statistically significant effects of the ERWC on student achievement. Due to some concerns that the previously reported results in Fong et al. (2015) did not…

Reader-Text Interactions: How Differential Text and Question Types Influence Cognitive Skills Needed for Reading Comprehension

PubMed Central

Eason, Sarah H.; Goldberg, Lindsay F.; Young, Katherine M.; Geist, Megan C.; Cutting, Laurie E.

2015-01-01

Current research has shown that comprehension can vary based on text and question types, and that readers’ word recognition and background knowledge may account for these differences. Other reader characteristics such as semantic and syntactic awareness, inferencing, planning/organizing have also all been linked to reading comprehension, but have not been examined with regard to specific text and question types. The aim of this study was to explore the relationships between reader characteristics, text types, and question types, in children aged 10–14. We sought to compare children’s performance when comprehending narrative, expository, and functional text, as well as to explore differences between children’s performance on comprehension questions that assess their literal or inferential comprehension of a passage. To examine such differences, we analyzed the degree to which distinct cognitive skills (semantic and syntactic awareness, inferencing, planning/organizing) contribute to performance on varying types of texts and questions. This study found main effects of text and question types, as well as an interaction in which relations between question types varied between text types. Analyses indicated that higher order cognitive skills, including the ability to make inferences and to plan and organize information, contribute to comprehension of more complex text (e.g., expository vs. narrative) and question types (e.g., inferential vs. literal), and therefore are important components of reading for later elementary and middle school students. These findings suggest that developing these skills in early elementary school may better equip students for comprehending the texts they will encounter in higher grades. PMID:26566295

Command Strategies for Balancing Respect and Authority in Undergraduate Expository Essays

ERIC Educational Resources Information Center

Lee, Sook Hee

2010-01-01

The primary purpose of the paper is to examine how undergraduate writers adopt various commanding strategies of "shouldness" in their expository essays and the extent to which their adoptions relate to the success in the assessment of essay writing. The theoretical bases of the commands operating both within and across clause complexes are derived…

The Interactive Effects of Computer Conferencing and Multiple Intelligences on Expository Writing.

ERIC Educational Resources Information Center

Cifuentes, Lauren; Hughey, Jane

2003-01-01

Investigates the differential effects of computer conferencing on expository writing for students of seven intelligence types. Students were assigned to treatment groups that provided controlled exposure to a topic: unstructured exposure; computer conferencing; face-to-face discussion; and computer conferencing and face-to-face discussion.…

Knowing What You Know: Improving Metacomprehension and Calibration Accuracy in Digital Text

ERIC Educational Resources Information Center

Reid, Alan J.; Morrison, Gary R.; Bol, Linda

2017-01-01

This paper presents results from an experimental study that examined embedded strategy prompts in digital text and their effects on calibration and metacomprehension accuracies. A sample population of 80 college undergraduates read a digital expository text on the basics of photography. The most robust treatment (mixed) read the text, generated a…

Do Films Make You Learn? Inference Processes in Expository Film Comprehension

ERIC Educational Resources Information Center

Tibus, Maike; Heier, Anke; Schwan, Stephan

2013-01-01

The present article examines how suitable expository films are for learning. This question was motivated by the assumption that films are processed in a superficial manner. However, previous research has been dominated by the analyses of outcome measures and has never taken a look at online measures so that no clear conclusions have been drawn.…

Transitioning from Expository Laboratory Experiments to Course-Based Undergraduate Research in General Chemistry

ERIC Educational Resources Information Center

Clark, Ted M.; Ricciardo, Rebecca; Weaver, Tyler

2016-01-01

General chemistry courses predominantly use expository experiments that shape student expectations of what a laboratory activity entails. Shifting within a semester to course-based undergraduate research activities that include greater decision-making, collaborative work, and "messy" real-world data necessitates a change in student…

Expository Text and Middle School Students: Some Lessons Learned.

ERIC Educational Resources Information Center

Street, Chris

2002-01-01

Presents the "Structured Reading Lesson" as one simple way to structure reading activities so that the before, during, and after phases of the reading experience are all touched upon. Considers how reading strategies that students have developed to comprehend fictional narratives do not always help them with textbooks. Presents…

Stimulating Situational Interest and Student Questioning through Three Types of Historical Introductory Texts

ERIC Educational Resources Information Center

Logtenberg, Albert; van Boxtel, Carla; van Hout-Wolters, Bernadette

2011-01-01

This study investigates questions students ask related to an introductory text about a new topic in the history classroom. The effects of a narrative, problematizing, and expository introductory text on the situational interest of students and the number and type of student-generated questions, are compared. Participants are 174 students in higher…

Have Recommended Book Lists Changed to Reflect Current Expectations for Informational Text in K-3 Classrooms?

ERIC Educational Resources Information Center

Dreher, Mariam Jean; Kletzien, Sharon B.

2016-01-01

Despite both longstanding and recent calls for more informational text in K-3 classrooms, research indicates that narrative text remains in the majority for read alouds, classroom libraries, and instruction, thus limiting children's opportunity to experience the demands of expository text. Because national associations' recommended book lists are…

Reimagining "English 1311: Expository English Composition" as "Introduction to Rhetoric and Writing Studies"

ERIC Educational Resources Information Center

Ruecker, Todd

2011-01-01

English 1311: Expository English Composition is the first semester course in a two-semester first-year composition (FYC) sequence. Both ENG 1311 and its second-semester counterpart, ENG 1312, are required for all students unless they have transfer credit covering this requirement or place out of one or both of the courses via the College-Level…

The Effects of Syntactic and Lexical Complexity on the Comprehension of Elementary Science Texts

ERIC Educational Resources Information Center

Arya, Diana J.; Hiebert, Elfrieda H.; Pearson, P. David

2011-01-01

In this study we examined the effects of syntactic and lexical complexity on third-grade students' comprehension of science texts. A total of 16 expository texts were designed to represent systematic differences in levels of syntactic and lexical complexity across four science-related topics ("Tree Frogs, Soil, Jelly Beans and…

Text Cohesion and Comprehension: A Comparison of Prose Analysis Systems.

ERIC Educational Resources Information Center

Varnhagen, Connie K.; Goldman, Susan R.

To test three specific hypotheses about recall as a function of four categories of logical relations, a study was done to determine whether logical relations systems of prose analysis can be used to predict recall. Two descriptive passages of naturally occurring expository prose were used. Each text was parsed into 45 statements, consisting of…

Influence of Text Type, Topic Familiarity, and Stuttering Frequency on Listener Recall, Comprehension, and Mental Effort

ERIC Educational Resources Information Center

Panico, James; Healey, E. Charles

2009-01-01

Purpose: To determine how text type, topic familiarity, and stuttering frequency influence listener recall, comprehension, and perceived mental effort. Method: Sixty adults listened to familiar and unfamiliar narrative and expository texts produced with 0%, 5%, 10%, and 15% stuttering. Participants listened to 4 experimental text samples at only 1…

Improving text recall with multiple summaries.

PubMed

van der Meij, Hans; van der Meij, Jan

2012-06-01

QuikScan (QS) is an innovative design that aims to improve accessibility, comprehensibility, and subsequent recall of expository text by means of frequent within-document summaries that are formatted as numbered list items. The numbers in the QS summaries correspond to numbers placed in the body of the document where the summarized ideas are discussed in full. To examine the influence of QS summaries on participants' perceptions of text quality (i.e., comprehensibility, structure, and interest) and recall, an experimental - control group design compared the effects of a QS text with a structured abstract (SA) text. Forty psychology students participated voluntarily or received course credits. Students first read a control (SA) or experimental (QS) text on flashbulb memory (FBM). Next, their perceptions of text quality were measured through a questionnaire. Recall was assessed with an open answer test with items for facts, comprehension and higher order information. Perceptions of text quality did not vary across conditions. But QS did lead to significantly and substantially (d= 1.57) higher overall recall scores. Participants with the QS text performed significantly better on all item types than participants with the SA text. Studying a QS text led to a substantial improvement in recall compared to an SA text. Further research is needed to examine how readers study QS texts and whether a text model hypothesis or a repetition effect hypothesis accounts for the effectiveness. The first hypothesis posits that the QS summaries support the reader in constructing a text schema. The second attributes the effects of these summaries to their repetition of text topics. ©2011 The British Psychological Society.

Use of the Genre-Based Approach to Teach Expository Essays to English Pedagogy Students

ERIC Educational Resources Information Center

Gómez Burgos, Eric

2017-01-01

The following article reports the results of an action research project conducted in a public university in Chile. The project consisted of exposing ten undergraduate students from an English pedagogy program to a genre-based approach to writing expository essays. During eight weeks the three stages of the genre-based approach, namely:…

Improving Expository Writing Skills with Explicit and Strategy Instructional Methods in Inclusive Middle School Classrooms

ERIC Educational Resources Information Center

Cihak, David F.; Castle, Kristin

2011-01-01

Forty eighth grade students with and without learning disabilities in an inclusive classroom participated in an adapted Step-Up to Writing (Auman, 2002) intervention program. The intervention targeted expository essays and composing topic, detail, transitional, and concluding sentences. A repeated-measures ANOVA indicated that both students with…

Effects of Topic Headings on Text Processing: Evidence from Adult Readers' Eye Fixation Patterns

ERIC Educational Resources Information Center

Hyona, Jukka; Lorch, Robert F.

2004-01-01

Effects of topic headings on the processing of multiple-topic expository texts were examined with the help of readers' eye fixation patterns. Adult participants read two texts, one in which topic shifts were signaled by topic headings and one in which topic headings were excluded. The presence of topic headings facilitated the processing of topic…

Intervention to Improve Expository Reading Comprehension Skills in Older Children and Adolescents with Language Disorders

ERIC Educational Resources Information Center

Ward-Lonergan, Jeannene M.; Duthie, Jill K.

2016-01-01

With the recent renewed emphasis on the importance of providing instruction to improve expository discourse comprehension and production skills, speech-language pathologists need to be prepared to implement effective intervention to meet this critical need in older children and adolescents with language disorders. The purpose of this review…

Strategic Key Word Instruction: Increasing Fluency in Connected Expository Text

ERIC Educational Resources Information Center

Coulter, Gail; Lambert, Michael C.

2015-01-01

The effects of preteaching key words on fluency in connected text were examined with three third-grade general education participants. Researchers used a multiple base-line design (i.e., Baseline and Wordlist Intervention) and found that preteaching increased fluency in connected text written above the participant's instructional level of reading…

Effects of the Paraphrasing Strategy on Expository Reading Comprehension of Young Adults with Intellectual Disability

ERIC Educational Resources Information Center

Hua, Youjia; Woods-Groves, Suzanne; Ford, Jeremy W.; Nobles, Kelly A.

2014-01-01

The purpose of the study was to investigate the effectiveness of teaching a three-step paraphrasing strategy on expository reading comprehension of young adults with intellectual disability. Ten learners from a postsecondary education program for individuals with disability participated in the study. They were randomly assigned to the control and…

The Use of E-Dictionary to Read E-Text by Intermediate and Advanced Learners of Chinese

ERIC Educational Resources Information Center

Wang, Jing

2012-01-01

This study focuses on the pedagogical outcomes connected with the use of an e-dictionary by intermediate and advanced learners of Chinese to aid in reading an expository Chinese e-text. Twenty intermediate and advanced participants read an e-text twice aided by an e-dictionary and wrote recalls of the text in English. In addition to low frequency…

Age Differences in Learning from Text: The Effects of Content Preexposure on Reading

ERIC Educational Resources Information Center

Noh, Soo Rim; Shake, Matthew C.; Parisi, Jeanine M.; Joncich, Adam D.; Morrow, Daniel G.; Stine-Morrow, Elizabeth A. L.

2007-01-01

This study investigated age differences in the way in which attentional resources are allocated to expository text and whether these differences are moderated by content preexposure. The organization of the preexposure materials was manipulated to test the hypothesis that a change in organization across two presentations would evoke more…

Computerized Presentation of Text: Effects on Children's Reading of Informational Material. Special Issue on Reading Comprehension ? Part II

ERIC Educational Resources Information Center

Kerr, Matthew A.; Symons, Sonya E.

2006-01-01

This study examined whether children's reading rate, comprehension, and recall are affected by computer presentation of text. Participants were 60 grade five students, who each read two expository texts, one in a traditional print format and the other from a computer monitor, which used a common scrolling text interface. After reading each text,…

Text Generation: The Problem of Text Structure.

ERIC Educational Resources Information Center

Mann, William C.

One of the major problems in artificial intelligence (AI) text generation is text organization; a poorly organized text can be unreadable or even misleading. A comparison of two AI approaches to text organization--McKeown's TEXT system and Rhetorical Structure Theory (RST)--shows that, although they share many assumptions about the nature of text,…

Interactions among Elaborative Interrogation, Knowledge, and Interest in the Process of Constructing Knowledge from Text

ERIC Educational Resources Information Center

Ozgungor, Sevgi; Guthrie, John T.

2004-01-01

The authors examined the impact of elaborative interrogation on knowledge construction during expository text reading, specifically, the interactions among elaborative interrogation, knowledge, and interest. Three measures of learning were taken: recall, inference, and coherence. Elaborative interrogation affected all aspects of learning measured,…

Systematically Teaching Students with Autism Spectrum Disorder about Expository Text Structures

ERIC Educational Resources Information Center

Carnahan, Christina R.; Williamson, Pamela

2016-01-01

Students with autism spectrum disorder (ASD) represent an increasing number of learners in general education classrooms. While reading comprehension instruction has received growing attention, learners with ASD continue to experience poor academic outcomes. This article describes a research-based approach to teaching students with ASD to…

Helping Students Write Better Conclusions

ERIC Educational Resources Information Center

Berber-Jimenez, Lola; Montelongo, Jose; Hernandez, Anita C.; Herter, Roberta; Hosking, David

2008-01-01

Unlike the vocabulary used in language arts and social studies, knowledge of expository text (text written to inform) and the language of science are required for reading and writing in science (Carrier 2005). This vocabulary, along with expository text structures, often is not taught in middle and high school classrooms, thus hindering students,…

Let's SQUiNK about It! A Metacognitive Approach to Exploring Text in a Second Grade Classroom

ERIC Educational Resources Information Center

Capraro, Karen

2011-01-01

In this article the author describes SQUiNK, a useful tool in interacting with text for all children and at varying levels and abilities. Initially the author sought to address the needs of readers with strong skills by more fully engaging them with expository text. But through the introduction to a strategy for addressing the needs of "all"…

The Interplay between Text-Based Vocabulary Size and Reading Comprehension of Turkish EFL Learners

ERIC Educational Resources Information Center

Güngör, Fatih; Yayli, Demet

2016-01-01

Reading is an indispensable skill for learners who desire success throughout their academic lives, and vocabulary knowledge is a sine qua non companion of reading comprehension. Despite being inextricably related entities, very little has been written about the necessary vocabulary coverage to understand an expository text and its equivalent in…

Expository Discourse in Children, Adolescents, and Adults: Development and Disorders. New Directions in Communication Disorders Research

ERIC Educational Resources Information Center

Nippold, Marilyn A., Ed.; Scott, Cheryl M., Ed.

2009-01-01

School success in the 21st century requires proficiency with expository discourse--the use and understanding of informative language in spoken and written modalities. This occurs, for example, when high school students read their textbooks and listen to their teachers' lectures, and later are asked to demonstrate their knowledge of this complex…

Students, Tasks and Emotions: Identifying the Contribution of Emotions to Students' Reading of Popular Culture and Popular Science Texts

ERIC Educational Resources Information Center

Ainley, Mary; Corrigan, Matthew; Richardson, Nicholas

2005-01-01

In this investigation young adolescent students (N=181) engaged in an interactive computer reading task. The aim was to explore sequences of students' affective responses to expository texts by identifying their character, intensity and their relationship with further text processing. Affective responses were measured using probes consisting of…

Summer Reading: Predicting Adolescent Word Learning from Aptitude, Time Spent Reading, and Text Type

ERIC Educational Resources Information Center

Lawrence, Joshua Fahey

2009-01-01

Mostly low-income African American and Hispanic teens (N = 192) were tested in (a) passage comprehension, (b) vocabulary ability, (c) cloze task performance, and (d) listening comprehension in the spring and vocabulary in the fall. Students were surveyed about reading (a) narrative, (b) expository, (c) teen culture, and (d) online texts.…

Effects of Vocabulary Instruction Using Constant Time Delay on Expository Reading of Young Adults with Intellectual Disability

ERIC Educational Resources Information Center

Hua, Youjia; Woods-Groves, Suzanne; Kaldenberg, Erica R.; Scheidecker, Bethany J.

2013-01-01

We investigated the effectiveness of using constant time delay (CTD) with young adults with intellectual disability on their vocabulary acquisition and retention, as well as expository reading comprehension. Four learners, ages 19 to 21 years, from a postsecondary education program for individuals with disabilities participated in the study.…

Teaching Text Structure: Examining the Affordances of Children's Informational Texts

ERIC Educational Resources Information Center

Jones, Cindy D.; Clark, Sarah K.; Reutzel, D. Ray

2016-01-01

This study investigated the affordances of informational texts to serve as model texts for teaching text structure to elementary school children. Content analysis of a random sampling of children's informational texts from top publishers was conducted on text structure organization and on the inclusion of text features as signals of text…

Impact of Diagrams on Recalling Sequential Elements in Expository Texts.

ERIC Educational Resources Information Center

Guri-Rozenblit, Sarah

1988-01-01

Examines the instructional effectiveness of abstract diagrams on recall of sequential relations in social science textbooks. Concludes that diagrams assist significantly the recall of sequential relations in a text and decrease significantly the rate of order mistakes. (RS)

Effects of Transfer to Real-World Subject Area Materials from Training in Graphic Organizers and Summarizing on Developmental College Readers' Comprehension of the Compare/Contrast Text Structure in Science Expository Text.

ERIC Educational Resources Information Center

Balajthy, Ernest; Weisberg, Renee

To determine whether less able readers could use the strategies they had been taught, a study investigated the transfer effects of training in the use of graphic organizers and summary writing on readers' recognition of the compare/contrast text structure. Subjects, 70 freshmen at a western New York state college of liberal arts and sciences in a…

Read-Aloud Accommodations, Expository Text, and Adolescents with Learning Disabilities

ERIC Educational Resources Information Center

Meyer, Nancy K.; Bouck, Emily C.

2017-01-01

Adolescents with learning disabilities in reading have difficulties with reading and understanding difficult gradelevel curricular material. One frequently used method of support is using read-aloud accommodations, which can be live read-alouds or text-to-speech (TTS) read-alouds. A single case alternating treatment design was used to examine the…

Feedback That Corrects and Contrasts Students' Erroneous Solutions with Expert Ones Improves Expository Instruction for Conceptual Change

ERIC Educational Resources Information Center

Asterhan, Christa S. C.; Dotan, Aviv

2018-01-01

In the present study, we examined the effects of feedback that corrects and contrasts a student's own erroneous solutions with the canonical, correct one (CEC&C feedback) on learning in a conceptual change task. Sixty undergraduate students received expository instruction about natural selection, which presented the canonical, scientifically…

Competences of Dominican College Students in the Comprehension of Superstructure and Macrostructure of Expositive Texts

ERIC Educational Resources Information Center

Tavarez, Pedro J.; Gomez, Jorge; Mercedes, Arismendy

2016-01-01

The objective of this research is to determine the competences of students of Basic Spanish Language II (Let. 012) in the comprehension of the superstructure and macrostructure of expository texts, in two college Campuses; the UASD San Francisco de Macorís Campus, and the UASD Bonao Campus for the semester 2015-2. The theory is based on the…

Effects of Topic Familiarity and Training in Generative Learning Activities on Poor Readers' Comprehension of Comparison/Contrast Expository Text Structure: Transfer to Real-World Materials.

ERIC Educational Resources Information Center

Weisberg, Renee; Balajthy, Ernest

A study investigated transfer effects of training below average high school readers in the use of graphic organizers and summary writing on their recognition of compare/contrast text structure. Subjects, 32 high school students with below-expectancy standardized test scores, were placed in two groups: an experimental group (five males and 11…

Universally Designed Text on the Web: Towards Readability Criteria Based on Anti-Patterns.

PubMed

Eika, Evelyn

2016-01-01

The readability of web texts affects accessibility. The Web Content Accessibility guidelines (WCAG) state that the recommended reading level should match that of someone who has completed basic schooling. However, WCAG does not give advice on what constitutes an appropriate reading level. Web authors need tools to help composing WCAG compliant texts, and specific criteria are needed. Classic readability metrics are generally based on lengths of words and sentences and have been criticized for being over-simplistic. Automatic measures and classifications of texts' reading levels employing more advanced constructs remain an unresolved problem. If such measures were feasible, what should these be? This work examines three language constructs not captured by current readability indices but believed to significantly affect actual readability, namely, relative clauses, garden path sentences, and left-branching structures. The goal is to see whether quantifications of these stylistic features reflect readability and how they correspond to common readability measures. Manual assessments of a set of authentic web texts for such uses were conducted. The results reveal that texts related to narratives such as children's stories, which are given the highest readability value, do not contain these constructs. The structures in question occur more frequently in expository texts that aim at educating or disseminating information such as strategy and journal articles. The results suggest that language anti-patterns hold potential for establishing a set of deeper readability criteria.

Literacy Access: An Examination of the Picture Plus Discussion (PPD) Intervention Using Typical and Age Appropriate Texts

ERIC Educational Resources Information Center

Shurr, Jordan C.

2012-01-01

The purpose of this study was to investigate the use of the picture plus discussion (PPD) intervention on the comprehension abilities of high school students with moderate intellectual disability when read a variety of expository texts aloud. A multiple probe single subject design was employed to measure the effect of the intervention across three…

Why risk is not variance: an expository note.

PubMed

Cox, Louis Anthony Tony

2008-08-01

Variance (or standard deviation) of return is widely used as a measure of risk in financial investment risk analysis applications, where mean-variance analysis is applied to calculate efficient frontiers and undominated portfolios. Why, then, do health, safety, and environmental (HS&E) and reliability engineering risk analysts insist on defining risk more flexibly, as being determined by probabilities and consequences, rather than simply by variances? This note suggests an answer by providing a simple proof that mean-variance decision making violates the principle that a rational decisionmaker should prefer higher to lower probabilities of receiving a fixed gain, all else being equal. Indeed, simply hypothesizing a continuous increasing indifference curve for mean-variance combinations at the origin is enough to imply that a decisionmaker must find unacceptable some prospects that offer a positive probability of gain and zero probability of loss. Unlike some previous analyses of limitations of variance as a risk metric, this expository note uses only simple mathematics and does not require the additional framework of von Neumann Morgenstern utility theory.

Automatic Text Decomposition and Structuring.

ERIC Educational Resources Information Center

Salton, Gerard; And Others

1996-01-01

Text similarity measurements are used to determine relationships between natural-language texts and text excerpts. The resulting linked hypertext maps can be broken down into text segments and themes used to identify different text types and structures, leading to improved information access and utilization. Examples are provided for text…

The Informational Text Structure Survey (ITS[superscript 2]): An Exploration of Primary Grade Teachers' Sensitivity to Text Structure in Young Children's Informational Texts

ERIC Educational Resources Information Center

Reutzel, D. Ray; Jones, Cindy D.; Clark, Sarah K.; Kumar, Tamara

2016-01-01

There has been no research reported about if or how well primary grade teachers can identify information text structures in children's authentic informational texts. The ability to do so accurately and reliably is a prerequisite for teachers to be able to teach students how to recognize and use text structures to assist them in comprehending…

Differences in Strategy Use in the Reading Comprehension of Narrative and Science Texts among Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Botsas, George

2017-01-01

The aim of the study was to investigate differences in cognitive and metacognitive strategy use in the reading comprehension of narrative and expository texts among students with learning disabilities (SLD) and without learning disabilities (SWOLD). A total of 122 fifth and sixth graders took part in the study. Half of them (n = 61) were SLD…

First and Second Graders Writing Informational Text

ERIC Educational Resources Information Center

Read, Sylvia

2005-01-01

Process approaches to writing instruction in primary-grade classrooms have become widespread due to the influence of Graves (1983), Calkins (1986), Avery (1993), and others. Their work emphasizes expressive writing, particularly personal narrative, more than expository or informational writing. As a consequence, expressive writing is what children…

Narrative vs. Expository Texts. Water in Africa.

ERIC Educational Resources Information Center

Garrett, Carly Sporer

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. This unit, "Narrative…

The Writing of Expository Texts in Early Grades: What Predicative Analysis Teaches Us

ERIC Educational Resources Information Center

Gagnon, Renee; Ziarko, Helene

2012-01-01

This paper presents the results of a predicative analysis led on comparison and problem-solution texts produced by pupils of the second and third grades of primary school following a set of reading and writing instructional activities. The production of those texts is of a special challenge to the young writers because of the cognitive and…

Memory for Textual Conflicts Predicts Sourcing When Adolescents Read Multiple Expository Texts

ERIC Educational Resources Information Center

Stang Lund, Elisabeth; Bråten, Ivar; Brante, Eva W.; Strømsø, Helge I.

2017-01-01

This study investigated whether memory for conflicting information predicted mental representation of source-content links (i.e., who said what) in a sample of 86 Norwegian adolescent readers. Participants read four texts presenting conflicting claims about sun exposure and health. With differences in gender, prior knowledge, and interest…

What Is the Basis for Self-Assessment of Comprehension When Reading Mathematical Expository Texts?

ERIC Educational Resources Information Center

Österholm, Magnus

2015-01-01

The purpose of this study was to characterize students' self-assessments when reading mathematical texts, in particular regarding what students use as a basis for evaluations of their own reading comprehension. A total of 91 students read two mathematical texts, and for each text, they performed a self-assessment of their comprehension and…

Rhetorical structure theory and text analysis

NASA Astrophysics Data System (ADS)

Mann, William C.; Matthiessen, Christian M. I. M.; Thompson, Sandra A.

1989-11-01

Recent research on text generation has shown that there is a need for stronger linguistic theories that tell in detail how texts communicate. The prevailing theories are very difficult to compare, and it is also very difficult to see how they might be combined into stronger theories. To make comparison and combination a bit more approachable, we have created a book which is designed to encourage comparison. A dozen different authors or teams, all experienced in discourse research, are given exactly the same text to analyze. The text is an appeal for money by a lobbying organization in Washington, DC. It informs, stimulates and manipulates the reader in a fascinating way. The joint analysis is far more insightful than any one team's analysis alone. This paper is our contribution to the book. Rhetorical Structure Theory (RST), the focus of this paper, is a way to account for the functional potential of text, its capacity to achieve the purposes of speakers and produce effects in hearers. It also shows a way to distinguish coherent texts from incoherent ones, and identifies consequences of text structure.

Assessing the Reliability and Use of the Expository Scoring Scheme as a Measure of Developmental Change in Monolingual English and Bilingual French/English Children

ERIC Educational Resources Information Center

Bird, Elizabeth Kay-Raining; Joshi, Nila; Cleave, Patricia L.

2016-01-01

Purpose: The Expository Scoring Scheme (ESS) is designed to analyze the macrostructure of descriptions of a favorite game or sport. This pilot study examined inter- and intrarater reliability of the ESS and use of the scale to capture developmental change in elementary school children. Method: Twenty-four children in 2 language groups (monolingual…

Managing Training Materials with Structured Text Design.

ERIC Educational Resources Information Center

Streit, Les D.; And Others

1986-01-01

Describes characteristics of structured text design; benefits of its use in training; benefits for developers of training materials and steps in preparing training materials. A case study illustrating how the structured text design process solved the sales training needs of the Mercedes-Benz Truck Company is presented. (MBR)

When Do Pictures Help Learning from Expository Text? Multimedia and Modality Effects in Primary Schools

ERIC Educational Resources Information Center

Herrlinger, Simone; Höffler, Tim N.; Opfermann, Maria; Leutner, Detlev

2017-01-01

Adding pictures to a text is very common in today's education and might be especially beneficial for elementary school children, whose abilities to read and understand pure text have not yet been fully developed. Our study examined whether adding pictures supports learning of a biology text in fourth grade and whether the text modality (spoken or…

When Do Pictures Help Learning from Expository Text? Multimedia and Modality Effects in Primary Schools

NASA Astrophysics Data System (ADS)

Herrlinger, Simone; Höffler, Tim N.; Opfermann, Maria; Leutner, Detlev

2017-06-01

Adding pictures to a text is very common in today's education and might be especially beneficial for elementary school children, whose abilities to read and understand pure text have not yet been fully developed. Our study examined whether adding pictures supports learning of a biology text in fourth grade and whether the text modality (spoken or written) plays a role. Results indicate that overall, pictures enhanced learning but that the text should be spoken rather than written. These results are in line with instructional design principles derived from common multimedia learning theories. In addition, for elementary school children, it might be advisable to read texts out to the children. Reading by themselves and looking at pictures might overload children's cognitive capacities and especially their visual channel. In this case, text and pictures would not be integrated into one coherent mental model, and effective learning would not take place.

Pause Time Patterns in Writing Narrative and Expository Texts by Children and Adults

ERIC Educational Resources Information Center

van Hell, Janet G.; Verhoeven, Ludo; van Beijsterveldt, Liesbeth M.

2008-01-01

How do beginning and skilled writers compose a text in the course of time? To gain insight into the temporal aspects of planning and translating activities during writing, this article examined writing in real time and analyzed pause time patterns in writing in relation to linguistic characteristics of the written product. Fourth-grade children…

Depending on My Mood: Mood-Driven Influences on Text Comprehension

PubMed Central

Bohn-Gettler, Catherine M.; Rapp, David N.

2011-01-01

Reading comprehension is a critical component of success in educational settings. To date, research on text processing in educational and cognitive psychological domains has focused predominantly on cognitive influences on comprehension, and in particular, those influences that might be derived from particular tasks or strategies. However, there is growing interest in documenting the influences of emotional factors on the processes and products of text comprehension, because these factors are less likely to be associated with explicit reading strategies. The present study examines this issue by evaluating the degree to which mood can influence readers’ processing of text. Participants in control, happy-induced, or sad-induced groups thought aloud while reading expository texts. Happy, sad, and neutral moods influenced the degree to which readers engaged in particular types of coherence-building processes in the service of comprehension. Although reading strategies clearly influence processing, understudied factors that are less explicitly goal-driven, such as mood, can similarly impact comprehension activity. These findings have important implications for the role of mood on reading instruction and evaluation. PMID:21927504

Text Structure and Retention of Prose.

ERIC Educational Resources Information Center

Zimmer, John W.

1985-01-01

The effects of text structure were studied using two kinds of reading materials: a standard text with headings and illustrations, as well as a nonstructured manuscript. The manuscript readers scored higher on delayed tests, generated more relevant ideas, and wrote better essays both immediately and after a delay. (Author/GDC)

Getting the Gist: Relating Text Processing Research to Reading and Writing Instruction for Learning Disabled Secondary Students. Long Island University Transition Project Learning How to Learn: A High School/College Linkage Model to Expand Higher Educational Opportunities for Learning Disabled Students. Position Paper Series: Document No. 5.

ERIC Educational Resources Information Center

Seidenberg, Pearl L.

Many learning disabled secondary school students have difficulties with text organization in both subject area reading and expository writing. Problems may include difficulty in following the main ideas in text, recognizing the main text topics and their interrelationships, or recognizing the subordinate and superordinate ideas and examples.…

The Influence of Question Type, Text Availability, Answer Confidence and Language Background on Student Comprehension of an Expository Text

ERIC Educational Resources Information Center

Marmolejo-Ramos, Fernando; Miller, Julia; Habel, Chad

2014-01-01

Reading is an essential activity for learning at university, but lecturers are not always experienced in setting appropriate questions to test understanding of texts. In other words, their assessments may not be "constructively aligned" with the learning outcomes they hope their students to exhibit. In examination conditions, questions…

Effects of Experiment Learning Strategy versus Expository and Cognitive Style for Physical Learning Result for Senior High School Student at Class XI of Senior High School

ERIC Educational Resources Information Center

Prayekti

2016-01-01

The research was aimed to know Effects of Experiment Learning Strategy versus Expository and Cognitive Style for Physical Learning Result of Senior High School Student at Class XI of Senior High School. Data was collected by test and observation. It is processed by ANCOVA and different test (t-test). (1) The result showed that all learning system…

Use of electronic health record structured text and its payoffs. The approach and barriers to using structured text in EHR to document care encounters.

PubMed

Benge, James; Beach, Thomas; Gladding, Connie; Maestas, Gail

2008-01-01

The Military Health System (MHS) deployed its electronic health record (EHR), AHLTA to Military Treatment Facilities (MTFs) around the world. This paper focuses on the approach and barriers to using structured text in AHLTA to document care encounters and illustrates the direct correlation between the use of structured text and achievement of expected benefits. AHLTA uses commercially available products, a health data dictionary and standardized medical terminology, enabling the capture of structured computable data. With structured text stored in the AHLTA Clinical Data Repository (CDR), the MHS has seen a return on its EHR investment with improvements in the accuracy and completeness of coding and the documentation of care provided. Determining the aspects of documentation where structured text is most beneficial, as well as the degree of structured text needed has been a significant challenge. This paper describes how the economic value framework aligns the enterprise strategic objectives with the EHR investment features, performance metrics and expected benefits. The framework analyses focus on return on investment calculations, baseline assessment and post-implementation benefits validation. Cost avoidance, revenue enhancements and operational improvements, such as evidence-based medicine and medical surveillance can be directly attributed to use structured text.

The Reading-Writing Connection II: Text Structure and Reading Comprehension.

ERIC Educational Resources Information Center

Schatzberg-Smith, Kathleen

1987-01-01

Distinguishes between macrostructures and microstructures in text, reviews research on the comprehension of text structures, and concludes that both theory and research support the presence of a link between text structure and reading comprehension. (DMM)

Applying Silvia's Model of Interest to Academic Text: Is There a Third Appraisal?

ERIC Educational Resources Information Center

Connelly, Daniel A.

2011-01-01

Recent research, treating interest as an emotion, indicates the cognitive appraisals of novelty-complexity and coping potential predict interest. This appraisal-based model of interest has not yet been applied to educational research. The present study evaluated the significance of the model regarding the activity of reading expository,…

The Reader Effect (Instruction/Awareness of Text Structure) and Text Effect (Well-Structured vs. Bad-Structured Texts) on First and Second/Foreign Language Reading Comprehension and Recall--What Does Research Teach Us?

ERIC Educational Resources Information Center

Chang, Carrie

This paper first gives a brief chronological overview of reading theory development and a short introduction to schema theory, and then comprehensively reviews, comments, and synthesizes research-based studies, published between 1980 and 2002, that examined the effect of text structure (reader effect and text effect) on L1 and L2 reading…

Learning the Structure of Biomedical Relationships from Unstructured Text

PubMed Central

Percha, Bethany; Altman, Russ B.

2015-01-01

The published biomedical research literature encompasses most of our understanding of how drugs interact with gene products to produce physiological responses (phenotypes). Unfortunately, this information is distributed throughout the unstructured text of over 23 million articles. The creation of structured resources that catalog the relationships between drugs and genes would accelerate the translation of basic molecular knowledge into discoveries of genomic biomarkers for drug response and prediction of unexpected drug-drug interactions. Extracting these relationships from natural language sentences on such a large scale, however, requires text mining algorithms that can recognize when different-looking statements are expressing similar ideas. Here we describe a novel algorithm, Ensemble Biclustering for Classification (EBC), that learns the structure of biomedical relationships automatically from text, overcoming differences in word choice and sentence structure. We validate EBC's performance against manually-curated sets of (1) pharmacogenomic relationships from PharmGKB and (2) drug-target relationships from DrugBank, and use it to discover new drug-gene relationships for both knowledge bases. We then apply EBC to map the complete universe of drug-gene relationships based on their descriptions in Medline, revealing unexpected structure that challenges current notions about how these relationships are expressed in text. For instance, we learn that newer experimental findings are described in consistently different ways than established knowledge, and that seemingly pure classes of relationships can exhibit interesting chimeric structure. The EBC algorithm is flexible and adaptable to a wide range of problems in biomedical text mining. PMID:26219079

An Automatic Measure of Cross-Language Text Structures

ERIC Educational Resources Information Center

Kim, Kyung

2018-01-01

In order to further validate and extend the application of "GIKS" (Graphical Interface of Knowledge Structure) beyond English, this investigation applies the "GIKS" to capture, visually represent, and compare text structures inherent in two "contrasting" languages. The English and parallel Korean versions of 50…

Linguistic Feature Development Across Grades and Genre in Elementary Writing.

PubMed

Hall-Mills, Shannon; Apel, Kenn

2015-07-01

As children develop skills in writing across academic contexts, clinicians and educators need to have a fundamental understanding of typical writing development as well as valid and reliable assessment methods. The purpose of this study was to examine the progression of linguistic elements in school-age children's narrative and expository writing development. Narrative and expository writing samples produced by 89 children in Grades 2 through 4 were analyzed at the microstructure and macrostructure levels. Measures of receptive vocabulary, word-level reading, and reading comprehension were obtained. Exploratory factor analyses revealed 4 microstructure factors (e.g., productivity, grammatical complexity, grammatical accuracy, and lexical density) and 1 macrostructure factor (e.g., a combination of organization, text structure, and cohesion). Multivariate analyses of covariance with reading comprehension as a covariate showed that productivity and macrostructure were sensitive to grade-level and genre differences and that expository grammatical complexity was sensitive to grade-level differences. Findings are discussed in light of grade-level standards for narrative and expository writing and current practices in writing assessment. Multiple suggestions are offered for clinical and educational implications, and specific directions are provided for future research.

Text Extraction from Scene Images by Character Appearance and Structure Modeling

PubMed Central

Yi, Chucai; Tian, Yingli

2012-01-01

In this paper, we propose a novel algorithm to detect text information from natural scene images. Scene text classification and detection are still open research topics. Our proposed algorithm is able to model both character appearance and structure to generate representative and discriminative text descriptors. The contributions of this paper include three aspects: 1) a new character appearance model by a structure correlation algorithm which extracts discriminative appearance features from detected interest points of character samples; 2) a new text descriptor based on structons and correlatons, which model character structure by structure differences among character samples and structure component co-occurrence; and 3) a new text region localization method by combining color decomposition, character contour refinement, and string line alignment to localize character candidates and refine detected text regions. We perform three groups of experiments to evaluate the effectiveness of our proposed algorithm, including text classification, text detection, and character identification. The evaluation results on benchmark datasets demonstrate that our algorithm achieves the state-of-the-art performance on scene text classification and detection, and significantly outperforms the existing algorithms for character identification. PMID:23316111

Supporting Struggling Readers in Secondary School Science Classes

ERIC Educational Resources Information Center

Roberts, Kelly D.; Takahashi, Kiriko; Park, Hye-Jin; Stodden, Robert A.

2012-01-01

Many secondary school students struggle to read complex expository text such as science textbooks. This article provides step-by-step guidance on how to foster expository reading for struggling readers in secondary school science classes. Two strategies are introduced: Text-to-Speech (TTS) Software as a reading compensatory strategy and the…

Condensed Representation of Sentences in Graphic Displays of Text Structures.

ERIC Educational Resources Information Center

Craven, Timothy C.

1990-01-01

Discusses ways in which sentences may be represented in a condensed form in graphic displays of a sentence dependency structure. A prototype of a text structure management system, TEXNET, is described; a quantitative evaluation of automatic abbreviation schemes is presented; full-text compression is discussed; and additional research is suggested.…

Some limitations of frequency as a component of risk: an expository note.

PubMed

Cox, Louis Anthony

2009-02-01

Students of risk analysis are often taught that "risk is frequency times consequence" or, more generally, that risk is determined by the frequency and severity of adverse consequences. But is it? This expository note reviews the concepts of frequency as average annual occurrence rate and as the reciprocal of mean time to failure (MTTF) or mean time between failures (MTBF) in a renewal process. It points out that if two risks (represented as two (frequency, severity) pairs for adverse consequences) have identical values for severity but different values of frequency, then it is not necessarily true that the one with the smaller value of frequency is preferable-and this is true no matter how frequency is defined. In general, there is not necessarily an increasing relation between the reciprocal of the mean time until an event occurs, its long-run average occurrences per year, and other criteria, such as the probability or expected number of times that it will happen over a specific interval of interest, such as the design life of a system. Risk depends on more than frequency and severity of consequences. It also depends on other information about the probability distribution for the time of a risk event that can become lost in simple measures of event "frequency." More flexible descriptions of risky processes, such as point process models can avoid these limitations.

Exploring elementary school teachers' perception of their role in teaching content literacy in the elementary science and social studies classrooms: A mixed methods study

NASA Astrophysics Data System (ADS)

Jones-Moore, Lisa Michelle

2011-12-01

This mixed-methods study explored third, fourth, and fifth grade teachers' perceptions of their role in teaching content literacy in the elementary science and social studies classroom. The rationale for this study was the growing number of studies questioning the reliance on the inoculation theory for content area literacy comprehension. The study was a mixed methods study so as to provide insight into the participants' thought processes in decision making and instructional planning. Data sources included timed instructional observations, tiered checklist to identify strategy instruction, and prompted critical reflections. The three-tiered observation instrument categorized strategies used by teachers in tiers according to the focus of the strategy. Tier I strategies were those identified as strategies good readers use, typically taught with narrative text. The inoculation theory posits these skills transfer to reading informational and expository text. Tier II strategies were those identified as strategies appropriate for informational or expository text. Use of these strategies acknowledged that narrative and informational/expository text require different strategies, but does not differentiate between expository text drawn from particular content area. Tier III strategies were those identified as strategies particularly suited to informational or expository text drawn from specific content areas. These strategies embody cognitive processes used to comprehend text drawn from specific content areas. The findings showed the participating teachers used a preferential Tier of strategy instruction. Some participants felt that reading comprehension was more important than content. They viewed reading as a subject instead of an integral part of science and social studies instruction.

Evidence of an Intelligent Tutoring System as a Mindtool to Promote Strategic Memory of Expository Texts and Comprehension with Children in Grades 4 and 5

ERIC Educational Resources Information Center

Wijekumar, Kausalai; Meyer, Bonnie J. F.; Lei, Puiwa; Cheng, Weiyi; Ji, Xuejun; Joshi, R. M.

2017-01-01

Reading and comprehending content area texts require learners to effectively select and encode with hierarchically strategic memory structures in order to combine new information with prior knowledge. Unfortunately, evidence from state and national tests shows that children fail to successfully navigate the reading comprehension challenges they…

Teaching Children to Identify the Main Idea of Expository Texts.

ERIC Educational Resources Information Center

Williams, Joanna P.

1986-01-01

When 11-year-old learning disabled students who were two years behind in reading participated in an instructional program emphasizing comprehension of main ideas using basic categorization and classification skills, there was a significant and substantial improvement in reading comprehension and ability to write sentences containing the main idea…

Modulation of cortical activity during comprehension of familiar and unfamiliar text topics in speed reading and speed listening

PubMed Central

Buchweitz, Augusto; Mason, Robert A.; Meschyan, Gayane; Keller, Timothy A.; Just, Marcel Adam

2014-01-01

Brain activation associated with normal and speeded comprehension of expository texts on familiar and unfamiliar topics was investigated in reading and listening. The goal was to determine how brain activation and the comprehension processes it reflects are modulated by comprehension speed and topic familiarity. Passages on more familiar topics differentially activated a set of areas in the anterior temporal lobe and medial frontal gyrus, areas often associated with text-level integration processes, which we interpret to reflect integration of previous knowledge with the passage content. Passages presented at the faster presentation resulted in more activation of a network of frontal areas associated with strategic and working-memory processes (as well as visual or auditory sensory-related regions), which we interpret to reflect maintenance of local coherence among briefly available passage segments. The implications of this research is to demonstrate how the brain system for text comprehension adapts to varying perceptual and knowledge conditions. PMID:25463816

Modulation of cortical activity during comprehension of familiar and unfamiliar text topics in speed reading and speed listening.

PubMed

Buchweitz, Augusto; Mason, Robert A; Meschyan, Gayane; Keller, Timothy A; Just, Marcel Adam

2014-12-01

Brain activation associated with normal and speeded comprehension of expository texts on familiar and unfamiliar topics was investigated in reading and listening. The goal was to determine how brain activation and the comprehension processes it reflects are modulated by comprehension speed and topic familiarity. Passages on more familiar topics differentially activated a set of areas in the anterior temporal lobe and medial frontal gyrus, areas often associated with text-level integration processes, which we interpret to reflect integration of previous knowledge with the passage content. Passages presented at the faster presentation resulted in more activation of a network of frontal areas associated with strategic and working-memory processes (as well as visual or auditory sensory-related regions), which we interpret to reflect maintenance of local coherence among briefly available passage segments. The implications of this research is that the brain system for text comprehension adapts to varying perceptual and knowledge conditions. Copyright © 2014 Elsevier Inc. All rights reserved.

Extracting and connecting chemical structures from text sources using chemicalize.org.

PubMed

Southan, Christopher; Stracz, Andras

2013-04-23

Exploring bioactive chemistry requires navigating between structures and data from a variety of text-based sources. While PubChem currently includes approximately 16 million document-extracted structures (15 million from patents) the extent of public inter-document and document-to-database links is still well below any estimated total, especially for journal articles. A major expansion in access to text-entombed chemistry is enabled by chemicalize.org. This on-line resource can process IUPAC names, SMILES, InChI strings, CAS numbers and drug names from pasted text, PDFs or URLs to generate structures, calculate properties and launch searches. Here, we explore its utility for answering questions related to chemical structures in documents and where these overlap with database records. These aspects are illustrated using a common theme of Dipeptidyl Peptidase 4 (DPPIV) inhibitors. Full-text open URL sources facilitated the download of over 1400 structures from a DPPIV patent and the alignment of specific examples with IC50 data. Uploading the SMILES to PubChem revealed extensive linking to patents and papers, including prior submissions from chemicalize.org as submitting source. A DPPIV medicinal chemistry paper was completely extracted and structures were aligned to the activity results table, as well as linked to other documents via PubChem. In both cases, key structures with data were partitioned from common chemistry by dividing them into individual new PDFs for conversion. Over 500 structures were also extracted from a batch of PubMed abstracts related to DPPIV inhibition. The drug structures could be stepped through each text occurrence and included some converted MeSH-only IUPAC names not linked in PubChem. Performing set intersections proved effective for detecting compounds-in-common between documents and merged extractions. This work demonstrates the utility of chemicalize.org for the exploration of chemical structure connectivity between documents and

How Clearly Written are Children's Textbooks? or, of Bladderworts and Alfa. Reading Education Report No. 16.

ERIC Educational Resources Information Center

Anderson, Thomas H.; And Others

Two representative samples of expository prose from sixth grade textbooks (one in science and one in social studies) were analyzed for clarity of explanation. Four text criteria were applied to the analyses: structure, unity, coherence, and audience appropriateness. The results of the analysis suggested that many children's textbooks are not…

Reading Multimodal Texts: Perceptual, Structural and Ideological Perspectives

ERIC Educational Resources Information Center

Serafini, Frank

2010-01-01

This article presents a tripartite framework for analyzing multimodal texts. The three analytical perspectives presented include: (1) perceptual, (2) structural, and (3) ideological analytical processes. Using Anthony Browne's picturebook "Piggybook" as an example, assertions are made regarding what each analytical perspective brings to the…

Instructional Effectiveness of a Computer-Supported Program for Teaching Reading Comprehension Strategies

ERIC Educational Resources Information Center

Ponce, Hector R.; Lopez, Mario J.; Mayer, Richard E.

2012-01-01

This article examines the effectiveness of a computer-based instructional program (e-PELS) aimed at direct instruction in a collection of reading comprehension strategies. In e-PELS, students learn to highlight and outline expository passages based on various types of text structures (such as comparison or cause-and-effect) as well as to…

Web-Based Text Structure Strategy Instruction Improves Seventh Graders' Content Area Reading Comprehension

ERIC Educational Resources Information Center

Wijekumar, Kausalai; Meyer, Bonnie J. F.; Lei, Puiwa

2017-01-01

Reading comprehension in the content areas is a challenge for many middle grade students. Text structure-based instruction has yielded positive outcomes in reading comprehension at all grade levels in small and large studies. The text structure strategy delivered via the web, called Intelligent Tutoring System for the Text Structure Strategy…

News Discourse: The Paratextual Structure of News Texts.

ERIC Educational Resources Information Center

Frandsen, Finn

This paper examines the paratextual structure of news texts, i.e., the headline system (superheadline, main headline, and subheadline) and the lead. In the first part of the paper T. A. van Dijk's interdisciplinary theory (1988) of "news in the press" is reviewed with special reference to the status and function assigned to the paratext.…

Assimilating Text-Mining & Bio-Informatics Tools to Analyze Cellulase structures

NASA Astrophysics Data System (ADS)

Satyasree, K. P. N. V., Dr; Lalitha Kumari, B., Dr; Jyotsna Devi, K. S. N. V.; Choudri, S. M. Roy; Pratap Joshi, K.

2017-08-01

Text-mining is one of the best potential way of automatically extracting information from the huge biological literature. To exploit its prospective, the knowledge encrypted in the text should be converted to some semantic representation such as entities and relations, which could be analyzed by machines. But large-scale practical systems for this purpose are rare. But text mining could be helpful for generating or validating predictions. Cellulases have abundant applications in various industries. Cellulose degrading enzymes are cellulases and the same producing bacteria - Bacillus subtilis & fungus Pseudomonas putida were isolated from top soil of Guntur Dt. A.P. India. Absolute cultures were conserved on potato dextrose agar medium for molecular studies. In this paper, we presented how well the text mining concepts can be used to analyze cellulase producing bacteria and fungi, their comparative structures are also studied with the aid of well-establised, high quality standard bioinformatic tools such as Bioedit, Swissport, Protparam, EMBOSSwin with which a complete data on Cellulases like structure, constituents of the enzyme has been obtained.

Knowledge, its Application, and Attitudes Associated with the Reading of Diverse Genres of Science Texts

NASA Astrophysics Data System (ADS)

Gonçalves Nigro, Rogerio; Frateschi Trivelato, Silvia

2012-11-01

The purpose of this article is to assess the knowledge, application of knowledge, and attitudes associated with the reading of different genres of expository science texts. We assigned approximately half of a sample consisting of 220 students 14-15 years of age, chosen at random, to read an excerpt from a popular scientific text, and the other half to read an excerpt from a textbook addressing the same topic. Readers took knowledge and application tests immediately after the reading and again 15 days later. Students also took knowledge and reading proficiency pre-tests, and attitude tests related to the selected texts. Overall, girls scored higher than boys and readers of the popular scientific text scored higher than their colleagues who read the textbook excerpt. We noted interaction between 'reader gender' and 'genre of the text read' in terms of long-term learning based on the reading. Attitude regarding the text read appears as an important factor in explaining behavior of boys who read the popular scientific text. Surprisingly, knowledge and application test scores were not statistically different among girls with different degrees of reading proficiency who read the textbook excerpt. In addition, on the application tests, among the boys who read the popular scientific text, good readers scored lower than their colleagues who read the textbook excerpt. In our opinion, this study can serve to show that 'reading in science education' is not a trivial matter and we feel that the subject merits more in-depth investigation.

Good initialization model with constrained body structure for scene text recognition

NASA Astrophysics Data System (ADS)

Zhu, Anna; Wang, Guoyou; Dong, Yangbo

2016-09-01

Scene text recognition has gained significant attention in the computer vision community. Character detection and recognition are the promise of text recognition and affect the overall performance to a large extent. We proposed a good initialization model for scene character recognition from cropped text regions. We use constrained character's body structures with deformable part-based models to detect and recognize characters in various backgrounds. The character's body structures are achieved by an unsupervised discriminative clustering approach followed by a statistical model and a self-build minimum spanning tree model. Our method utilizes part appearance and location information, and combines character detection and recognition in cropped text region together. The evaluation results on the benchmark datasets demonstrate that our proposed scheme outperforms the state-of-the-art methods both on scene character recognition and word recognition aspects.

Automatically Generating Reading Comprehension Look-Back Strategy: Questions from Expository Texts

DTIC Science & Technology

2008-05-14

34t"> <sentence string="Copyright 1997, Canadian Broadcasting Corporation" id=Ŕ" indent="c"> <sentence string="The six hundred mostly Inuit residents...Sentence: The Inuit children were killed by a storm on April 10. Question: When were the Inuit children killed by a storm? Additionally...questions formed from complex sentences are simplified during transformation. For example, in the following sentence, the Inuit children killed in the

Does mood influence text processing and comprehension? Evidence from an eye-movement study.

PubMed

Scrimin, Sara; Mason, Lucia

2015-09-01

Previous research has indicated that mood influences cognitive processes. However, there is scarce data regarding the link between everyday emotional states and readers' text processing and comprehension. We aim to extend current research on the effects of mood induction on science text processing and comprehension, using eye-tracking methodology. We investigated whether a positive-, negative-, and neutral-induced mood influences online processing, as revealed by indices of visual behaviour during reading, and offline text comprehension, as revealed by post-test questions. We were also interested in the link between text processing and comprehension. Seventy-eight undergraduate students randomly assigned to three mood-induction conditions. Students were mood-induced by watching a video clip. They were then asked to read a scientific text while eye movements were registered. Pre- and post-reading knowledge was assessed through open-ended questions. Experimentally induced moods lead readers to process an expository text differently. Overall, students in a positive mood spent significantly longer on the text processing than students in the negative and neutral moods. Eye-movement patterns indicated more effective processing related to longer proportion of look-back fixation times in positive-induced compared with negative-induced readers. Students in a positive mood also comprehended the text better, learning more factual knowledge, compared with students in the negative group. Only for the positive-induced readers did the more purposeful second-pass reading positively predict text comprehension. New insights are given on the effects of normal mood variations and students' text processing and comprehension by the use of eye-tracking methodology. Important implications for the role of emotional states in educational settings are highlighted. © 2015 The British Psychological Society.

Effects of Structure Strategy Training and Signaling on Recall of Text.

ERIC Educational Resources Information Center

Meyer, Bonnie J. F.; Poon, Leonard W.

2001-01-01

Younger and older adults participated in nine hours of either strategy training, interest strategy training, or no training. Both trained groups reported positive changes in reading, but only the structure strategy group showed increased total recall from a variety of texts and informative video. Structure strategy training increased the amount of…

Access to General Education Curriculum: The Effect of Preteaching Key Words Upon Fluency and Accuracy in Expository Text

ERIC Educational Resources Information Center

Coulter, Gail A.; Lambert, Michael C.

2015-01-01

The effects of preteaching key words on accuracy and fluency in connected text were examined with three fifth-grade participants identified with learning disability and reading two grade levels below their same age peers. Researchers incorporated a multiple baseline design (i.e., Baseline and Wordlist Intervention) and found that preteaching…

Automatic Text Structuring and Summarization.

ERIC Educational Resources Information Center

Salton, Gerard; And Others

1997-01-01

Discussion of the use of information retrieval techniques for automatic generation of semantic hypertext links focuses on automatic text summarization. Topics include World Wide Web links, text segmentation, and evaluation of text summarization by comparing automatically generated abstracts with manually prepared abstracts. (Author/LRW)

The integration of lexical, syntactic, and discourse features in bilingual adolescents' writing: an exploratory approach.

PubMed

Danzak, Robin L

2011-10-01

The purpose of this study was to assess the bilingual writing of adolescent English language learners (ELLs) using quantitative tools. Linguistic measures were applied to the participants' writing at the lexical, syntactic, and discourse levels, with the goal of comparing outcomes at each of these levels across languages (Spanish/English) and genres (expository/narrative). Twenty Spanish-speaking ELLs, ages 11-14 years, each produced 8 expository and narrative autobiographical texts. Texts were coded and scored for lexical sophistication, syntactic complexity, and overall text quality. Scores were analyzed using Friedman's 2-way analysis of variance by ranks (Siegel & Castellan, 1988); resulting ranks were compared across languages and genre topics. The text topic impacted rank differences at all levels. Performance at the three levels was similar across languages, indicating that participants were emerging writers in both Spanish and English. The impact of genre was generally inconsequential at all levels. Similar results across languages implied the potential transfer of writing skills. Overall, students appeared to apply a knowledge-telling strategy to writing rather than strategically planning, composing, and revising their writing. Finally, outcomes highlighted the synergistic relationships among linguistic levels in text composition, indicating a need to address the interaction of vocabulary, morphosyntax, and text-level structures in the instruction and assessment of ELL writing.

Why Sketching May Aid Learning From Science Texts: Contrasting Sketching With Written Explanations.

PubMed

Scheiter, Katharina; Schleinschok, Katrin; Ainsworth, Shaaron

2017-10-01

The goal of this study was to explore two accounts for why sketching during learning from text is helpful: (1) sketching acts like other constructive strategies such as self-explanation because it helps learners to identify relevant information and generate inferences; or (2) that in addition to these general effects, sketching has more specific benefits due to the pictorial representation that is constructed. Seventy-three seventh-graders (32 girls, M = 12.82 years) were first taught how to either create sketches or self-explain while studying science texts. During a subsequent learning phase, all students were asked to read an expository text about the greenhouse effect. Finally, they were asked to write down everything they remembered and then answer transfer questions. Strategy quality during learning was assessed as the number of key concepts that had either been sketched or mentioned in the self-explanations. The results showed that at an overall performance level there were only marginal group differences. However, a more in-depth analysis revealed that whereas no group differences emerged for students implementing either strategy poorly, the sketching group clearly outperformed the self-explanation group for students who applied the strategies with higher quality. Furthermore, higher sketching quality was strongly related to better learning outcomes. Thus, the study's results are more in line with the second account: Sketching can have a beneficial effect on learning above and beyond generating written explanations; at least, if well deployed. Copyright © 2017 Cognitive Science Society, Inc.

On the role of words in the network structure of texts: Application to authorship attribution

NASA Astrophysics Data System (ADS)

Akimushkin, Camilo; Amancio, Diego R.; Oliveira, Osvaldo N.

2018-04-01

Well-established automatic analyses of texts mainly consider frequencies of linguistic units, e.g. letters, words, and bigrams. In a recent, alternative approach, medium and large-scale text structures were used in opposition to the belief that text structure is dominated by the language features. In this paper, we introduce a generalized similarity measure to compare texts which accounts for both the network structure of texts and the role of individual words in the networks. The similarity measure is used for authorship attribution of three collections of books, each composed of 8 authors and 10 books per author. High accuracy rates were obtained with typical values between 90% and 98 . 75%, much higher than with the traditional term frequency-inverse document frequency (tf-idf) approach for the same collections. These accuracies are also higher than those obtained solely with the topology of networks. We conclude that the different properties of specific words on the macroscopic scale structure of a whole text are as relevant as their frequency of appearance; conversely, considering the identity of nodes brings further knowledge about a piece of text represented as a network.

The Distribution of the Informative Intensity of the Text in Terms of its Structure (On Materials of the English Texts in the Mining Sphere)

NASA Astrophysics Data System (ADS)

Znikina, Ludmila; Rozhneva, Elena

2017-11-01

The article deals with the distribution of informative intensity of the English-language scientific text based on its structural features contributing to the process of formalization of the scientific text and the preservation of the adequacy of the text with derived semantic information in relation to the primary. Discourse analysis is built on specific compositional and meaningful examples of scientific texts taken from the mining field. It also analyzes the adequacy of the translation of foreign texts into another language, the relationships between elements of linguistic systems, the degree of a formal conformance, translation with the specific objectives and information needs of the recipient. Some key words and ideas are emphasized in the paragraphs of the English-language mining scientific texts. The article gives the characteristic features of the structure of paragraphs of technical text and examples of constructions in English scientific texts based on a mining theme with the aim to explain the possible ways of their adequate translation.

Does Rhetorical Competence Moderate the Effect of Rhetorical Devices on the Comprehension of Expository Texts beyond General Comprehension Skills?

ERIC Educational Resources Information Center

Sánchez, Emilio; García, J. Ricardo; Bustos, Andrea

2017-01-01

Many studies have demonstrated the facilitating role of rhetorical devices in text comprehension, but there are also studies where rhetorical devices have not shown such effect. The present study sets out to explore whether readers' knowledge of rhetorical devices (that is, rhetorical competence) moderates their effectiveness beyond general…

Using the Text Structures of Information Books to Teach Writing in the Primary Grades

ERIC Educational Resources Information Center

Clark, Sarah K.; Jones, Cindy D.; Reutzel, D. Ray

2013-01-01

Teaching children in the primary grades the text structures and features used by authors of information text has been shown to improve comprehension of information texts and provide the scaffolding and support these children need in order to write their own information texts. As teachers implement the "English Language Arts Common Core State…

Scene text recognition in mobile applications by character descriptor and structure configuration.

PubMed

Yi, Chucai; Tian, Yingli

2014-07-01

Text characters and strings in natural scene can provide valuable information for many applications. Extracting text directly from natural scene images or videos is a challenging task because of diverse text patterns and variant background interferences. This paper proposes a method of scene text recognition from detected text regions. In text detection, our previously proposed algorithms are applied to obtain text regions from scene image. First, we design a discriminative character descriptor by combining several state-of-the-art feature detectors and descriptors. Second, we model character structure at each character class by designing stroke configuration maps. Our algorithm design is compatible with the application of scene text extraction in smart mobile devices. An Android-based demo system is developed to show the effectiveness of our proposed method on scene text information extraction from nearby objects. The demo system also provides us some insight into algorithm design and performance improvement of scene text extraction. The evaluation results on benchmark data sets demonstrate that our proposed scheme of text recognition is comparable with the best existing methods.

Typography for Graphic Communication [and] Typographic Access Structures for Educational Texts [and] Graphic Aspects of Complex Texts: Typography as Macropunctuation.

ERIC Educational Resources Information Center

Waller, Robert

The three papers included in this report address typography for graphic communication, typographic access structures for educational texts, and typography as macropunctuation. The first paper considers the consequences of an aesthetic bias in the literature of typography, and identifies two misleading assumptions about textbooks; i.e., that print…

The effects of different types of text and individual differences on view complexity about genetically modified organisms

NASA Astrophysics Data System (ADS)

Dinsmore, Daniel L.; Zoellner, Brian P.; Parkinson, Meghan M.; Rossi, Anthony M.; Monk, Mary J.; Vinnachi, Jenelle

2017-05-01

View change about socio-scientific issues has been well studied in the literature, but the change in the complexity of those views has not. In the current study, the change in the complexity of views about a specific scientific topic (i.e. genetically modified organisms; GMOs) and use of evidence in explaining those views was examined in relation to individual factors and type of text (informational, persuasive, or narrative). Undergraduate students completed measures of their prior views about GMOs their epistemic beliefs about the nature of science, and activities related to food consumption. Participants then read either an informational, persuasive, or narrative passage about GMOs and again answered a question related to their views about GMOs. Participants who read the persuasive passage decreased in the complexity of their views, while those who read the narrative and expository passage increased in the complexity of their views. Additionally, while cultural activities related to the complexity of individuals' views during the pretest, these significant differences were not evident at posttest after the text intervention. These findings can be used to help scientists and teachers better understand how to communicate information critical to understanding complex science and environmental issues to the public and their students.

Valx: A system for extracting and structuring numeric lab test comparison statements from text

PubMed Central

Hao, Tianyong; Liu, Hongfang; Weng, Chunhua

2017-01-01

Objectives To develop an automated method for extracting and structuring numeric lab test comparison statements from text and evaluate the method using clinical trial eligibility criteria text. Methods Leveraging semantic knowledge from the Unified Medical Language System (UMLS) and domain knowledge acquired from the Internet, Valx takes 7 steps to extract and normalize numeric lab test expressions: 1) text preprocessing, 2) numeric, unit, and comparison operator extraction, 3) variable identification using hybrid knowledge, 4) variable - numeric association, 5) context-based association filtering, 6) measurement unit normalization, and 7) heuristic rule-based comparison statements verification. Our reference standard was the consensus-based annotation among three raters for all comparison statements for two variables, i.e., HbA1c and glucose, identified from all of Type 1 and Type 2 diabetes trials in ClinicalTrials.gov. Results The precision, recall, and F-measure for structuring HbA1c comparison statements were 99.6%, 98.1%, 98.8% for Type 1 diabetes trials, and 98.8%, 96.9%, 97.8% for Type 2 Diabetes trials, respectively. The precision, recall, and F-measure for structuring glucose comparison statements were 97.3%, 94.8%, 96.1% for Type 1 diabetes trials, and 92.3%, 92.3%, 92.3% for Type 2 diabetes trials, respectively. Conclusions Valx is effective at extracting and structuring free-text lab test comparison statements in clinical trial summaries. Future studies are warranted to test its generalizability beyond eligibility criteria text. The open-source Valx enables its further evaluation and continued improvement among the collaborative scientific community. PMID:26940748

Valx: A System for Extracting and Structuring Numeric Lab Test Comparison Statements from Text.

PubMed

Hao, Tianyong; Liu, Hongfang; Weng, Chunhua

2016-05-17

To develop an automated method for extracting and structuring numeric lab test comparison statements from text and evaluate the method using clinical trial eligibility criteria text. Leveraging semantic knowledge from the Unified Medical Language System (UMLS) and domain knowledge acquired from the Internet, Valx takes seven steps to extract and normalize numeric lab test expressions: 1) text preprocessing, 2) numeric, unit, and comparison operator extraction, 3) variable identification using hybrid knowledge, 4) variable - numeric association, 5) context-based association filtering, 6) measurement unit normalization, and 7) heuristic rule-based comparison statements verification. Our reference standard was the consensus-based annotation among three raters for all comparison statements for two variables, i.e., HbA1c and glucose, identified from all of Type 1 and Type 2 diabetes trials in ClinicalTrials.gov. The precision, recall, and F-measure for structuring HbA1c comparison statements were 99.6%, 98.1%, 98.8% for Type 1 diabetes trials, and 98.8%, 96.9%, 97.8% for Type 2 diabetes trials, respectively. The precision, recall, and F-measure for structuring glucose comparison statements were 97.3%, 94.8%, 96.1% for Type 1 diabetes trials, and 92.3%, 92.3%, 92.3% for Type 2 diabetes trials, respectively. Valx is effective at extracting and structuring free-text lab test comparison statements in clinical trial summaries. Future studies are warranted to test its generalizability beyond eligibility criteria text. The open-source Valx enables its further evaluation and continued improvement among the collaborative scientific community.

Summary Writing: A Topographical Study.

ERIC Educational Resources Information Center

Sherrard, Carol

1986-01-01

Examines summaries of expository text written by undergraduate students to discover the nature of text-to-summary mapping. Finds that simple omission and one-to-one mapping of text sentences into summary sentences were the most favored strategies. (FL)

Representing Medical Knowledge in the Form of Structured Text: The Development of Current Disease Descriptions*

PubMed Central

Nelson, Stuart J.; Sherertz, David D.; Erlbaum, Mark S.; Tuttle, Mark S.

1989-01-01

As part of the Unified Medical Language System (UMLS) initiative, some 900 diseases have been described using “structured text.” Structured text is words and short phrases entered under labelled contexts. Vocabulary is not controlled. The contexts comprise a template for the disease description. The structured text is both manipulable by machine and readable by humans. Use of the template was natural, and only a few problems arose in using the template. Instructions to disease description composers must be explicit in definitions of the contexts. Diseases to be described are chosen, after clustering related diseases, according to the distinctions that physicians practicing in the area under question believe are important. Limiting disease descriptions to primitive observations and to entities otherwise described within the corpus appears to be both feasible and desirable.

Effects of Note-Taking and Extended Writing on Expository Text Comprehension: Who Benefits?

ERIC Educational Resources Information Center

Hebert, Michael; Graham, Steve; Rigby-Wills, Hope; Ganson, Katie

2014-01-01

Writing may be an especially useful tool for improving the reading comprehension of lower performing readers and students with disabilities. However, it is reasonable to expect that students with poor writing skills in particular, may actually be less adept at using writing to improve their reading skills, and may not be able to do so without…

Expository Content Area Texts, Cognitive Style and Gender: Their Effects on Reading Comprehension

ERIC Educational Resources Information Center

Hite, Clare E.

2004-01-01

The purpose of this investigation was to determine if cognitive style (field dependence/independence [FD/I]) and gender interact with passage content to affect reading comprehension. Research on FD/I and its relationship to reading-related and other academic tasks served as the theoretical and empirical basis for the study. While most of the…

Essie: A Concept-based Search Engine for Structured Biomedical Text

PubMed Central

Ide, Nicholas C.; Loane, Russell F.; Demner-Fushman, Dina

2007-01-01

This article describes the algorithms implemented in the Essie search engine that is currently serving several Web sites at the National Library of Medicine. Essie is a phrase-based search engine with term and concept query expansion and probabilistic relevancy ranking. Essie’s design is motivated by an observation that query terms are often conceptually related to terms in a document, without actually occurring in the document text. Essie’s performance was evaluated using data and standard evaluation methods from the 2003 and 2006 Text REtrieval Conference (TREC) Genomics track. Essie was the best-performing search engine in the 2003 TREC Genomics track and achieved results comparable to those of the highest-ranking systems on the 2006 TREC Genomics track task. Essie shows that a judicious combination of exploiting document structure, phrase searching, and concept based query expansion is a useful approach for information retrieval in the biomedical domain. PMID:17329729

Text String Detection from Natural Scenes by Structure-based Partition and Grouping

PubMed Central

Yi, Chucai; Tian, YingLi

2012-01-01

Text information in natural scene images serves as important clues for many image-based applications such as scene understanding, content-based image retrieval, assistive navigation, and automatic geocoding. However, locating text from complex background with multiple colors is a challenging task. In this paper, we explore a new framework to detect text strings with arbitrary orientations in complex natural scene images. Our proposed framework of text string detection consists of two steps: 1) Image partition to find text character candidates based on local gradient features and color uniformity of character components. 2) Character candidate grouping to detect text strings based on joint structural features of text characters in each text string such as character size differences, distances between neighboring characters, and character alignment. By assuming that a text string has at least three characters, we propose two algorithms of text string detection: 1) adjacent character grouping method, and 2) text line grouping method. The adjacent character grouping method calculates the sibling groups of each character candidate as string segments and then merges the intersecting sibling groups into text string. The text line grouping method performs Hough transform to fit text line among the centroids of text candidates. Each fitted text line describes the orientation of a potential text string. The detected text string is presented by a rectangle region covering all characters whose centroids are cascaded in its text line. To improve efficiency and accuracy, our algorithms are carried out in multi-scales. The proposed methods outperform the state-of-the-art results on the public Robust Reading Dataset which contains text only in horizontal orientation. Furthermore, the effectiveness of our methods to detect text strings with arbitrary orientations is evaluated on the Oriented Scene Text Dataset collected by ourselves containing text strings in non

Text string detection from natural scenes by structure-based partition and grouping.

PubMed

Yi, Chucai; Tian, YingLi

2011-09-01

Text information in natural scene images serves as important clues for many image-based applications such as scene understanding, content-based image retrieval, assistive navigation, and automatic geocoding. However, locating text from a complex background with multiple colors is a challenging task. In this paper, we explore a new framework to detect text strings with arbitrary orientations in complex natural scene images. Our proposed framework of text string detection consists of two steps: 1) image partition to find text character candidates based on local gradient features and color uniformity of character components and 2) character candidate grouping to detect text strings based on joint structural features of text characters in each text string such as character size differences, distances between neighboring characters, and character alignment. By assuming that a text string has at least three characters, we propose two algorithms of text string detection: 1) adjacent character grouping method and 2) text line grouping method. The adjacent character grouping method calculates the sibling groups of each character candidate as string segments and then merges the intersecting sibling groups into text string. The text line grouping method performs Hough transform to fit text line among the centroids of text candidates. Each fitted text line describes the orientation of a potential text string. The detected text string is presented by a rectangle region covering all characters whose centroids are cascaded in its text line. To improve efficiency and accuracy, our algorithms are carried out in multi-scales. The proposed methods outperform the state-of-the-art results on the public Robust Reading Dataset, which contains text only in horizontal orientation. Furthermore, the effectiveness of our methods to detect text strings with arbitrary orientations is evaluated on the Oriented Scene Text Dataset collected by ourselves containing text strings in nonhorizontal

Mentor Texts and the Coding of Academic Writing Structures: A Functional Approach

ERIC Educational Resources Information Center

Escobar Alméciga, Wilder Yesid; Evans, Reid

2014-01-01

The purpose of the present pedagogical experience was to address the English language writing needs of university-level students pursuing a degree in bilingual education with an emphasis in the teaching of English. Using mentor texts and coding academic writing structures, an instructional design was developed to directly address the shortcomings…

Text Mining.

ERIC Educational Resources Information Center

Trybula, Walter J.

1999-01-01

Reviews the state of research in text mining, focusing on newer developments. The intent is to describe the disparate investigations currently included under the term text mining and provide a cohesive structure for these efforts. A summary of research identifies key organizations responsible for pushing the development of text mining. A section…

Determination of the hydrogen-bond network and the ferrimagnetic structure of a rockbridgeite-type compound, [Formula: see text].

PubMed

Röska, B; Park, S-H; Behal, D; Hess, K-U; Günther, A; Benka, G; Pfleiderer, C; Hoelzel, M; Kimura, T

2018-06-13

Applying neutron powder diffraction, four unique hydrogen positions were determined in a rockbridgeite-type compound, [Formula: see text] [Formula: see text]. Its honeycomb-like H-bond network running without interruption along the crystallographic [Formula: see text] axis resembles those in alkali sulphatic and arsenatic oxyhydroxides. They provide the so-called dynamically disordered H-bond network over which protons are superconducting in a vehicle mechanism. This is indicated by dramatic increases of dielectric constant and loss factor at room temperature. The relevance of static and dynamic disorder of OH and HOH groups are explained in terms of a high number of structural defects at octahedral chains alternatingly half-occupied by [Formula: see text] cations. The structure is built up by unusual octahedral doublet, triplet, and quartet clusters of aliovalent 3d transition metal cations, predicting complicate magnetic ordering and interaction. The ferrimagnetic structure below the Curie temperature [Formula: see text]-83 K could be determined from the structure analysis with neutron diffraction data at 25 K.

Enhancing Grammatical Structures in Web-Based Texts

ERIC Educational Resources Information Center

Zilio, Leonardo; Wilkens, Rodrigo; Fairon, Cédrick

2017-01-01

Presentation of raw text to language learners is not enough to ensure learning. Thus, we present the Smart and Immersive Language Learning Environment (SMILLE), a system that uses Natural Language Processing (NLP) for enhancing grammatical information in texts chosen by a given user. The enhancements, carried out by means of text highlighting, are…

Kindergarten Predictors of Third Grade Writing

PubMed Central

Kim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne

2015-01-01

The primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N = 157) were assessed on their letter writing automaticity, spelling, oral language, word reading, and attention in kindergarten. Then, they were assessed on writing in third grade using three writing tasks – one narrative and two expository prompts. Children’s written compositions were evaluated in terms of writing quality (the extent to which ideas were developed and presented in an organized manner). Structural equation modeling showed that kindergarten oral language and lexical literacy skills (i.e., word reading and spelling) were independently predicted third grade narrative writing quality, and kindergarten literacy skill uniquely predicted third grade expository writing quality. In contrast, attention and letter writing automaticity were not directly related to writing quality in either narrative or expository genre. These results are discussed in light of theoretical and practical implications. PMID:25642118

More than a "Basic Skill": Breaking down the Complexities of Summarizing for ABE/ESL Learners

ERIC Educational Resources Information Center

Ouellette-Schramm, Jennifer

2015-01-01

This article describes the complex cognitive and linguistic challenges of summarizing expository text at vocabulary, syntactic, and rhetorical levels. It then outlines activities to help ABE/ESL learners develop corresponding skills.

Structure of Science Popularizations: A Genre-Analysis Approach to the Schema of Popularized Medical Texts.

ERIC Educational Resources Information Center

Nwogu, Kevin N.

1991-01-01

Attempts to characterize one discourse type of science popularization, the Journalistic Reported Version (JRV) of research articles in science magazines and newspapers. Results indicate that the JRV has an identifiable schema by which the information it contains is structured, and a typical JRV text may have as many as nine schematic structures.…

FigSum: automatically generating structured text summaries for figures in biomedical literature.

PubMed

Agarwal, Shashank; Yu, Hong

2009-11-14

Figures are frequently used in biomedical articles to support research findings; however, they are often difficult to comprehend based on their legends alone and information from the full-text articles is required to fully understand them. Previously, we found that the information associated with a single figure is distributed throughout the full-text article the figure appears in. Here, we develop and evaluate a figure summarization system - FigSum, which aggregates this scattered information to improve figure comprehension. For each figure in an article, FigSum generates a structured text summary comprising one sentence from each of the four rhetorical categories - Introduction, Methods, Results and Discussion (IMRaD). The IMRaD category of sentences is predicted by an automated machine learning classifier. Our evaluation shows that FigSum captures 53% of the sentences in the gold standard summaries annotated by biomedical scientists and achieves an average ROUGE-1 score of 0.70, which is higher than a baseline system.

FigSum: Automatically Generating Structured Text Summaries for Figures in Biomedical Literature

PubMed Central

Agarwal, Shashank; Yu, Hong

2009-01-01

Figures are frequently used in biomedical articles to support research findings; however, they are often difficult to comprehend based on their legends alone and information from the full-text articles is required to fully understand them. Previously, we found that the information associated with a single figure is distributed throughout the full-text article the figure appears in. Here, we develop and evaluate a figure summarization system – FigSum, which aggregates this scattered information to improve figure comprehension. For each figure in an article, FigSum generates a structured text summary comprising one sentence from each of the four rhetorical categories – Introduction, Methods, Results and Discussion (IMRaD). The IMRaD category of sentences is predicted by an automated machine learning classifier. Our evaluation shows that FigSum captures 53% of the sentences in the gold standard summaries annotated by biomedical scientists and achieves an average ROUGE-1 score of 0.70, which is higher than a baseline system. PMID:20351812

eTexts and Teacher Education: Considerations for Text Structure and Purpose in Mobile Pedagogy

ERIC Educational Resources Information Center

Schugar, Jordan; Schgar, Heather

2018-01-01

This article describes how misunderstandings about eTexts may misguide educators when choosing how to incorporate eTexts into teaching and learning. A review of the existing literature finds that generalizations across different types and forms of eTexts and a reader's purpose and proficiency yield only more confusion. However, having a better…

The Contribution of Knowledge about Anaphors, Organisational Signals and Refutations to Reading Comprehension

ERIC Educational Resources Information Center

García, J. Ricardo; Bustos, Andrea; Sánchez, Emilio

2015-01-01

Expository texts contain rhetorical devices that help readers to connect text ideas (within a text and with prior knowledge) and to monitor reading. Rhetorical competence addresses readers' skill in detecting, understanding and using these devices. We examined the contribution of rhetorical competence to reading comprehension on two groups of 11-…

Reading in the Australian Curriculum English: Describing the Effects of Structure and Organisation on Multimodal Texts

ERIC Educational Resources Information Center

Exley, Beryl; Cottrell, Amber

2012-01-01

The recently introduced "Australian Curriculum: English" (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2012) requires students to "read" multimodal text and describe the effects of structure and organisation. We begin this article by tracing the variable understandings of what reading multimodal text might…

The structural and content aspects of abstracts versus bodies of full text journal articles are different

PubMed Central

2010-01-01

Background An increase in work on the full text of journal articles and the growth of PubMedCentral have the opportunity to create a major paradigm shift in how biomedical text mining is done. However, until now there has been no comprehensive characterization of how the bodies of full text journal articles differ from the abstracts that until now have been the subject of most biomedical text mining research. Results We examined the structural and linguistic aspects of abstracts and bodies of full text articles, the performance of text mining tools on both, and the distribution of a variety of semantic classes of named entities between them. We found marked structural differences, with longer sentences in the article bodies and much heavier use of parenthesized material in the bodies than in the abstracts. We found content differences with respect to linguistic features. Three out of four of the linguistic features that we examined were statistically significantly differently distributed between the two genres. We also found content differences with respect to the distribution of semantic features. There were significantly different densities per thousand words for three out of four semantic classes, and clear differences in the extent to which they appeared in the two genres. With respect to the performance of text mining tools, we found that a mutation finder performed equally well in both genres, but that a wide variety of gene mention systems performed much worse on article bodies than they did on abstracts. POS tagging was also more accurate in abstracts than in article bodies. Conclusions Aspects of structure and content differ markedly between article abstracts and article bodies. A number of these differences may pose problems as the text mining field moves more into the area of processing full-text articles. However, these differences also present a number of opportunities for the extraction of data types, particularly that found in parenthesized text

Designating Reader Perspective to Increase Comprehension and Interest

ERIC Educational Resources Information Center

Ramsay, Crystal M.; Sperling, Rayne A.

2010-01-01

In three experiments we examined whether reader perspective on a long expository text could be manipulated such that increased text interest and enhancement of two comprehension outcomes would result. In Experiment 1 we verified the viability of a new text for experimental purposes. We then assigned readers a perspective before reading in…

Text and Structural Data Mining of Influenza Mentions in Web and Social Media

DOE Office of Scientific and Technical Information (OSTI.GOV)

Corley, Courtney D.; Cook, Diane; Mikler, Armin R.

Text and structural data mining of Web and social media (WSM) provides a novel disease surveillance resource and can identify online communities for targeted public health communications (PHC) to assure wide dissemination of pertinent information. WSM that mention influenza are harvested over a 24-week period, 5-October-2008 to 21-March-2009. Link analysis reveals communities for targeted PHC. Text mining is shown to identify trends in flu posts that correlate to real-world influenza-like-illness patient report data. We also bring to bear a graph-based data mining technique to detect anomalies among flu blogs connected by publisher type, links, and user-tags.

Structure and strategies in children's educational television: the roles of program type and learning strategies in children's learning.

PubMed

Linebarger, Deborah L; Piotrowski, Jessica Taylor

2010-01-01

Educational TV has been consistently linked to children's learning. In this research, educational TV characteristics were identified, coded, and tested for their influence on children's program-specific comprehension and vocabulary outcomes. Study 1 details a content analysis of TV features including a program's macrostructure (i.e., narrative or expository) and learning strategies embedded in the macrostructure that support learning in print-based contexts. In Study 2, regression analyses were used to predict outcomes involving 71 second and third graders (average age=7.63 years). Strategies were categorized as organizing, rehearsing, elaborating, or affective in function. Outcomes were uniformly higher for narrative macrostructures. Strategies used in narratives predicted relatively homogenous relations across outcomes, whereas strategies in expositories predicted quite heterogeneous relations across outcomes. © 2010 The Authors. Child Development © 2010 Society for Research in Child Development, Inc.

Critical Multimodal Literacy: How Nigerian Female Students Critique Texts and Reconstruct Unequal Social Structures

ERIC Educational Resources Information Center

Ajayi, Lasisi

2015-01-01

This research investigates how three female Nigerian high school students were taught to deploy critical multimodal literacy to interrogate texts and reconstruct unequal social structures. A class of ninth-grade students in an all-women school was given instruction through the analysis of how multiple modes were used to represent meanings in…

Planning and Revising Written Arguments: The Effects of Two Text Structure-Based Interventions on Persuasiveness of 8th-Grade Students' Essays

ERIC Educational Resources Information Center

Midgette, Ekaterina; Haria, Priti

2016-01-01

The purpose of the study was to investigate the effects of two comprehensive argumentative writing interventions--Text Structure Instruction (TSI) and Text Structure Revision Instruction (TSRI)--on the eighth-grade students' ability to compose convincing essays that include structural elements of argumentative discourse. Both treatment groups…

Reading Comprehension Assessment through Retelling: Performance Profiles of Children with Dyslexia and Language-Based Learning Disability

PubMed Central

Kida, Adriana de S. B.; de Ávila, Clara R. B.; Capellini, Simone A.

2016-01-01

Purpose: To study reading comprehension performance profiles of children with dyslexia as well as language-based learning disability (LBLD) by means of retelling tasks. Method: One hundred and five children from 2nd to 5th grades of elementary school were gathered into six groups: Dyslexia group (D; n = 19), language-based learning disability group (LBLD; n = 16); their respective control groups paired according to different variables – age, gender, grade and school system (public or private; D-control and LBLD-control); and other control groups paired according to different reading accuracy (D-accuracy; LBLD-accuracy). All of the children read an expository text and orally retold the story as they understood it. The analysis quantified propositions (main ideas and details) and retold links. A retelling reference standard (3–0) was also established from the best to the worst performance. We compared both clinical groups (D and LBLD) with their respective control groups by means of Mann–Whitney tests. Results: D showed the same total of propositions, links and reference standards as D-control, but performed better than D-accuracy in macro structural (total of links) and super structural (retelling reference standard) measures. Results suggest that dyslexic children are able to use their linguistic competence and their own background knowledge to minimize the effects of their decoding deficit, especially at the highest text processing levels. LBLD performed worse than LBLD-control in all of the retelling measures and LBLD showed worse performance than LBLD-accuracy in the total retold links and retelling reference standard. Those results suggest that both decoding and linguistic difficulties affect reading comprehension. Moreover, the linguistic deficits presented by LBLD students do not allow these pupils to perform as competently in terms of text comprehension as the children with dyslexia do. Thus, failure in the macro and super-structural information

Multi-Character Tries for Text Searching.

ERIC Educational Resources Information Center

Cooper, Lorraine K. D.; Tharp, Alan L.

1993-01-01

Introduces the multicharacter trie as an index structure that can improve the time needed for retrieving full-text materials stored on CD-ROMs. The advantages of this structure compared to other structures are described, and experimental results comparing it to the widely used B+ tree and other structures used for full-text retrieval are…

A Multidimensional Investigation of Deep-Level and Surface-Level Processing

ERIC Educational Resources Information Center

Dinsmore, Daniel L.; Alexander, Patricia A.

2016-01-01

This study examines the moderating effects of a situational factor (i.e., text type) and an individual factor (i.e., subject-matter knowledge) on the relation between depth of processing and performance. One-hundred and fifty-one undergraduates completed measures of subject-matter knowledge, read either an expository or persuasive text about the…

The Power of Fiction: Reading Stories in Abnormal Psychology

ERIC Educational Resources Information Center

Janit, Adrian S.; Hammock, Georgina S.; Richardson, Deborah S.

2011-01-01

We compared the instructional efficacy of a narrative text (i.e., a story) and an expository text (i.e., a textbook excerpt). Students enrolled in Abnormal Psychology classes read about the disorder, "dissociative fugue" from a story, a textbook, or both. The story contained literary elements that increased transportation into the story…

Genetic Counseling, Professional Values, and Habitus: An Analysis of Disability Narratives in Textbooks.

PubMed

Reed, Amy R

2016-10-19

This article analyzes narrative illustrations in genetic counseling textbooks as a way of understanding professional habitus--the dispositions that motivate professional behavior. In particular, this analysis shows that there are significant differences in how the textbooks' expository and narrative portions represent Down syndrome, genetic counseling practice, and patient behaviors. While the narrative portions of the text position the genetic counseling profession as working in service to the values of genetic medicine, the expository portions represent genetic counselors as neutral parties. Ultimately, this article argues that this ambiguity is harmful to the production of a professional habitus that is consistent with espoused professional values concerning respect for persons with disabilities and the promotion of psychosocial counseling.

Combining QSAR Modeling and Text-Mining Techniques to Link Chemical Structures and Carcinogenic Modes of Action.

PubMed

Papamokos, George; Silins, Ilona

2016-01-01

There is an increasing need for new reliable non-animal based methods to predict and test toxicity of chemicals. Quantitative structure-activity relationship (QSAR), a computer-based method linking chemical structures with biological activities, is used in predictive toxicology. In this study, we tested the approach to combine QSAR data with literature profiles of carcinogenic modes of action automatically generated by a text-mining tool. The aim was to generate data patterns to identify associations between chemical structures and biological mechanisms related to carcinogenesis. Using these two methods, individually and combined, we evaluated 96 rat carcinogens of the hematopoietic system, liver, lung, and skin. We found that skin and lung rat carcinogens were mainly mutagenic, while the group of carcinogens affecting the hematopoietic system and the liver also included a large proportion of non-mutagens. The automatic literature analysis showed that mutagenicity was a frequently reported endpoint in the literature of these carcinogens, however, less common endpoints such as immunosuppression and hormonal receptor-mediated effects were also found in connection with some of the carcinogens, results of potential importance for certain target organs. The combined approach, using QSAR and text-mining techniques, could be useful for identifying more detailed information on biological mechanisms and the relation with chemical structures. The method can be particularly useful in increasing the understanding of structure and activity relationships for non-mutagens.

Combining QSAR Modeling and Text-Mining Techniques to Link Chemical Structures and Carcinogenic Modes of Action

PubMed Central

Papamokos, George; Silins, Ilona

2016-01-01

There is an increasing need for new reliable non-animal based methods to predict and test toxicity of chemicals. Quantitative structure-activity relationship (QSAR), a computer-based method linking chemical structures with biological activities, is used in predictive toxicology. In this study, we tested the approach to combine QSAR data with literature profiles of carcinogenic modes of action automatically generated by a text-mining tool. The aim was to generate data patterns to identify associations between chemical structures and biological mechanisms related to carcinogenesis. Using these two methods, individually and combined, we evaluated 96 rat carcinogens of the hematopoietic system, liver, lung, and skin. We found that skin and lung rat carcinogens were mainly mutagenic, while the group of carcinogens affecting the hematopoietic system and the liver also included a large proportion of non-mutagens. The automatic literature analysis showed that mutagenicity was a frequently reported endpoint in the literature of these carcinogens, however, less common endpoints such as immunosuppression and hormonal receptor-mediated effects were also found in connection with some of the carcinogens, results of potential importance for certain target organs. The combined approach, using QSAR and text-mining techniques, could be useful for identifying more detailed information on biological mechanisms and the relation with chemical structures. The method can be particularly useful in increasing the understanding of structure and activity relationships for non-mutagens. PMID:27625608

Annotating Socio-Cultural Structures in Text

DTIC Science & Technology

2012-10-31

parts of speech (POS) within text, using the Stanford Part of Speech Tagger (Stanford Log-Linear, 2011). The ERDC-CERL taxonomy is then used to...annotated NP/VP Pane: Shows the sentence parsed using the Parts of Speech tagger Document View Pane: Specifies the document (being annotated) in three...first parsed using the Stanford Parts of Speech tagger and converted to an XML document both components which are done through the Import function

Collaborative human-machine analysis to disambiguate entities in unstructured text and structured datasets

NASA Astrophysics Data System (ADS)

Davenport, Jack H.

2016-05-01

Intelligence analysts demand rapid information fusion capabilities to develop and maintain accurate situational awareness and understanding of dynamic enemy threats in asymmetric military operations. The ability to extract relationships between people, groups, and locations from a variety of text datasets is critical to proactive decision making. The derived network of entities must be automatically created and presented to analysts to assist in decision making. DECISIVE ANALYTICS Corporation (DAC) provides capabilities to automatically extract entities, relationships between entities, semantic concepts about entities, and network models of entities from text and multi-source datasets. DAC's Natural Language Processing (NLP) Entity Analytics model entities as complex systems of attributes and interrelationships which are extracted from unstructured text via NLP algorithms. The extracted entities are automatically disambiguated via machine learning algorithms, and resolution recommendations are presented to the analyst for validation; the analyst's expertise is leveraged in this hybrid human/computer collaborative model. Military capability is enhanced by these NLP Entity Analytics because analysts can now create/update an entity profile with intelligence automatically extracted from unstructured text, thereby fusing entity knowledge from structured and unstructured data sources. Operational and sustainment costs are reduced since analysts do not have to manually tag and resolve entities.

Text Structuration Leading to an Automatic Summary System: RAFI.

ERIC Educational Resources Information Center

Lehman, Abderrafih

1999-01-01

Describes the design and construction of Resume Automatique a Fragments Indicateurs (RAFI), a system of automatic text summary which sums up scientific and technical texts. The RAFI system transforms a long source text into several versions of more condensed texts, using discourse analysis, to make searching easier; it could be adapted to the…

The Relations among Summarizing Instruction, Support for Student Choice, Reading Engagement and Expository Text Comprehension

ERIC Educational Resources Information Center

Littlefield, Amy Root

2011-01-01

Research on early adolescence reveals significant declines in intrinsic motivation for reading and points out the need for metacognitive strategy use among middle school students. Research indicates that explicit instruction involving motivation and metacognitive support for reading strategy use in the context of a discipline is an efficient and…

The Effects of Reading Purpose and Working Memory Capacity on the Processing of Expository Text.

ERIC Educational Resources Information Center

Linderholm, Tracy; van den Broek, Paul

2002-01-01

Examines the extent to which low- and high-WMC (working memory capacity) readers adjust cognitive processes to fit the reading purpose. When reading to study, low-WMC readers emphasized less demanding processes over more demanding processes to a greater extent than high-WMC readers and recalled less. When reading for entertainment, patterns of…

Acceptability, Language, and Structure of Text Message-Based Behavioral Interventions for High-Risk Adolescent Females: A Qualitative Study

PubMed Central

Ranney, Megan L.; Choo, Esther K.; Cunningham, Rebecca M.; Spirito, Anthony; Thorsen, Margaret; Mello, Michael J.; Morrow, Kathleen

2014-01-01

Purpose To elucidate key elements surrounding acceptability/feasibility, language, and structure of a text message-based preventive intervention for high-risk adolescent females. Methods We recruited high-risk 13- to 17-year-old females screening positive for past-year peer violence and depressive symptoms, during emergency department visits for any chief complaint. Participants completed semistructured interviews exploring preferences around text message preventive interventions. Interviews were conducted by trained interviewers, audio-recorded, and transcribed verbatim. A coding structure was iteratively developed using thematic and content analysis. Each transcript was double coded. NVivo 10 was used to facilitate analysis. Results Saturation was reached after 20 interviews (mean age 15.4; 55% white; 40% Hispanic; 85% with cell phone access). (1) Acceptability/feasibility themes: A text-message intervention was felt to support and enhance existing coping strategies. Participants had a few concerns about privacy and cost. Peer endorsement may increase uptake. (2) Language themes: Messages should be simple and positive. Tone should be conversational but not slang filled. (3) Structural themes: Messages may be automated but must be individually tailored on a daily basis. Both predetermined (automatic) and as-needed messages are requested. Dose and timing of content should be varied according to participants’ needs. Multimedia may be helpful but is not necessary. Conclusions High-risk adolescent females seeking emergency department care are enthusiastic about a text message-based preventive intervention. Incorporating thematic results on language and structure can inform development of future text messaging interventions for adolescent girls. Concerns about cost and privacy may be able to be addressed through the process of recruitment and introduction to the intervention. PMID:24559973

Reaching All of Your Students in Social Studies

ERIC Educational Resources Information Center

Twyman, Todd; Tindal, Gerald

2005-01-01

Students with disabilities often have difficulty understanding expository history texts in high school. This article presents an integrated curriculum/instruction/assessment approach to teaching history that increases content comprehension and problem-solving skills of students with learning disabilities in inclusive classrooms. Concept-based…

Adverse Event extraction from Structured Product Labels using the Event-based Text-mining of Health Electronic Records (ETHER)system.

PubMed

Pandey, Abhishek; Kreimeyer, Kory; Foster, Matthew; Botsis, Taxiarchis; Dang, Oanh; Ly, Thomas; Wang, Wei; Forshee, Richard

2018-01-01

Structured Product Labels follow an XML-based document markup standard approved by the Health Level Seven organization and adopted by the US Food and Drug Administration as a mechanism for exchanging medical products information. Their current organization makes their secondary use rather challenging. We used the Side Effect Resource database and DailyMed to generate a comparison dataset of 1159 Structured Product Labels. We processed the Adverse Reaction section of these Structured Product Labels with the Event-based Text-mining of Health Electronic Records system and evaluated its ability to extract and encode Adverse Event terms to Medical Dictionary for Regulatory Activities Preferred Terms. A small sample of 100 labels was then selected for further analysis. Of the 100 labels, Event-based Text-mining of Health Electronic Records achieved a precision and recall of 81 percent and 92 percent, respectively. This study demonstrated Event-based Text-mining of Health Electronic Record's ability to extract and encode Adverse Event terms from Structured Product Labels which may potentially support multiple pharmacoepidemiological tasks.

Semantic Annotation of Complex Text Structures in Problem Reports

NASA Technical Reports Server (NTRS)

Malin, Jane T.; Throop, David R.; Fleming, Land D.

2011-01-01

Text analysis is important for effective information retrieval from databases where the critical information is embedded in text fields. Aerospace safety depends on effective retrieval of relevant and related problem reports for the purpose of trend analysis. The complex text syntax in problem descriptions has limited statistical text mining of problem reports. The presentation describes an intelligent tagging approach that applies syntactic and then semantic analysis to overcome this problem. The tags identify types of problems and equipment that are embedded in the text descriptions. The power of these tags is illustrated in a faceted searching and browsing interface for problem report trending that combines automatically generated tags with database code fields and temporal information.

Personal and Environmental Influences on Students' Beliefs about Effective Study Strategies.

ERIC Educational Resources Information Center

Nolen, Susan Bobbitt; Haladyna, Thomas M.

1990-01-01

A model of personal and environmental influences on students' valuing of two deep-processing strategies for studying expository texts is described. Questionnaire data from 281 high school science students indicated that students' task orientation and perceptions about teacher expectations were central to students' attitudes. (TJH)

Biology Textbook Graphics and Their Impact on Expectations of Understanding

ERIC Educational Resources Information Center

Wiley, Jennifer; Sarmento, David; Griffin, Thomas D.; Hinze, Scott R.

2017-01-01

Graphics presented alongside expository science texts can have a number of positive effects for instruction, including facilitating engagement, arousing interest, and improving understanding. However, because students harbor expectations about which contexts are likely to support better understanding, the mere presence of graphics also has the…

Helping Students Succeed within Secondary-Level STEM Content: Using the "T" in STEM to Improve Literacy Skills

ERIC Educational Resources Information Center

Kennedy, Michael J.; Wexler, Jade

2013-01-01

Literacy and other content-specific demands presented within science, technology, engineering, and mathematics (STEM) coursework can overwhelm all students and especially students with learning challenges. Although STEM content is often complex in itself (e.g., numerous multisyllabic words, lengthy expository texts, abstract concepts), some…

Students' Metacomprehension Knowledge: Components That Predict Comprehension Performance

ERIC Educational Resources Information Center

Zabrucky, Karen M.; Moore, DeWayne; Agler, Lin-Miao Lin; Cummings, Andrea M.

2015-01-01

In the present study, we assessed students' metacomprehension knowledge and examined the components of knowledge most related to comprehension of expository texts. We used the Revised Metacomprehension Scale (RMCS) to investigate the relations between students' metacomprehension knowledge and comprehension performance. Students who evaluated and…

The Impact of Strategy Instruction and Timing of Estimates on Low and High Working-Memory Capacity Readers' Absolute Monitoring Accuracy

ERIC Educational Resources Information Center

Linderholm, Tracy; Zhao, Qin

2008-01-01

Working-memory capacity, strategy instruction, and timing of estimates were investigated for their effects on absolute monitoring accuracy, which is the difference between estimated and actual reading comprehension test performance. Participants read two expository texts under one of two randomly assigned reading strategy instruction conditions…

A Tree-Structured List in a Mathematical Series Text from Mesopotamia

NASA Astrophysics Data System (ADS)

Proust, Christine

The written culture of the Ancient Near East, whose history covers more than three millennia (from the beginning of the third millennium to the end of the first millennium BCE), underwent profound transformations over the centuries and showed many faces according to the region of the vast territory in which it developed. Yet despite the diversity of contexts in which they worked, the scholars of Mesopotamia and neighboring regions maintained and consistently cultivated a true `art of lists', in the fields of mathematics, lexicography, astrology, astronomy, medicine, law and accounting. The study of the writing techniques particular to lists represents therefore an important issue for the understanding of the intellectual history of the Ancient Near East. In this chapter, I consider extreme cases of list structures, and to do this I have chosen very long lists, most items of which are not semantically autonomous. More specifically, I shall study one of the most abstract and concise lists that have come down to us. It belongs to a series, of which one tablet is kept in the Oriental Institute in Chicago (no. A 24194). The study of this case will allow to set forth some of the writing techniques that were particularly developed in the series. Such a study of the structures of the mathematical texts could benefit other areas in Assyriology.

Comparing data accuracy between structured abstracts and full-text journal articles: implications in their use for informing clinical decisions.

PubMed

Fontelo, Paul; Gavino, Alex; Sarmiento, Raymond Francis

2013-12-01

The abstract is the most frequently read section of a research article. The use of 'Consensus Abstracts', a clinician-oriented web application formatted for mobile devices to search MEDLINE/PubMed, for informing clinical decisions was proposed recently; however, inaccuracies between abstracts and the full-text article have been shown. Efforts have been made to improve quality. We compared data in 60 recent-structured abstracts and full-text articles from six highly read medical journals. Data inaccuracies were identified and then classified as either clinically significant or not significant. Data inaccuracies were observed in 53.33% of articles ranging from 3.33% to 45% based on the IMRAD format sections. The Results section showed the highest discrepancies (45%) although these were deemed to be mostly not significant clinically except in one. The two most common discrepancies were mismatched numbers or percentages (11.67%) and numerical data or calculations found in structured abstracts but not mentioned in the full text (40%). There was no significant relationship between journals and the presence of discrepancies (Fisher's exact p value =0.3405). Although we found a high percentage of inaccuracy between structured abstracts and full-text articles, these were not significant clinically. The inaccuracies do not seem to affect the conclusion and interpretation overall. Structured abstracts appear to be informative and may be useful to practitioners as a resource for guiding clinical decisions.

Is It All in the Telling?: A Study of the Role of Text Schemas and Schematic Text Structures in the Recall and Comprehension of Printed News Stories.

ERIC Educational Resources Information Center

Durham, Meenakshi Gigi

This study hypothesized that altering a news story to conform to a more familiar structure might increase comprehension and recall. Subjects, 104 undergraduate students, completed a Media Use Survey, a questionnaire for collecting demographic information, the WIRE test, a strength of text schema measure, and a comprehension questionnaire. Students…

Using ontology network structure in text mining.

PubMed

Berndt, Donald J; McCart, James A; Luther, Stephen L

2010-11-13

Statistical text mining treats documents as bags of words, with a focus on term frequencies within documents and across document collections. Unlike natural language processing (NLP) techniques that rely on an engineered vocabulary or a full-featured ontology, statistical approaches do not make use of domain-specific knowledge. The freedom from biases can be an advantage, but at the cost of ignoring potentially valuable knowledge. The approach proposed here investigates a hybrid strategy based on computing graph measures of term importance over an entire ontology and injecting the measures into the statistical text mining process. As a starting point, we adapt existing search engine algorithms such as PageRank and HITS to determine term importance within an ontology graph. The graph-theoretic approach is evaluated using a smoking data set from the i2b2 National Center for Biomedical Computing, cast as a simple binary classification task for categorizing smoking-related documents, demonstrating consistent improvements in accuracy.

The Challenge of Challenging Text

ERIC Educational Resources Information Center

Shanahan, Timothy; Fisher, Douglas; Frey, Nancy

2012-01-01

The Common Core State Standards emphasize the value of teaching students to engage with complex text. But what exactly makes a text complex, and how can teachers help students develop their ability to learn from such texts? The authors of this article discuss five factors that determine text complexity: vocabulary, sentence structure, coherence,…

Evaluation of a Computer-Based Revision Prompting Intervention for Undergraduate Writers with Acquired Brain Injury

ERIC Educational Resources Information Center

Ledbetter, Alexander K.

2017-01-01

People with acquired brain injury (ABI) present with impairments in working memory and executive functions, and these cognitive deficits contribute to difficulty self-regulating the production of expository writing. Cognitive processes involved in carrying out complex writing tasks include planning, generating text, and reviewing or revising text…

A Window into Bilingual Reading: The Bilingual Reading Practices of Fourth-Grade, Mexican American Children Who Are Emergent Bilinguals

ERIC Educational Resources Information Center

García, Georgia Earnest; Godina, Heriberto

2017-01-01

A qualitative think-aloud study, informed by social literacies and holistic bilingual perspectives, was conducted to examine how six emergent bilingual, Mexican American, fourth graders approached, interacted with, and comprehended narrative and expository texts in Spanish and English. The children had strong Spanish reading test scores, but…

Internalizing Narrative Text Structure Impacts Student Writing

ERIC Educational Resources Information Center

Weih, Timothy G.

2005-01-01

This article describes an investigation with a class of seventh graders to determine what impact the study of traditional literature would have on their narrative writing. The classroom teacher emphasized the narrative structure of the traditional literature genre by prompting his students to respond both orally and in writing with their thoughts…

The Impact of Text Structure Reading Strategy Instruction in a Second Language: Benefits across Languages

ERIC Educational Resources Information Center

Schwartz, Ana Isabel; Mendoza, Laura; Meyer, Bonnie

2017-01-01

The goal of the present study was to examine the efficacy of learning a text structure strategy (TSS) for improving reading comprehension and recall for second language (L2) learners, as well as to test for transfer of the strategy to the native language (L1). University L2 learners of English completed a five-session course on using the TSS to…

An Ideal Design for an Idea Processor.

DTIC Science & Technology

1986-09-01

make it a strong, healthy tree --all this, even as he was busily tending other plants in the garden. I will always remember his unique blend of experience...Structures Hierarchies. One of the most important structures of .Y. knowledge for communication is the hierarchy or tree (16:223). Friendly describes...typically used for documenting the tree -like structure of computer programs--to help structure expository writing (14:197). Figures 3 and 4 present examples

The Discourse of the Middle Ground: Citizen Shell Commits to Sustainable Development.

ERIC Educational Resources Information Center

Livesey, Sharon M.

2002-01-01

Uses Foucauldian theory to interpret the Royal Dutch/Shell Group's first annual "report to society" and an expository text by Shell's expert consultant. Analyzes the document and the emerging phenomenon of social reporting in the context of a larger sociopolitical struggle over sustainable development. Reveals how Shell both accommodated…

From Asking to Answering: Making Questions Explicit

ERIC Educational Resources Information Center

Washington, Gene

2006-01-01

"From Asking To Answering: Making Questions Explicit" describes a pedagogical procedure the author has used in writing classes (expository, technical and creative) to help students better understand the purpose, and effect, of text-questions. It accomplishes this by means of thirteen discrete categories (e.g., CLAIMS, COMMITMENT, ANAPHORA, or…

Collaborative Strategic Reading: "Real-World" Lessons From Classroom Teachers

ERIC Educational Resources Information Center

Klingner, Janette K.; Vaughn, Sharon; Arguelles, Maria Elena; Hughes, Marie Tejero; Leftwich, Suzette Ahwee

2004-01-01

The present study extends 8 years of previous research using Collaborative Strategic Reading (CSR), a set of comprehension strategies designed to improve understanding of expository text. We examined teachers' year long implementation of CSR. Five intervention and five control teachers from five schools participated along with their students.…

Modeling Narrative Discourse

ERIC Educational Resources Information Center

Elson, David K.

2012-01-01

This thesis describes new approaches to the formal modeling of narrative discourse. Although narratives of all kinds are ubiquitous in daily life, contemporary text processing techniques typically do not leverage the aspects that separate narrative from expository discourse. We describe two approaches to the problem. The first approach considers…

Informative, Compare and Contrast, and Persuasive Essay Composing of Fifth and Seventh Graders: Not All Essay Writing Is the Same

PubMed Central

Davidson, Matt; Berninger, Virginia

2015-01-01

Typically developing writers in fifth (n = 110, M = 10 years 8 months) or seventh (n = 97, M = 12 years 7 months) grade wrote informative, compare and contrast, and persuasive essays for which the content was held constant—two mountains with a history of volcanic eruption. Relevant background knowledge was provided by reading text and showing colorful illustrations to the students before writing each genre. Results showed considerable variability between genre pairs within and across individual writers in content quality, organization quality, and length. Results, which support multiple expository genres, are consistent with prior research showing multiple genres (narrative vs. expository or even within narrative). Results are discussed in reference to the importance of assessing multiple genres in inferring composing expertise as emphasized by Olinghouse and colleagues. PMID:27418715

Development of Disabled Readers' Metacomprehension Ability through Summarization Training Using Expository Text: Results of Three Studies.

ERIC Educational Resources Information Center

Weisberg, Renee; Balajthy, Ernest

1990-01-01

In the three studies, high school aged disabled readers were taught how to identify passages' main ideas, construct graphic organizers, and write summaries. Study results suggest the need for modeling strategies and consistent feedback and the usefulness of these techniques in helping students monitor their understanding and improve reading…

Uses of Popular Culture in the Composition Classroom: No Apologies--No Regrets.

ERIC Educational Resources Information Center

Lemrow, Lynne; Lemrow, Joseph H.

Magazines and comic strips are two readily available cultural artifacts that can be used by expository writing teachers. Magazines are a particularly rich source of referential material for the composition classroom, offering examples of various prose styles and formal structures. One possibility for using magazines in writing classes is a…

The Usefulness of a Suggested Paradigm for Improving Paragraph Coherence

ERIC Educational Resources Information Center

Siu, Fiona Kwai-peng

2016-01-01

This study aims to explore the effectiveness of a paradigm to teach native Cantonese-speaking university students the hierarchical structure of expository prose to improve paragraph coherence. Most of the diagnostic argumentative essays the participants in this study wrote in the course were incoherent, failing to meet readers' expectation of…

The Effects of Oral and Silent Reading on Reading Comprehension

ERIC Educational Resources Information Center

Schimmel, Naomi; Ness, Molly

2017-01-01

This study examined the effects of reading mode (oral and silent) and text genre (narrative and expository) on fourth graders' reading comprehension. While controlling for prior reading ability of 48 participants, we measured comprehension. Using a repeated measured design, data were analyzed using analysis of covariance, paired t-tests, and…

Lectura y Vida: Revista Latinoamericana de Lectura, 2000 (Reading and Life: Latin American Reading Magazine, 2000).

ERIC Educational Resources Information Center

Lectura y Vida: Revista Latinoamericana de Lectura, 2001

2001-01-01

Articles in this volume, written in Spanish, focus on the following: reading and writing assessment: Some characteristics of new assessment practices; how to support active participation in the reading of expository texts; argumentative writing as a problem in the written composition of students in teacher training; reading in a workshop…

Does Compare-Contrast Text Structure Help Students with Autism Spectrum Disorder Comprehend Science Text?

ERIC Educational Resources Information Center

Carnahan, Christina R.; Williamson, Pamela S.

2013-01-01

Using a single-subject reversal design, this study evaluated the use of a compare-contrast strategy on the ability of students with autism spectrum disorder to comprehend science text. Three middle school students with high-functioning autism and their teacher participated in this study. A content analysis comparing the number of meaning units in…

The network of concepts in written texts

NASA Astrophysics Data System (ADS)

Caldeira, S. M. G.; Petit Lobão, T. C.; Andrade, R. F. S.; Neme, A.; Miranda, J. G. V.

2006-02-01

Complex network theory is used to investigate the structure of meaningful concepts in written texts of individual authors. Networks have been constructed after a two phase filtering, where words with less meaning contents are eliminated and all remaining words are set to their canonical form, without any number, gender or time flexion. Each sentence in the text is added to the network as a clique. A large number of written texts have been scrutinised, and it is found that texts have small-world as well as scale-free structures. The growth process of these networks has also been investigated, and a universal evolution of network quantifiers have been found among the set of texts written by distinct authors. Further analyses, based on shuffling procedures taken either on the texts or on the constructed networks, provide hints on the role played by the word frequency and sentence length distributions to the network structure.

The effects of a combination of text structure awareness and graphic postorganizers on recall and retention of science knowledge

NASA Astrophysics Data System (ADS)

Spiegel, George F., Jr.; Barufaldi, James P.

The purpose of this study was to determine the effectiveness of a self-regulated strategy on immediate recall and retention of science knowledge in community-college anatomy and physiology students who participated in a 14-hour (8 weeks) study skills class. The class emphasized the recognition of five common science textbook text structures (cause and effect, classification, enumeration, generalization, and sequence) and the construction of graphic postorganizers of the text structures. A pretest, two immediate posttests, and a retention posttest were used to measure recall and retention. Results indicated that on immediate posttests students who actively constructed graphic postorganizers of the test structure recalled significantly more content than did the control students who simply underlined, reread, or highlighted. On a 3-week retention posttest, those students in the study skills class retained significantly more of the material studied than did the control group of students.

Augmenting Oracle Text with the UMLS for enhanced searching of free-text medical reports.

PubMed

Ding, Jing; Erdal, Selnur; Dhaval, Rakesh; Kamal, Jyoti

2007-10-11

The intrinsic complexity of free-text medical reports imposes great challenges for information retrieval systems. We have developed a prototype search engine for retrieving clinical reports that leverages the powerful indexing and querying capabilities of Oracle Text, and the rich biomedical domain knowledge and semantic structures that are captured in the UMLS Metathesaurus.

Studies in Philippine Languages and Cultures.

ERIC Educational Resources Information Center

Brainard, Sherri, Ed.

2001-01-01

This issue of Studies in Philippine Languages and Cultures contains the following articles: "Functions of Locatives in Northern Subanen Expository and Hortatory Discourse" (Josephine Sanicas-Daguman); "Functions of Demonstratives in Sama Bangingi' Expository Discourse" (John Blakely); "A Brief Look at Sinama Basic Verbs…

Psyching Out the Science Teacher: Student Motivation, Perceived Teacher Goals and Study Strategies.

ERIC Educational Resources Information Center

Nolen, Susan Bobbitt; Haladyna, Thomas M.

This paper describes a model of the influence of personal and environmental factors on students' valuing of two deep-processing strategies for studying expository texts. In the model, task orientation (a form of intrinsic motivation in which learning and understanding are the major goals) interacts with perceptions of the teacher's goals to…

The Use of Narrative to Promote Primary School Children's Understanding of Evolution

ERIC Educational Resources Information Center

Browning, Emma; Hohenstein, Jill

2015-01-01

This study explores learning about evolution when information is presented in either a narrative or an expository text (ET). Narratives engage the imagination, and consequently may allow children to overcome conceptual constraints that make evolution difficult to comprehend. Participants were 16 Year One, 21 Year Two and 25 Year Three pupils from…

Cognitive Strategies for Learning from Static and Dynamic Visuals.

ERIC Educational Resources Information Center

Lewalter, D.

2003-01-01

Studied the effects of including static or dynamic visuals in an expository text on a learning outcome and the use of learning strategies when working with these visuals. Results for 60 undergraduates for both types of illustration indicate different frequencies in the use of learning strategies relevant for the learning outcome. (SLD)

The Transaction between Teachers' Comments and Students' Revisions: Catalysts and Obstacles.

ERIC Educational Resources Information Center

Onore, Cynthia S.

One area of the writing process that has received considerable attention is revision. A case study was conducted to generate a picture of the effects of revision on texts, the writers' intentions and perceptions, and readers' assessments of the written products. Three students--Dan, Alex, and Miranda--enrolled in a required expository writing…

Effect of Inclusion versus Segregation on Reading Comprehension of EFL Learners with Dyslexia: Case of Lebanon

ERIC Educational Resources Information Center

Awada, Ghada M.; Gutiérrez-Colón, Mar

2017-01-01

This study reports the relative effectiveness of the inclusion theory when the combined strategy instruction on improving the reading comprehension of narrative and expository texts for students with dyslexia is implemented. A total sample of 298 students of English as a foreign language from both public and private schools participated in the…

Do Focused Self-Explanation Prompts Overcome Seductive Details? A Multimedia Study

ERIC Educational Resources Information Center

Wang, Zhe; Adesope, Olusola

2017-01-01

Research on the seductive details effect on reading expository texts in multimedia learning environments has grown over the past few decades. However, less is known when seductive details are encountered in learning through worked-examples to solve problems. Thus, it is necessary to examine the seductive details effect when solving problems in a…

Leveling the Playing Field: The Efficacy of Thinking Maps on English Language Learner Students' Writing

ERIC Educational Resources Information Center

Cooks, Jamal; Sunseri, Anita

2014-01-01

Many students, especially English language learners (ELLs), struggle with writing expository texts. This study examined the impact of several writing strategies on ELLs' writing skills, including prewriting strategies and scaffolding strategies inherent in the Thinking Maps (TM) program. The purpose of the study was to see if ELLs were able to use…

Air Pollution. Resource Paper No. 2.

ERIC Educational Resources Information Center

Bryson, Reid A.; Kutzbach, John E.

These Resource Papers have been developed as expository documents for the use of both the student and the instructor in undergraduate college geography courses at the introductory and advanced level. They are designed to supplement existing texts and to fill a gap between significant research in American geography and readily accessible materials.…

Chapter 16: text mining for translational bioinformatics.

PubMed

Cohen, K Bretonnel; Hunter, Lawrence E

2013-04-01

Text mining for translational bioinformatics is a new field with tremendous research potential. It is a subfield of biomedical natural language processing that concerns itself directly with the problem of relating basic biomedical research to clinical practice, and vice versa. Applications of text mining fall both into the category of T1 translational research-translating basic science results into new interventions-and T2 translational research, or translational research for public health. Potential use cases include better phenotyping of research subjects, and pharmacogenomic research. A variety of methods for evaluating text mining applications exist, including corpora, structured test suites, and post hoc judging. Two basic principles of linguistic structure are relevant for building text mining applications. One is that linguistic structure consists of multiple levels. The other is that every level of linguistic structure is characterized by ambiguity. There are two basic approaches to text mining: rule-based, also known as knowledge-based; and machine-learning-based, also known as statistical. Many systems are hybrids of the two approaches. Shared tasks have had a strong effect on the direction of the field. Like all translational bioinformatics software, text mining software for translational bioinformatics can be considered health-critical and should be subject to the strictest standards of quality assurance and software testing.

Meaning Negotiated Through Independently-Written Summaries and Oral Academic Conversations: Enhancing Comprehension of Science Text by Ninth-Grade, English Learners

NASA Astrophysics Data System (ADS)

Burke, Edward Charles

English Learners experience challenges related to comprehension of science text particularly at the high school level. The language of science differs significantly from that of conversation and expository text. Students benefit from collaborative interpretation of readings. Additionally, there appears to be a need to train adolescents in the oral language skills requisite for academic discourse. This study employed a sample of high school physical science students (N = 75) whose first language was Spanish and who were currently developing English language proficiency. It used quasi-experimental methodology with treatment and comparison groups, during the normal operations of the public school classroom. It tested the effect of training with a textbook summarization method and with an academic conversation strategy on the comprehension of state-adopted science textbook readings. Posttest scores of both groups were analyzed using an ANOVA. Posttest scores of treatment group members were analyzed in relation to prior science knowledge, reading level, gender, and level of English proficiency using a factorial ANOVA. Findings suggest that the treatment had a positive impact on the achievement of students who had a low level of English language proficiency. In light of the at-risk nature of this population, given low socioeconomic status and that a high percentage of families are migrant workers, this in encouraging. The basic premise of the treatment appears promising. Evidence collected pertaining to its effect relative to students' general ESOL level, science background knowledge, literacy skills, and gender neither confirmed nor denied the viability of the strategy. The further significance of this study is that it adds to the body of research on strategies to support English Learners.

Integrating Concept Mapping and the Learning Cycle To Teach Diffusion and Osmosis Concepts to High School Biology Students.

ERIC Educational Resources Information Center

Odom, Arthur L.; Kelly, Paul V.

2001-01-01

Explores the effectiveness of concept mapping, the learning cycle, expository instruction, and a combination of concept mapping/learning cycle in promoting conceptual understanding of diffusion and osmosis. Concludes that the concept mapping/learning cycle and concept mapping treatment groups significantly outperformed the expository treatment…

Automatic recognition of disorders, findings, pharmaceuticals and body structures from clinical text: an annotation and machine learning study.

PubMed

Skeppstedt, Maria; Kvist, Maria; Nilsson, Gunnar H; Dalianis, Hercules

2014-06-01

Automatic recognition of clinical entities in the narrative text of health records is useful for constructing applications for documentation of patient care, as well as for secondary usage in the form of medical knowledge extraction. There are a number of named entity recognition studies on English clinical text, but less work has been carried out on clinical text in other languages. This study was performed on Swedish health records, and focused on four entities that are highly relevant for constructing a patient overview and for medical hypothesis generation, namely the entities: Disorder, Finding, Pharmaceutical Drug and Body Structure. The study had two aims: to explore how well named entity recognition methods previously applied to English clinical text perform on similar texts written in Swedish; and to evaluate whether it is meaningful to divide the more general category Medical Problem, which has been used in a number of previous studies, into the two more granular entities, Disorder and Finding. Clinical notes from a Swedish internal medicine emergency unit were annotated for the four selected entity categories, and the inter-annotator agreement between two pairs of annotators was measured, resulting in an average F-score of 0.79 for Disorder, 0.66 for Finding, 0.90 for Pharmaceutical Drug and 0.80 for Body Structure. A subset of the developed corpus was thereafter used for finding suitable features for training a conditional random fields model. Finally, a new model was trained on this subset, using the best features and settings, and its ability to generalise to held-out data was evaluated. This final model obtained an F-score of 0.81 for Disorder, 0.69 for Finding, 0.88 for Pharmaceutical Drug, 0.85 for Body Structure and 0.78 for the combined category Disorder+Finding. The obtained results, which are in line with or slightly lower than those for similar studies on English clinical text, many of them conducted using a larger training data set, show that

Avoiding the Struggle: Instruction That Supports Students' Motivation in Reading and Writing about Content Material

ERIC Educational Resources Information Center

Mason, Linda H.; Meadan, Hedda; Hedin, Laura R.; Cramer, Anne Mong

2012-01-01

We conducted a mixed methods study to evaluate motivation among 20 fourth-grade students who struggle with reading and writing prior to and after receiving either self-regulated strategy development (SRSD) instruction for expository reading comprehension or SRSD instruction for expository reading comprehension plus informative writing. We…

Writing Feature Articles with Intermediate Students

ERIC Educational Resources Information Center

Morgan, Denise N.

2010-01-01

Students need regular opportunities to write expository text. However, focusing on report writing often leaves students without strong examples to study or analyze to guide and grow their own writing. Writing and studying feature articles, meant to inform and explain, can become an alternative to report writing, as they can easily be located in…

Aphasia and text writing.

PubMed

Behrns, Ingrid; Ahlsén, Elisabeth; Wengelin, Asa

2010-01-01

Good writing skills are needed in almost every aspect of life today, and there is a growing interest in research into acquired writing difficulties. Most of the findings reported so far, however, are based on words produced in isolation. The present study deals with the production of entire texts. The aim was to characterize written narratives produced by a group of participants with aphasia. Eight persons aged 28-63 years with aphasia took part in the study. They were compared with a reference group consisting of ten participants aged 21-30 years. All participants were asked to write a personal narrative titled 'I have never been so afraid' and to perform a picture-based story-generation task called the 'Frog Story'. The texts were written on a computer. The group could be divided into participants with low, moderate, and high general performance, respectively. The texts written by the participants in the group with moderate and high writing performance had comparatively good narrative structure despite indications of difficulties on other linguistic levels. Aphasia appeared to influence text writing on different linguistic levels. The impact on overall structure and coherence was in line with earlier findings from the analysis of spoken and written discourse and the implication of this is that the written modality should also be included in language rehabilitation. 2010 Royal College of Speech & Language Therapists.

Structured reports of videofluoroscopic swallowing studies have the potential to improve overall report quality compared to free text reports.

PubMed

Schoeppe, Franziska; Sommer, Wieland H; Haack, Mareike; Havel, Miriam; Rheinwald, Marika; Wechtenbruch, Juliane; Fischer, Martin R; Meinel, Felix G; Sabel, Bastian O; Sommer, Nora N

2018-01-01

To compare free text (FTR) and structured reports (SR) of videofluoroscopic swallowing studies (VFSS) and evaluate satisfaction of referring otolaryngologists and speech therapists. Both standard FTR and SR of 26 patients with VFSS were acquired. A dedicated template focusing on oropharyngeal phases was created for SR using online software with clickable decision-trees and concomitant generation of semantically structured reports. All reports were evaluated regarding overall quality and content, information extraction and clinical decision support (10-point Likert scale (0 = I completely disagree, 10 = I completely agree)). Two otorhinolaryngologists and two speech therapists evaluated FTR and SR. SR received better ratings than FTR in all items. SR were perceived to contain more details on the swallowing phases (median rating: 10 vs. 5; P < 0.001), penetration and aspiration (10 vs. 5; P < 0.001) and facilitated information extraction compared to FTR (10 vs. 4; P < 0.001). Overall quality was rated significantly higher in SR than FTR (P < 0.001). SR of VFSS provide more detailed information and facilitate information extraction. SR better assist in clinical decision-making, might enhance the quality of the report and, thus, are recommended for the evaluation of VFSS. • Structured reports on videofluoroscopic exams of deglutition lead to improved report quality. • Information extraction is facilitated when using structured reports based on decision trees. • Template-based reports add more value to clinical decision-making than free text reports. • Structured reports receive better ratings by speech therapists and otolaryngologists. • Structured reports on videofluoroscopic exams may improve the comparability between exams.

CREF: An Editing Facility for Managing Structured Text,

DTIC Science & Technology

1985-02-01

for Expert Systems," .)ystems and Software 34:212-224, 1984. [Knuth 831 I).A. Knuth, "The WEB System of Structured Documentation" (version 2...22 ".’- ?-- ’- . i’. . , ’" i ’" -’. . .-, -. .,’ , ... .. -. -. -i. ’. .’. -’ " -- -" . .. - .. . i ". , -’ -’.. ’- ’-, .- - ( Ncv cll 12j A. Nemell

Representing Science through Historical Drama: "Lord Kelvin and the Age of the Earth Debate"

ERIC Educational Resources Information Center

Begoray, Deborah L.; Stinner, Arthur

2005-01-01

This paper presents a defense for the use of historical scripted conversations in science. We discuss drama's use of both expository and narrative text forms to expand the language forms available for a variety of learners, the use of scripted conversations as a defensible curriculum design to foster learning in general and science in particular,…

Psychology on Computers: Simulations, Experiments and Projects.

ERIC Educational Resources Information Center

Belcher, Duane M.; Smith, Stephen D.

PSYCOM is a unique mixed media package which combines high interest projects on the computer with a written text of expository material. It goes beyond most computer-assisted instruction which emphasizes drill and practice and testing of knowledge. A project might consist of a simulation or an actual experiment, or it might be a demonstration, a…

Role of Epistemological Understanding and Interest in Interpreting a Controversy and in Topic-Specific Belief Change

ERIC Educational Resources Information Center

Mason, Lucia; Boscolo, Pietro

2004-01-01

This study focuses on the influence of high school students' (10th and 11th grade) epistemological understanding and topic interest on their interpretation of a dual-position expository text about genetically modified food, as well as on the change in their beliefs about the topic. After reading, students were given different tasks: (1) to write…

Values in Geography.

ERIC Educational Resources Information Center

Buttimer, Annette

This resource paper on values in geography is one of several developed by the Commission on College Geography as expository documents for the use of both the student and instructor at the college level. They are designed to supplement existing texts and to fill a gap between significant research in geography and readily accessible materials. The…

Structure, magnetism and electronic properties in 3d-5d based double perovskite ([Formula: see text]Y x )2FeIrO6.

PubMed

Kharkwal, K C; Pramanik, A K

2017-11-13

The 3d-5d based double perovskites are of current interest as they provide model systems to study the interplay between electronic correlation (U) and spin-orbit coupling (SOC). Here, we report detailed structural, magnetic and transport properties of doped double perovskite material ([Formula: see text]Y x ) 2 FeIrO 6 with [Formula: see text]. With substitution of Y, the system retains its original crystal structure but structural parameters change with x in nonmonotonic fashion. The magnetization data for Sr 2 FeIrO 6 show antiferromagnetic type magnetic transition around 45 K; however, a close inspection of the data indicates a weak magnetic phase transition around 120 K. No change of structural symmetry has been observed down to low temperature, although the lattice parameters show sudden changes around the magnetic transitions. Sr 2 FeIrO 6 shows an insulating behavior over the whole temperature range, which nevertheless does not change with Y substitution. The nature of charge conduction is found to follow thermally activated Mott's variable range hopping and power law behavior for parent and doped samples, respectively. Interestingly, evolution of structural, magnetic and transport behavior in ([Formula: see text]Y x ) 2 FeIrO 6 is observed to reverse with [Formula: see text], which is believed to arise due to a change in the transition metal ionic state.

Peer Conflict Explanations in Children, Adolescents, and Adults: Examining the Development of Complex Syntax

ERIC Educational Resources Information Center

Nippold, Marilyn A.; Mansfield, Tracy C.; Billow, Jesse L.

2007-01-01

Purpose: Expository discourse, the use of language to convey information, requires facility with complex syntax. Although expository discourse is often employed in school and work settings, little is known about its development in children, adolescents, and adults. Hence, it is difficult to evaluate this genre in students who have language…

Spies Like Us: Gamifying the Composition Classroom and Breaking the Academic Code

ERIC Educational Resources Information Center

Slentz, Jessica E.; Kondrlik, Kristin E.; Lyons-McFarland, Michelle

2017-01-01

English 150: Expository Writing is an undergraduate course in expository and research writing offered by special partnership to both the students of Case Western Reserve University (CWRU) and the students of the Cleveland Institute of Music (CIM). The course provides student writers experience in the critical reading and writing practices required…

Relationship Between Orthographic-Motor Integration And Computer Use For The Production Of Creative And Well-Structured Written Text

ERIC Educational Resources Information Center

Christensen, Carol A.

2004-01-01

Background: Orthographic-motor integration refers to the way in which orthographic knowledge is integrated with fine-motor demands of handwriting. A strong relationship has shown to exist between orthographic-motor integration and students' ability to produce creative and well-structured written text (De La Paz & Graham, 1995). This…

High School Readers: A Profile of above Average Readers and Readers with Learning Disabilities Reading Expository Text

ERIC Educational Resources Information Center

Wigent, Catherine Ann

2011-01-01

High school students are challenged to meet higher standards in order to ensure that they are prepared to face the literacy demands of our twenty-first century society (Beaufort, 2009; A. S. Erickson, Kleinhammer-Tramill, & Thurlow, 2007; Vernon, Baytops, McMahon, Padden, & Walther-Thomas, 2003). This study examined both above average high school…

The effect of concrete supplements on metacognitive regulation during learning and open-book test taking.

PubMed

Ackerman, Rakefet; Leiser, David

2014-06-01

Previous studies have suggested that when reading texts, lower achievers are more sensitive than their stronger counterparts to surface-level cues, such as graphic illustrations, and that even when uninformative, such concrete supplements tend to raise the text's subjective comprehensibility. We examined how being led astray by uninformative concrete supplements in expository texts affects achievement. We focused on the mediating role of metacognitive processes by partialling out the role of cognitive ability, as indicated by SAT scores, in accounting for the found differences between higher and lower achievers. Undergraduate students studied expository texts in their base versions or in concrete versions, including uninformative supplements, in a within-participant design. The procedure had three phases: Studying, open-book test taking, and reanswering questions of one's choice. Overall, judgements of comprehension (JCOMPs) were higher after participants studied the concrete than the base versions, and the participants benefited from the open-book test and the reanswering opportunity. An in-depth examination of time investment, JCOMP, confidence in test answers, choice of questions to reanswer, and test scores indicated that those whose metacognitive processes were more effective and goal driven achieved higher scores. The effectiveness of metacognitive processes during learning and test taking constitutes an important factor differentiating between higher and lower achievers when studying texts that include potentially misleading cues. © 2013 The British Psychological Society.

Instructional Text: The Transition from Page to Screen.

ERIC Educational Resources Information Center

Kerr, Stephen T.

1986-01-01

Discusses the types of problems that arise when text is presented in electronic form: (1) surface design, which involves typography, layout, graphics and illustrations, and the quality of language; and (2) interface design, which is manifested on the levels of immediate surface of the text, internal structure, and external structure. (SKC)

Prospects and limitations of full-text index structures in genome analysis

PubMed Central

Vyverman, Michaël; De Baets, Bernard; Fack, Veerle; Dawyndt, Peter

2012-01-01

The combination of incessant advances in sequencing technology producing large amounts of data and innovative bioinformatics approaches, designed to cope with this data flood, has led to new interesting results in the life sciences. Given the magnitude of sequence data to be processed, many bioinformatics tools rely on efficient solutions to a variety of complex string problems. These solutions include fast heuristic algorithms and advanced data structures, generally referred to as index structures. Although the importance of index structures is generally known to the bioinformatics community, the design and potency of these data structures, as well as their properties and limitations, are less understood. Moreover, the last decade has seen a boom in the number of variant index structures featuring complex and diverse memory-time trade-offs. This article brings a comprehensive state-of-the-art overview of the most popular index structures and their recently developed variants. Their features, interrelationships, the trade-offs they impose, but also their practical limitations, are explained and compared. PMID:22584621

Improving Mathematical Problem-Solving Ability and Self-Confidence of High School Students through Contextual Learning Model

ERIC Educational Resources Information Center

Surya, Edy; Putri, Feria Andriana; Mukhtar

2017-01-01

The purposes of this study are: (1) to know if students' mathematical problem-solving ability taught by contextual learning model is higher than students taught by expository learning, (2) to know if students' self-confidence taught by contextual learning model is higher than students taught by expository learning, (3) to know if there is…

Discourse Formulation in Children with Closed Head Injury

ERIC Educational Resources Information Center

Hay, Emma; Moran, Catherine

2005-01-01

In this study, narrative and expository discourse-retelling abilities were compared in 9 children with closed head injury (CHI) age 9;5-15;3 (years;months) and 9 typically developing age-matched peers. Narrative and expository retellings were analyzed according to language variables (i.e., number of words, number of T-units, and sentential…

Data Compression in Full-Text Retrieval Systems.

ERIC Educational Resources Information Center

Bell, Timothy C.; And Others

1993-01-01

Describes compression methods for components of full-text systems such as text databases on CD-ROM. Topics discussed include storage media; structures for full-text retrieval, including indexes, inverted files, and bitmaps; compression tools; memory requirements during retrieval; and ranking and information retrieval. (Contains 53 references.)…

Science-Technology-Society literacy in college non-majors biology: Comparing problem/case studies based learning and traditional expository methods of instruction

NASA Astrophysics Data System (ADS)

Peters, John S.

This study used a multiple response model (MRM) on selected items from the Views on Science-Technology-Society (VOSTS) survey to examine science-technology-society (STS) literacy among college non-science majors' taught using Problem/Case Studies Based Learning (PBL/CSBL) and traditional expository methods of instruction. An initial pilot investigation of 15 VOSTS items produced a valid and reliable scoring model which can be used to quantitatively assess student literacy on a variety of STS topics deemed important for informed civic engagement in science related social and environmental issues. The new scoring model allows for the use of parametric inferential statistics to test hypotheses about factors influencing STS literacy. The follow-up cross-institutional study comparing teaching methods employed Hierarchical Linear Modeling (HLM) to model the efficiency and equitability of instructional methods on STS literacy. A cluster analysis was also used to compare pre and post course patterns of student views on the set of positions expressed within VOSTS items. HLM analysis revealed significantly higher instructional efficiency in the PBL/CSBL study group for 4 of the 35 STS attitude indices (characterization of media vs. school science; tentativeness of scientific models; cultural influences on scientific research), and more equitable effects of traditional instruction on one attitude index (interdependence of science and technology). Cluster analysis revealed generally stable patterns of pre to post course views across study groups, but also revealed possible teaching method effects on the relationship between the views expressed within VOSTS items with respect to (1) interdependency of science and technology; (2) anti-technology; (3) socioscientific decision-making; (4) scientific/technological solutions to environmental problems; (5) usefulness of school vs. media characterizations of science; (6) social constructivist vs. objectivist views of theories; (7

Effect of the Interaction of Text Structure, Background Knowledge and Purpose on Attention to Text.

DTIC Science & Technology

1982-04-01

in4 the sense proposed by Craik and Lockhart (1972). All levels of representation would entail such preliminary processing operations as perceptual...109. Craik , F. I., & Lockhart , R. S. Levels of processing : A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 1972, 11... processes this information to a deeper level than those text elements that are less important or irrelevant. The terminology "deeper" level is used here

Temporal Management of the Writing Process: Effects of Genre and Organizing Constraints in Grades 5, 7, and 9

ERIC Educational Resources Information Center

Beauvais, Lucie; Favart, Monik; Passerault, Jean-Michel; Beauvais, Caroline

2014-01-01

We investigated changes across grades in the cognitive demands associated with the organizing subprocess of writing. A total of 85 fifth (age M = 10.8), 88 seventh (age M = 12.9), and 79 ninth (age M = 14.6) graders composed either a procedural text or an expository description on a digital tablet, on the basis of a "scrambled ideas"…

Rhetorical Structure and Graphic Organizers: Effects on Learning from a History Text

ERIC Educational Resources Information Center

Montanero, Manuel; Lucero, Manuel

2012-01-01

This paper describes the effects of different methods to enhance students' understanding and learning from a text. We compared the efficiency of a text revision procedure ("from the text") and inferential activity engagement "toward the text") in the comprehension and recall of a History text. A total of 338 undergraduate…

Strategy Shifts during Learning from Texts and Pictures

ERIC Educational Resources Information Center

Schnotz, Wolfgang; Ludewig, Ulrich; Ullrich, Mark; Horz, Holger; McElvany, Nele; Baumert, Jürgen

2014-01-01

Reading for learning frequently requires integrating text and picture information into coherent knowledge structures. This article presents an experimental study aimed at analyzing the strategies used by students for integrating text and picture information. Four combinations of texts and pictures (text-picture units) were selected from textbooks…

Text Mining for Protein Docking

PubMed Central

Badal, Varsha D.; Kundrotas, Petras J.; Vakser, Ilya A.

2015-01-01

The rapidly growing amount of publicly available information from biomedical research is readily accessible on the Internet, providing a powerful resource for predictive biomolecular modeling. The accumulated data on experimentally determined structures transformed structure prediction of proteins and protein complexes. Instead of exploring the enormous search space, predictive tools can simply proceed to the solution based on similarity to the existing, previously determined structures. A similar major paradigm shift is emerging due to the rapidly expanding amount of information, other than experimentally determined structures, which still can be used as constraints in biomolecular structure prediction. Automated text mining has been widely used in recreating protein interaction networks, as well as in detecting small ligand binding sites on protein structures. Combining and expanding these two well-developed areas of research, we applied the text mining to structural modeling of protein-protein complexes (protein docking). Protein docking can be significantly improved when constraints on the docking mode are available. We developed a procedure that retrieves published abstracts on a specific protein-protein interaction and extracts information relevant to docking. The procedure was assessed on protein complexes from Dockground (http://dockground.compbio.ku.edu). The results show that correct information on binding residues can be extracted for about half of the complexes. The amount of irrelevant information was reduced by conceptual analysis of a subset of the retrieved abstracts, based on the bag-of-words (features) approach. Support Vector Machine models were trained and validated on the subset. The remaining abstracts were filtered by the best-performing models, which decreased the irrelevant information for ~ 25% complexes in the dataset. The extracted constraints were incorporated in the docking protocol and tested on the Dockground unbound benchmark set

Text Mining Improves Prediction of Protein Functional Sites

PubMed Central

Cohn, Judith D.; Ravikumar, Komandur E.

2012-01-01

We present an approach that integrates protein structure analysis and text mining for protein functional site prediction, called LEAP-FS (Literature Enhanced Automated Prediction of Functional Sites). The structure analysis was carried out using Dynamics Perturbation Analysis (DPA), which predicts functional sites at control points where interactions greatly perturb protein vibrations. The text mining extracts mentions of residues in the literature, and predicts that residues mentioned are functionally important. We assessed the significance of each of these methods by analyzing their performance in finding known functional sites (specifically, small-molecule binding sites and catalytic sites) in about 100,000 publicly available protein structures. The DPA predictions recapitulated many of the functional site annotations and preferentially recovered binding sites annotated as biologically relevant vs. those annotated as potentially spurious. The text-based predictions were also substantially supported by the functional site annotations: compared to other residues, residues mentioned in text were roughly six times more likely to be found in a functional site. The overlap of predictions with annotations improved when the text-based and structure-based methods agreed. Our analysis also yielded new high-quality predictions of many functional site residues that were not catalogued in the curated data sources we inspected. We conclude that both DPA and text mining independently provide valuable high-throughput protein functional site predictions, and that integrating the two methods using LEAP-FS further improves the quality of these predictions. PMID:22393388

Database citation in full text biomedical articles.

PubMed

Kafkas, Şenay; Kim, Jee-Hyub; McEntyre, Johanna R

2013-01-01

Molecular biology and literature databases represent essential infrastructure for life science research. Effective integration of these data resources requires that there are structured cross-references at the level of individual articles and biological records. Here, we describe the current patterns of how database entries are cited in research articles, based on analysis of the full text Open Access articles available from Europe PMC. Focusing on citation of entries in the European Nucleotide Archive (ENA), UniProt and Protein Data Bank, Europe (PDBe), we demonstrate that text mining doubles the number of structured annotations of database record citations supplied in journal articles by publishers. Many thousands of new literature-database relationships are found by text mining, since these relationships are also not present in the set of articles cited by database records. We recommend that structured annotation of database records in articles is extended to other databases, such as ArrayExpress and Pfam, entries from which are also cited widely in the literature. The very high precision and high-throughput of this text-mining pipeline makes this activity possible both accurately and at low cost, which will allow the development of new integrated data services.

Database Citation in Full Text Biomedical Articles

PubMed Central

Kafkas, Şenay; Kim, Jee-Hyub; McEntyre, Johanna R.

2013-01-01

Molecular biology and literature databases represent essential infrastructure for life science research. Effective integration of these data resources requires that there are structured cross-references at the level of individual articles and biological records. Here, we describe the current patterns of how database entries are cited in research articles, based on analysis of the full text Open Access articles available from Europe PMC. Focusing on citation of entries in the European Nucleotide Archive (ENA), UniProt and Protein Data Bank, Europe (PDBe), we demonstrate that text mining doubles the number of structured annotations of database record citations supplied in journal articles by publishers. Many thousands of new literature-database relationships are found by text mining, since these relationships are also not present in the set of articles cited by database records. We recommend that structured annotation of database records in articles is extended to other databases, such as ArrayExpress and Pfam, entries from which are also cited widely in the literature. The very high precision and high-throughput of this text-mining pipeline makes this activity possible both accurately and at low cost, which will allow the development of new integrated data services. PMID:23734176

Examining the Effects of Text Genre and Structure on Fourth-and Fifth-Grade Students' High-Level Comprehension as Evidenced in Small-Group Discussions

ERIC Educational Resources Information Center

Li, Mengyi; Murphy, P. Karen; Firetto, Carla M.

2014-01-01

Although there is a rich literature on the role of text genre and structure on students' literal comprehension, more research is needed regarding the role of these text features on students' high-level comprehension as evidenced in their small-group discussions. As such, the present study examined the effects of text genre (i.e., narrative and…

Development of a full-text information retrieval system

DOE Office of Scientific and Technical Information (OSTI.GOV)

Keizo Oyama; AKira Miyazawa, Atsuhiro Takasu; Kouji Shibano

The authors have executed a project to realize a full-text information retrieval system. The system is designed to deal with a document database comprising full text of a large number of documents such as academic papers. The document structures are utilized in searching and extracting appropriate information. The concept of structure handling and the configuration of the system are described in this paper.

Learning the Cell Structures with Three-Dimensional Models: Students' Achievement by Methods, Type of School and Questions' Cognitive Level

NASA Astrophysics Data System (ADS)

Lazarowitz, Reuven; Naim, Raphael

2013-08-01

The cell topic was taught to 9th-grade students in three modes of instruction: (a) students "hands-on," who constructed three-dimensional cell organelles and macromolecules during the learning process; (b) teacher demonstration of the three-dimensional model of the cell structures; and (c) teaching the cell topic with the regular learning material in an expository mode (which use one- or two-dimensional cell structures as are presented in charts, textbooks and microscopic slides). The sample included 669, 9th-grade students from 25 classes who were taught by 22 Biology teachers. Students were randomly assigned to the three modes of instruction, and two tests in content knowledge in Biology were used. Data were treated with multiple analyses of variance. The results indicate that entry behavior in Biology was equal for all the study groups and types of schools. The "hands-on" learning group who build three-dimensional models through the learning process achieved significantly higher on academic achievements and on the high and low cognitive questions' levels than the other two groups. The study indicates the advantages students may have being actively engaged in the learning process through the "hands-on" mode of instruction/learning.

Examining the impact of the Guided Constructivist teaching method on students' misconceptions about concepts of Newtonian physics

NASA Astrophysics Data System (ADS)

Ibrahim, Hyatt Abdelhaleem

The effect of Guided Constructivism (Interactivity-Based Learning Environment) and Traditional Expository instructional methods on students' misconceptions about concepts of Newtonian Physics was investigated. Four groups of 79 of University of Central Florida students enrolled in Physics 2048 participated in the study. A quasi-experimental design of nonrandomized, nonequivalent control and experimental groups was employed. The experimental group was exposed to the Guided Constructivist teaching method, while the control group was taught using the Traditional Expository teaching approach. The data collection instruments included the Force Concept Inventory Test (FCI), the Mechanics Baseline Test (MBT), and the Maryland Physics Expectation Survey (MPEX). The Guided Constructivist group had significantly higher means than the Traditional Expository group on the criterion variables of: (1) conceptions of Newtonian Physics, (2) achievement in Newtonian Physics, and (3) beliefs about the content of Physics knowledge, beliefs about the role of Mathematics in learning Physics, and overall beliefs about learning/teaching/appropriate roles of learners and teachers/nature of Physics. Further, significant relationships were found between (1) achievement, conceptual structures, beliefs about the content of Physics knowledge, and beliefs about the role of Mathematics in learning Physics; (2) changes in misconceptions about the physical phenomena, and changes in beliefs about the content of Physics knowledge. No statistically significant difference was found between the two teaching methods on achievement of males and females. These findings suggest that differences in conceptual learning due to the nature of the teaching method used exist. Furthermore, greater conceptual learning is fostered when teachers use interactivity-based teaching strategies to train students to link everyday experience in the real physical world to formal school concepts. The moderate effect size and

On Some Conjuncts Signalling Dissonance in Written Expository English.

ERIC Educational Resources Information Center

Autonomous Metropolitan Univ., Mexico City (Mexico).

Traditional studies of contrastive connectives (for example "yet,""in contrast,""however,""nevertheless," and "on the other hand") emphasized the logical relationship expressed by these connectives as they connect two sections of text. In harmony with this approach, constrastive connectives are…

The Interaction of Knowledge and Text Structure on the Ability to Identify Main Ideas in Texts. Content Knowledge and Reading Comprehension.

ERIC Educational Resources Information Center

Day, Jeanne D.; Engelhardt, Jean

Two studies examined how the factors of content-relevant knowledge and text organization influence students' abilities to study and to remember text information. The first experiment examined the effect of prior content knowledge on students' ability to identify important information in the text. Forty 7th- and forty 11th-grade students, experts…

BioTextQuest: a web-based biomedical text mining suite for concept discovery.

PubMed

Papanikolaou, Nikolas; Pafilis, Evangelos; Nikolaou, Stavros; Ouzounis, Christos A; Iliopoulos, Ioannis; Promponas, Vasilis J

2011-12-01

BioTextQuest combines automated discovery of significant terms in article clusters with structured knowledge annotation, via Named Entity Recognition services, offering interactive user-friendly visualization. A tag-cloud-based illustration of terms labeling each document cluster are semantically annotated according to the biological entity, and a list of document titles enable users to simultaneously compare terms and documents of each cluster, facilitating concept association and hypothesis generation. BioTextQuest allows customization of analysis parameters, e.g. clustering/stemming algorithms, exclusion of documents/significant terms, to better match the biological question addressed. http://biotextquest.biol.ucy.ac.cy vprobon@ucy.ac.cy; iliopj@med.uoc.gr Supplementary data are available at Bioinformatics online.

Mapping Processing Strategies in Learning from Expository Text: An Exploratory Eye Tracking Study Followed by a Cued Recall

ERIC Educational Resources Information Center

Catrysse, Leen; Gijbels, David; Donche, Vincent; De Maeyer, Sven; Van den Bossche, Piet; Gommers, Luci

2016-01-01

This study starts from the observation that current empirical research on students' processing strategies in higher education has mainly focused on the use of self-report instruments to measure students' general preferences towards processing strategies. In contrast, there is a rather limited use of more direct and online observation techniques to…

The Relative Ease of Writing Narrative Text.

ERIC Educational Resources Information Center

Kellogg, Ronald T.; And Others

A study investigated whether the narrative writing task is more compatible with the structure of conscious thought than are other writing tasks. If so, composing a narrative text should demand less cognitive effort, occur more fluently, and yield a more coherent document than composing persuasive or descriptive texts. Sixteen college students were…

The Effects of Two Summarization Strategies Using Expository Text on the Reading Comprehension and Summary Writing of Fourth-and Fifth-Grade Students in an Urban, Title 1 School

ERIC Educational Resources Information Center

Braxton, Diane M.

2009-01-01

Using a quasi-experimental pretest/post test design, this study examined the effects of two summarization strategies on the reading comprehension and summary writing of fourth- and fifth- grade students in an urban, Title 1 school. The Strategies, "G"enerating "I"nteractions between "S"chemata and "T"ext (GIST) and Rule-based, were taught using…

How are learning strategies reflected in the eyes? Combining results from self-reports and eye-tracking.

PubMed

Catrysse, Leen; Gijbels, David; Donche, Vincent; De Maeyer, Sven; Lesterhuis, Marije; Van den Bossche, Piet

2018-03-01

Up until now, empirical studies in the Student Approaches to Learning field have mainly been focused on the use of self-report instruments, such as interviews and questionnaires, to uncover differences in students' general preferences towards learning strategies, but have focused less on the use of task-specific and online measures. This study aimed at extending current research on students' learning strategies by combining general and task-specific measurements of students' learning strategies using both offline and online measures. We want to clarify how students process learning contents and to what extent this is related to their self-report of learning strategies. Twenty students with different generic learning profiles (according to self-report questionnaires) read an expository text, while their eye movements were registered to answer questions on the content afterwards. Eye-tracking data were analysed with generalized linear mixed-effects models. The results indicate that students with an all-high profile, combining both deep and surface learning strategies, spend more time on rereading the text than students with an all-low profile, scoring low on both learning strategies. This study showed that we can use eye-tracking to distinguish very strategic students, characterized using cognitive processing and regulation strategies, from low strategic students, characterized by a lack of cognitive and regulation strategies. These students processed the expository text according to how they self-reported. © 2017 The British Psychological Society.

Directed Activities Related to Text: Text Analysis and Text Reconstruction.

ERIC Educational Resources Information Center

Davies, Florence; Greene, Terry

This paper describes Directed Activities Related to Text (DART), procedures that were developed and are used in the Reading for Learning Project at the University of Nottingham (England) to enhance learning from texts and that fall into two broad categories: (1) text analysis procedures, which require students to engage in some form of analysis of…

Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade

PubMed Central

Connor, Carol McDonald; Phillips, Beth M.; Kaschak, Michael; Apel, Kenn; Kim, Young-Suk; Al Otaiba, Stephanie; Crowe, Elizabeth C.; Thomas-Tate, Shurita; Johnson, Lakeisha Cooper; Lonigan, Christopher J.

2015-01-01

This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective processes, with interacting and reciprocal effects. Specifically, we present component interventions targeting cognitive, linguistic, and text-specific processes, including morphological awareness, syntax, mental-state verbs, comprehension monitoring, narrative and expository text structure, enacted comprehension, academic knowledge, and reading to learn from informational text. Our aim was to develop a tool set composed of intensive meaningful individualized small group interventions. We improved feasibility in regular classrooms through the use of design-based iterative research methods including careful lesson planning, targeted scripting, pre- and postintervention proximal assessments, and technology. In addition to the overall framework, we discuss seven of the component interventions and general results of design and efficacy studies. PMID:26500420

Is comprehension of problem solutions resistant to misleading heuristic cues?

PubMed

Ackerman, Rakefet; Leiser, David; Shpigelman, Maya

2013-05-01

Previous studies in the domain of metacomprehension judgments have primarily used expository texts. When these texts include illustrations, even uninformative ones, people were found to judge that they understand their content better. The present study aimed to delineate the metacognitive processes involved in understanding problem solutions - a text type often perceived as allowing reliable judgments regarding understanding, and was not previously considered from a metacognitive perspective. Undergraduate students faced difficult problems. They then studied solution explanations with or without uninformative illustrations and provided judgments of comprehension (JCOMPs). Learning was assessed by application to near-transfer problems in an open-book test format. As expected, JCOMPs were polarized - they tended to reflect good or poor understanding. Yet, JCOMPs were higher for the illustrated solutions and even high certainty did not ensure resistance to this effect. Moreover, success in the transfer problems was lower in the presence of illustrations, demonstrating a bias stronger than that found with expository texts. Previous studies have suggested that weak learners are especially prone to being misled by superficial cues. In the present study, matching the difficulty of the task to the ability of the target population revealed that even highly able participants were not immune to misleading cues. The study extends previous findings regarding potential detrimental effects of illustrations and highlights aspects of the metacomprehension process that have not been considered before. Copyright © 2013 Elsevier B.V. All rights reserved.

Interactive-predictive detection of handwritten text blocks

NASA Astrophysics Data System (ADS)

Ramos Terrades, O.; Serrano, N.; Gordó, A.; Valveny, E.; Juan, A.

2010-01-01

A method for text block detection is introduced for old handwritten documents. The proposed method takes advantage of sequential book structure, taking into account layout information from pages previously transcribed. This glance at the past is used to predict the position of text blocks in the current page with the help of conventional layout analysis methods. The method is integrated into the GIDOC prototype: a first attempt to provide integrated support for interactive-predictive page layout analysis, text line detection and handwritten text transcription. Results are given in a transcription task on a 764-page Spanish manuscript from 1891.

Learn Japanese--Elementary School Text, Volume III.

ERIC Educational Resources Information Center

Sato, Yaeko; And Others

This volume is the teacher's text for the first semester program on level two (fourth grade). See AL 001 718 for Volume I and ED 019 666 for Volume II. Text materials for the second level continue to introduce new structures systematically, according to the pupils' interest, ability, and rate of learning. Dialogs for level two, Volumes III and IV,…

Representing nested semantic information in a linear string of text using XML.

PubMed

Krauthammer, Michael; Johnson, Stephen B; Hripcsak, George; Campbell, David A; Friedman, Carol

2002-01-01

XML has been widely adopted as an important data interchange language. The structure of XML enables sharing of data elements with variable degrees of nesting as long as the elements are grouped in a strict tree-like fashion. This requirement potentially restricts the usefulness of XML for marking up written text, which often includes features that do not properly nest within other features. We encountered this problem while marking up medical text with structured semantic information from a Natural Language Processor. Traditional approaches to this problem separate the structured information from the actual text mark up. This paper introduces an alternative solution, which tightly integrates the semantic structure with the text. The resulting XML markup preserves the linearity of the medical texts and can therefore be easily expanded with additional types of information.

Representing nested semantic information in a linear string of text using XML.

PubMed Central

Krauthammer, Michael; Johnson, Stephen B.; Hripcsak, George; Campbell, David A.; Friedman, Carol

2002-01-01

XML has been widely adopted as an important data interchange language. The structure of XML enables sharing of data elements with variable degrees of nesting as long as the elements are grouped in a strict tree-like fashion. This requirement potentially restricts the usefulness of XML for marking up written text, which often includes features that do not properly nest within other features. We encountered this problem while marking up medical text with structured semantic information from a Natural Language Processor. Traditional approaches to this problem separate the structured information from the actual text mark up. This paper introduces an alternative solution, which tightly integrates the semantic structure with the text. The resulting XML markup preserves the linearity of the medical texts and can therefore be easily expanded with additional types of information. PMID:12463856

Generating Topic Headings during Reading of Screen-Based Text Facilitates Learning of Structural Knowledge and Impairs Learning of Lower-Level Knowledge

ERIC Educational Resources Information Center

Clariana, Roy B.; Marker, Anthony W.

2007-01-01

This investigation considers the effects of learner-generated headings on memory. Participants (N = 63) completed a computer-based lesson with or without learner-generated text topic headings. Posttests included a cued recall test of factual knowledge and a sorting task measure of structural knowledge. A significant disordinal interaction was…

A Text Knowledge Base from the AI Handbook.

ERIC Educational Resources Information Center

Simmons, Robert F.

1987-01-01

Describes a prototype natural language text knowledge system (TKS) that was used to organize 50 pages of a handbook on artificial intelligence as an inferential knowledge base with natural language query and command capabilities. Representation of text, database navigation, query systems, discourse structuring, and future research needs are…

Investigating the Relationships among Metacognitive Strategy Training, Willingness to Read English Medical Texts, and Reading Comprehension Ability Using Structural Equation Modeling

ERIC Educational Resources Information Center

Hassanpour, Masoumeh; Ghonsooly, Behzad; Nooghabi, Mehdi Jabbari; Shafiee, Mohammad Naser

2017-01-01

This quasi-experimental study examined the relationship between students' metacognitive awareness and willingness to read English medical texts. So, a model was proposed and tested using structural equation modeling (SEM) with R software. Participants included 98 medical students of two classes. One class was assigned as the control group and the…

Tagline: Information Extraction for Semi-Structured Text Elements in Medical Progress Notes

ERIC Educational Resources Information Center

Finch, Dezon Kile

2012-01-01

Text analysis has become an important research activity in the Department of Veterans Affairs (VA). Statistical text mining and natural language processing have been shown to be very effective for extracting useful information from medical documents. However, neither of these techniques is effective at extracting the information stored in…

The Schooling of Texts in the Pedagogy Courses

ERIC Educational Resources Information Center

da Silva, Elizabeth Maria; Castanheira, Maria Lúcia

2016-01-01

This article examines how literate actions of reading texts in academic contexts are characterized in semi-structured interviews with first-year and senior students at a Brazilian federal university. Adopting a social perspective of literacy and an ethnographic perspective, the analysis reveals that the literate action of reading texts is…

Signaling in Text and Its Interaction with Reader Strategies.

ERIC Educational Resources Information Center

Meyer, Bonnie J. F.

Research has identified three reading strategies that are affected in various ways by signaling--the emphasis of superordinate relationships in text. Using a structure strategy, readers follow the text's superordinate relations to focus on the text's message and how it relates to supportive details. Readers who use the detail/list strategy focus…

Repeated readings and science: Fluency with expository passages

NASA Astrophysics Data System (ADS)

Kostewicz, Douglas E.

The current study investigated the effects of repeated readings to a fluency criterion (RRFC) for seven students with disabilities using science text. The study employed a single subject design, specifically, two multiple probe multiple baselines across subjects, to evaluate the effects of the RRFC intervention. Results indicated that students met criterion (200 or more correct words per minute with 2 or fewer errors) on four consecutive passages. A majority of students displayed accelerations to correct words per minute and decelerations to incorrect words per minute on successive initial, intervention readings suggesting reading transfer. Students' reading scores during posttest and maintenance out performed pre-test and baseline readings provided additional measures of reading transfer. For a relationship to comprehension, students scored higher on oral retell measures after meeting criterion as compared to initial readings. Overall, the research findings suggested that the RRFC intervention improves science reading fluency for students with disabilities, and may also indirectly benefit comprehension.

Effects of planning strategies on writing dynamics and final texts.

PubMed

Limpo, Teresa; Alves, Rui A

2018-06-12

Expert writing involves the interaction among three cognitively demanding processes: planning, translating, and revising. To manage the cognitive load brought on by these processes, writers frequently use strategies. Here, we examined the effects of planning strategies on writing dynamics and final texts. Before writing an argumentative text with the triple-task technique, 63 undergraduates were asked either to elaborate an outline with the argumentative structure embedded (structure-based planning condition), to provide a written list of ideas for the text (list-based planning condition), or to do a non-writing-related filler task (no planning condition). Planning showed no effects on the length of the pre-writing pause and cognitive effort, but influenced writing processes occurrences. Compared to participants in the no-planning condition, those in the planning conditions showed a later activation of revising. Moreover, participants in the structure-based condition were mainly focused on translating in the beginning and middle of composition, whereas their peers tended to distribute their attention among all processes. Planning ahead of writing also resulted in texts with longer words, produced at a higher rate. Only the structure-based planning strategy led to an increase in the number of argumentation elements as well as in essays' persuasiveness and overall quality. There was, however, no indication that these improvements in final texts were associated with changes in the dynamics of writing. Overall, the use of structure-based plans seems to be an effective and efficient way of improving undergraduates' argumentative writing. Copyright © 2018 Elsevier B.V. All rights reserved.

Helping Students Bridge Inferences in Science Texts Using Graphic Organizers

ERIC Educational Resources Information Center

Roman, Diego; Jones, Francesca; Basaraba, Deni; Hironaka, Stephanie

2016-01-01

The difficulties that students face when reading science texts go beyond understanding vocabulary and syntactic structures. Comprehension of science texts requires students to infer how these texts function as a unit to communicate scientific meaning. To help students in this process, science texts sometimes employ logical connectives (e.g.,…

Mining Quality Phrases from Massive Text Corpora

PubMed Central

Liu, Jialu; Shang, Jingbo; Wang, Chi; Ren, Xiang; Han, Jiawei

2015-01-01

Text data are ubiquitous and play an essential role in big data applications. However, text data are mostly unstructured. Transforming unstructured text into structured units (e.g., semantically meaningful phrases) will substantially reduce semantic ambiguity and enhance the power and efficiency at manipulating such data using database technology. Thus mining quality phrases is a critical research problem in the field of databases. In this paper, we propose a new framework that extracts quality phrases from text corpora integrated with phrasal segmentation. The framework requires only limited training but the quality of phrases so generated is close to human judgment. Moreover, the method is scalable: both computation time and required space grow linearly as corpus size increases. Our experiments on large text corpora demonstrate the quality and efficiency of the new method. PMID:26705375

Text line extraction in free style document

NASA Astrophysics Data System (ADS)

Shen, Xiaolu; Liu, Changsong; Ding, Xiaoqing; Zou, Yanming

2009-01-01

This paper addresses to text line extraction in free style document, such as business card, envelope, poster, etc. In free style document, global property such as character size, line direction can hardly be concluded, which reveals a grave limitation in traditional layout analysis. 'Line' is the most prominent and the highest structure in our bottom-up method. First, we apply a novel intensity function found on gradient information to locate text areas where gradient within a window have large magnitude and various directions, and split such areas into text pieces. We build a probability model of lines consist of text pieces via statistics on training data. For an input image, we group text pieces to lines using a simulated annealing algorithm with cost function based on the probability model.

Schema Theory and Signaling: Implications for Text Design.

ERIC Educational Resources Information Center

Rodriguez, Stephen R.

This discussion of the implications of schema theory and signaling theory for the design of both paper- and computer-based text describes the macro and micro levels of text structure and their interaction, provides a definition of signaling, and identifies four types of signals: (1) pointer words informing the reader of the author's perspective on…

Structures and optical properties of \\text{H}_{2}^{+} -implanted GaN epi-layers

NASA Astrophysics Data System (ADS)

Li, B. S.; Wang, Z. G.

2015-06-01

The implantation damage build-up and optical properties of GaN epitaxial films under \\text{H}2+ ion implantation have been investigated by a combination of Rutherford backscattering in channeling geometry, Raman spectroscopy, UV-visible spectroscopy and transmission electron microscopy. GaN epitaxial films were implanted with 134 keV \\text{H}2+ ions to doses ranging from 3.75   ×   1016 to 1.75   ×   1017 \\text{H}2+  cm-2 at room temperature or the same dose of 1.5   ×   1017 \\text{H}2+  cm-2 at room temperature, 573 and 723 K. The dependence of lattice disorder induced by \\text{H}2+ -implantation on the ion dose can be divided into a three-step damage process. A strong influence of the H concentration on the defect accumulation is discussed. The decrease in relative Ga disorder induced by \\text{H}2+ -implantation is linear with increasing implantation temperature. The absorption coefficient of GaN epitaxial films increases with increasing ion dose, leading to the decrease in Raman scattering spectra of Ga-N vibration. With increasing implantation doses up to 5   ×   1016 \\text{H}2+  cm-2, nanoscale hydrogen bubbles are observed in the H deposition peak region. Interstitial-type dislocation loops are observed in the damaged layer located near the damage peak region, and the geometry of the dislocation loops produced by H implantation is analyzed. The surface layer is almost free of lattice disorder induced by \\text{H}2+ -implantation.

Anonymizing and Sharing Medical Text Records

PubMed Central

Li, Xiao-Bai; Qin, Jialun

2017-01-01

Health information technology has increased accessibility of health and medical data and benefited medical research and healthcare management. However, there are rising concerns about patient privacy in sharing medical and healthcare data. A large amount of these data are in free text form. Existing techniques for privacy-preserving data sharing deal largely with structured data. Current privacy approaches for medical text data focus on detection and removal of patient identifiers from the data, which may be inadequate for protecting privacy or preserving data quality. We propose a new systematic approach to extract, cluster, and anonymize medical text records. Our approach integrates methods developed in both data privacy and health informatics fields. The key novel elements of our approach include a recursive partitioning method to cluster medical text records based on the similarity of the health and medical information and a value-enumeration method to anonymize potentially identifying information in the text data. An experimental study is conducted using real-world medical documents. The results of the experiments demonstrate the effectiveness of the proposed approach. PMID:29569650

Structured prediction models for RNN based sequence labeling in clinical text.

PubMed

Jagannatha, Abhyuday N; Yu, Hong

2016-11-01

Sequence labeling is a widely used method for named entity recognition and information extraction from unstructured natural language data. In clinical domain one major application of sequence labeling involves extraction of medical entities such as medication, indication, and side-effects from Electronic Health Record narratives. Sequence labeling in this domain, presents its own set of challenges and objectives. In this work we experimented with various CRF based structured learning models with Recurrent Neural Networks. We extend the previously studied LSTM-CRF models with explicit modeling of pairwise potentials. We also propose an approximate version of skip-chain CRF inference with RNN potentials. We use these methodologies for structured prediction in order to improve the exact phrase detection of various medical entities.

Structured prediction models for RNN based sequence labeling in clinical text

PubMed Central

Jagannatha, Abhyuday N; Yu, Hong

2016-01-01

Sequence labeling is a widely used method for named entity recognition and information extraction from unstructured natural language data. In clinical domain one major application of sequence labeling involves extraction of medical entities such as medication, indication, and side-effects from Electronic Health Record narratives. Sequence labeling in this domain, presents its own set of challenges and objectives. In this work we experimented with various CRF based structured learning models with Recurrent Neural Networks. We extend the previously studied LSTM-CRF models with explicit modeling of pairwise potentials. We also propose an approximate version of skip-chain CRF inference with RNN potentials. We use these methodologies1 for structured prediction in order to improve the exact phrase detection of various medical entities. PMID:28004040

Improving students’ understanding of mathematical concept using maple

NASA Astrophysics Data System (ADS)

Ningsih, Y. L.; Paradesa, R.

2018-01-01

This study aimed to improve students’ understanding of mathematical concept ability through implementation of using Maple in learning and expository learning. This study used a quasi-experimental research with pretest-posttest control group design. The sample on this study was 61 students in the second semester of Mathematics Education of Universitas PGRI Palembang, South Sumatera in academic year 2016/2017. The sample was divided into two classes, one class as the experiment class who using Maple in learning and the other class as a control class who received expository learning. Data were collective through the test of mathematical initial ability and mathematical concept understanding ability. Data were analyzed by t-test and two ways ANOVA. The results of this study showed (1) the improvement of students’ mathematical concept understanding ability who using Maple in learning is better than those who using expository learning; (2) there is no interaction between learning model and students’ mathematical initial ability toward the improvement of students’ understanding of mathematical concept ability.

Transformational Play as a Curricular Scaffold: Using Videogames to Support Science Education

NASA Astrophysics Data System (ADS)

Barab, Sasha A.; Scott, Brianna; Siyahhan, Sinem; Goldstone, Robert; Ingram-Goble, Adam; Zuiker, Steven J.; Warren, Scott

2009-08-01

Drawing on game-design principles and an underlying situated theoretical perspective, we developed and researched a 3D game-based curriculum designed to teach water quality concepts. We compared undergraduate student dyads assigned randomly to four different instructional design conditions where the content had increasingly level of contextualization: (a) expository textbook condition, (b) simplistic framing condition, (c) immersive world condition, and (d) a single-user immersive world condition. Results indicated that the immersive-world dyad and immersive-world single user conditions performed significantly better than the electronic textbook group on standardized items. The immersive-world dyad condition also performed significantly better than either the expository textbook or the descriptive framing condition on a performance-based transfer task, and performed significantly better than the expository textbook condition on standardized test items. Implications for science education, and consistent with the goals of this special issue, are that immersive game-based learning environments provide a powerful new form of curriculum for teaching and learning science.

Measurement of prompt and nonprompt [Formula: see text] production in [Formula: see text] and [Formula: see text] collisions at [Formula: see text].

PubMed

Sirunyan, A M; Tumasyan, A; Adam, W; Asilar, E; Bergauer, T; Brandstetter, J; Brondolin, E; Dragicevic, M; Erö, J; Flechl, M; Friedl, M; Frühwirth, R; Ghete, V M; Hartl, C; Hörmann, N; Hrubec, J; Jeitler, M; König, A; Krätschmer, I; Liko, D; Matsushita, T; Mikulec, I; Rabady, D; Rad, N; Rahbaran, B; Rohringer, H; Schieck, J; Strauss, J; Waltenberger, W; Wulz, C-E; Dvornikov, O; Makarenko, V; Mossolov, V; Suarez Gonzalez, J; Zykunov, V; Shumeiko, N; Alderweireldt, S; De Wolf, E A; Janssen, X; Lauwers, J; Van De Klundert, M; Van Haevermaet, H; Van Mechelen, P; Van Remortel, N; Van Spilbeeck, A; Abu Zeid, S; Blekman, F; D'Hondt, J; Daci, N; De Bruyn, I; Deroover, K; Lowette, S; Moortgat, S; Moreels, L; Olbrechts, A; Python, Q; Skovpen, K; Tavernier, S; Van Doninck, W; Van Mulders, P; Van Parijs, I; Brun, H; Clerbaux, B; De Lentdecker, G; Delannoy, H; Fasanella, G; Favart, L; Goldouzian, R; Grebenyuk, A; Karapostoli, G; Lenzi, T; Léonard, A; Luetic, J; Maerschalk, T; Marinov, A; Randle-Conde, A; Seva, T; Vander Velde, C; Vanlaer, P; Vannerom, D; Yonamine, R; Zenoni, F; Zhang, F; Cimmino, A; Cornelis, T; Dobur, D; Fagot, A; Gul, M; Khvastunov, I; Poyraz, D; Salva, S; Schöfbeck, R; Tytgat, M; Van Driessche, W; Yazgan, E; Zaganidis, N; Bakhshiansohi, H; Beluffi, C; Bondu, O; Brochet, S; Bruno, G; Caudron, A; De Visscher, S; Delaere, C; Delcourt, M; Francois, B; Giammanco, A; Jafari, A; Komm, M; Krintiras, G; Lemaitre, V; Magitteri, A; Mertens, A; Musich, M; Piotrzkowski, K; Quertenmont, L; Selvaggi, M; Vidal Marono, M; Wertz, S; Beliy, N; Aldá Júnior, W L; Alves, F L; Alves, G A; Brito, L; Hensel, C; Moraes, A; Pol, M E; Rebello Teles, P; Belchior Batista Das Chagas, E; Carvalho, W; Chinellato, J; Custódio, A; Da Costa, E M; Da Silveira, G G; De Jesus Damiao, D; De Oliveira Martins, C; Fonseca De Souza, S; Huertas Guativa, L M; Malbouisson, H; Matos Figueiredo, D; Mora Herrera, C; Mundim, L; Nogima, H; Prado Da Silva, W L; Santoro, A; Sznajder, A; Tonelli Manganote, E J; Torres Da Silva De Araujo, F; 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Garcia-Ferrero, J; Gomez, G; Lopez Virto, A; Marco, J; Martinez Rivero, C; Matorras, F; Piedra Gomez, J; Rodrigo, T; Ruiz-Jimeno, A; Scodellaro, L; Trevisani, N; Vila, I; Vilar Cortabitarte, R; Abbaneo, D; Auffray, E; Auzinger, G; Baillon, P; Ball, A H; Barney, D; Bloch, P; Bocci, A; Botta, C; Camporesi, T; Castello, R; Cepeda, M; Cerminara, G; Chen, Y; d'Enterria, D; Dabrowski, A; Daponte, V; David, A; De Gruttola, M; De Roeck, A; Di Marco, E; Dobson, M; Dorney, B; du Pree, T; Duggan, D; Dünser, M; Dupont, N; Elliott-Peisert, A; Everaerts, P; Fartoukh, S; Franzoni, G; Fulcher, J; Funk, W; Gigi, D; Gill, K; Girone, M; Glege, F; Gulhan, D; Gundacker, S; Guthoff, M; Harris, P; Hegeman, J; Innocente, V; Janot, P; Kieseler, J; Kirschenmann, H; Knünz, V; Kornmayer, A; Kortelainen, M J; Kousouris, K; Krammer, M; Lange, C; Lecoq, P; Lourenço, C; Lucchini, M T; Malgeri, L; Mannelli, M; Martelli, A; Meijers, F; Merlin, J A; Mersi, S; Meschi, E; Milenovic, P; Moortgat, F; Morovic, S; Mulders, M; Neugebauer, H; Orfanelli, S; Orsini, L; Pape, L; Perez, E; Peruzzi, M; Petrilli, A; Petrucciani, G; Pfeiffer, A; Pierini, M; Racz, A; Reis, T; Rolandi, G; Rovere, M; Sakulin, H; Sauvan, J B; Schäfer, C; Schwick, C; Seidel, M; Sharma, A; Silva, P; Sphicas, P; Steggemann, J; Stoye, M; Takahashi, Y; Tosi, M; Treille, D; Triossi, A; Tsirou, A; Veckalns, V; Veres, G I; Verweij, M; Wardle, N; Wöhri, H K; Zagozdzinska, A; Zeuner, W D; Bertl, W; Deiters, K; Erdmann, W; Horisberger, R; Ingram, Q; Kaestli, H C; Kotlinski, D; Langenegger, U; Rohe, T; Wiederkehr, S A; Bachmair, F; Bäni, L; Bianchini, L; Casal, B; Dissertori, G; Dittmar, M; Donegà, M; Grab, C; Heidegger, C; Hits, D; Hoss, J; Kasieczka, G; Lustermann, W; Mangano, B; Marionneau, M; Martinez Ruiz Del Arbol, P; Masciovecchio, M; Meinhard, M T; Meister, D; Micheli, F; Musella, P; Nessi-Tedaldi, F; Pandolfi, F; Pata, J; Pauss, F; Perrin, G; Perrozzi, L; Quittnat, M; Rossini, M; Schönenberger, M; Starodumov, A; Tavolaro, V R; Theofilatos, K; Wallny, R; Aarrestad, T K; Amsler, C; Caminada, L; Canelli, M F; De Cosa, A; Galloni, C; Hinzmann, A; Hreus, T; Kilminster, B; Ngadiuba, J; Pinna, D; Rauco, G; Robmann, P; Salerno, D; Seitz, C; Yang, Y; Zucchetta, A; Candelise, V; Doan, T H; Jain, Sh; Khurana, R; Konyushikhin, M; Kuo, C M; Lin, W; Pozdnyakov, A; Yu, S S; Kumar, Arun; Chang, P; Chang, Y H; Chao, Y; Chen, K F; Chen, P H; Fiori, F; Hou, W-S; Hsiung, Y; Liu, Y F; Lu, R-S; Miñano Moya, M; Paganis, E; Psallidas, A; Tsai, J F; Asavapibhop, B; Singh, G; Srimanobhas, N; Suwonjandee, N; Adiguzel, A; Cerci, S; Damarseckin, S; Demiroglu, Z S; Dozen, C; Dumanoglu, I; Girgis, S; Gokbulut, G; Guler, Y; Hos, I; Kangal, E E; Kara, O; Kayis Topaksu, A; Kiminsu, U; Oglakci, M; Onengut, G; Ozdemir, K; Sunar Cerci, D; Topakli, H; Turkcapar, S; Zorbakir, I S; Zorbilmez, C; Bilin, B; Bilmis, S; Isildak, B; Karapinar, G; Yalvac, M; Zeyrek, M; Gülmez, E; Kaya, M; Kaya, O; Yetkin, E A; Yetkin, T; Cakir, A; Cankocak, K; Sen, S; Grynyov, B; Levchuk, L; Sorokin, P; Aggleton, R; Ball, F; Beck, L; Brooke, J J; Burns, D; Clement, E; Cussans, D; Flacher, H; Goldstein, J; Grimes, M; Heath, G P; Heath, H F; Jacob, J; Kreczko, L; Lucas, C; Newbold, D M; Paramesvaran, S; Poll, A; Sakuma, T; Seif El Nasr-Storey, S; Smith, D; Smith, V J; Belyaev, A; Brew, C; Brown, R M; Calligaris, L; Cieri, D; Cockerill, D J A; Coughlan, J A; Harder, K; Harper, S; Olaiya, E; Petyt, D; Shepherd-Themistocleous, C H; Thea, A; Tomalin, I R; Williams, T; Baber, M; Bainbridge, R; Buchmuller, O; Bundock, A; Burton, D; Casasso, S; Citron, M; Colling, D; Corpe, L; Dauncey, P; Davies, G; De Wit, A; Della Negra, M; Di Maria, R; Dunne, P; Elwood, A; Futyan, D; Haddad, Y; Hall, G; Iles, G; James, T; Lane, R; Laner, C; Lucas, R; Lyons, L; Magnan, A-M; Malik, S; Mastrolorenzo, L; Nash, J; Nikitenko, A; Pela, J; Penning, B; Pesaresi, M; Raymond, D M; Richards, A; Rose, A; Scott, E; Seez, C; Summers, S; Tapper, A; Uchida, K; Vazquez Acosta, M; Virdee, T; Wright, J; Zenz, S C; Cole, J E; Hobson, P R; Khan, A; Kyberd, P; Reid, I D; Symonds, P; Teodorescu, L; Turner, M; Borzou, A; Call, K; Dittmann, J; Hatakeyama, K; Liu, H; Pastika, N; Bartek, R; Dominguez, A; Buccilli, A; Cooper, S I; Henderson, C; Rumerio, P; West, C; Arcaro, D; Avetisyan, A; Bose, T; Gastler, D; Rankin, D; Richardson, C; Rohlf, J; Sulak, L; Zou, D; Benelli, G; Cutts, D; Garabedian, A; Hakala, J; Heintz, U; Hogan, J M; Jesus, O; Kwok, K H M; Laird, E; Landsberg, G; Mao, Z; Narain, M; Piperov, S; Sagir, S; Spencer, E; Syarif, R; Breedon, R; Burns, D; Calderon De La Barca Sanchez, M; Chauhan, S; Chertok, M; Conway, J; Conway, R; Cox, P T; Erbacher, R; Flores, C; Funk, G; Gardner, M; Ko, W; Lander, R; Mclean, C; Mulhearn, M; Pellett, D; Pilot, J; Shalhout, S; Shi, M; Smith, J; Squires, M; Stolp, D; Tos, K; Tripathi, M; Bachtis, M; Bravo, C; Cousins, R; Dasgupta, A; Florent, A; Hauser, J; Ignatenko, M; Mccoll, N; Saltzberg, D; Schnaible, C; Valuev, V; Weber, M; Bouvier, E; Burt, K; Clare, R; Ellison, J; Gary, J W; Ghiasi Shirazi, S M A; Hanson, G; Heilman, J; Jandir, P; Kennedy, E; Lacroix, F; Long, O R; Olmedo Negrete, M; Paneva, M I; Shrinivas, A; Si, W; Wei, H; Wimpenny, S; Yates, B R; Branson, J G; Cerati, G B; Cittolin, S; Derdzinski, M; Gerosa, R; Holzner, A; Klein, D; Krutelyov, V; Letts, J; Macneill, I; Olivito, D; Padhi, S; Pieri, M; Sani, M; Sharma, V; Simon, S; Tadel, M; Vartak, A; Wasserbaech, S; Welke, C; Wood, J; Würthwein, F; Yagil, A; Zevi Della Porta, G; Amin, N; Bhandari, R; Bradmiller-Feld, J; Campagnari, C; Dishaw, A; Dutta, V; Franco Sevilla, M; George, C; Golf, F; Gouskos, L; Gran, J; Heller, R; Incandela, J; Mullin, S D; Ovcharova, A; Qu, H; Richman, J; Stuart, D; Suarez, I; Yoo, J; Anderson, D; Bendavid, J; Bornheim, A; Bunn, J; Duarte, J; Lawhorn, J M; Mott, A; Newman, H B; Pena, C; Spiropulu, M; Vlimant, J R; Xie, S; Zhu, R Y; Andrews, M B; Ferguson, T; Paulini, M; Russ, J; Sun, M; Vogel, H; Vorobiev, I; Weinberg, M; Cumalat, J P; Ford, W T; Jensen, F; Johnson, A; Krohn, M; Leontsinis, S; Mulholland, T; Stenson, K; Wagner, S R; Alexander, J; Chaves, J; Chu, J; Dittmer, S; Mcdermott, K; Mirman, N; Nicolas Kaufman, G; Patterson, J R; Rinkevicius, A; Ryd, A; Skinnari, L; Soffi, L; Tan, S M; Tao, Z; Thom, J; Tucker, J; Wittich, P; Zientek, M; Winn, D; Abdullin, S; Albrow, M; Apollinari, G; Apresyan, A; Banerjee, S; Bauerdick, L A T; Beretvas, A; Berryhill, J; Bhat, P C; Bolla, G; Burkett, K; Butler, J N; Cheung, H W K; Chlebana, F; Cihangir, S; Cremonesi, M; Elvira, V D; Fisk, I; Freeman, J; Gottschalk, E; Gray, L; Green, D; Grünendahl, S; Gutsche, O; Hare, D; Harris, R M; Hasegawa, S; Hirschauer, J; Hu, Z; Jayatilaka, B; Jindariani, S; Johnson, M; Joshi, U; Klima, B; Kreis, B; Lammel, S; Linacre, J; Lincoln, D; Lipton, R; Liu, M; Liu, T; Lopes De Sá, R; Lykken, J; Maeshima, K; Magini, N; Marraffino, J M; Maruyama, S; Mason, D; McBride, P; Merkel, P; Mrenna, S; Nahn, S; O'Dell, V; Pedro, K; Prokofyev, O; Rakness, G; Ristori, L; Sexton-Kennedy, E; Soha, A; Spalding, W J; Spiegel, L; Stoynev, S; Strait, J; Strobbe, N; Taylor, L; Tkaczyk, S; Tran, N V; Uplegger, L; Vaandering, E W; Vernieri, C; Verzocchi, M; Vidal, R; Wang, M; Weber, H A; Whitbeck, A; Wu, Y; Acosta, D; Avery, P; Bortignon, P; Bourilkov, D; Brinkerhoff, A; Carnes, A; Carver, M; Curry, D; Das, S; Field, R D; Furic, I K; Konigsberg, J; Korytov, A; Low, J F; Ma, P; Matchev, K; Mei, H; Mitselmakher, G; Rank, D; Shchutska, L; Sperka, D; Thomas, L; Wang, J; Wang, S; Yelton, J; Linn, S; Markowitz, P; Martinez, G; Rodriguez, J L; Ackert, A; Adams, T; Askew, A; Bein, S; Hagopian, S; Hagopian, V; Johnson, K F; Prosper, H; Santra, A; Yohay, R; Baarmand, M M; Bhopatkar, V; Colafranceschi, S; Hohlmann, M; Noonan, D; Roy, T; Yumiceva, F; Adams, M R; Apanasevich, L; Berry, D; Betts, R R; Bucinskaite, I; Cavanaugh, R; Evdokimov, O; Gauthier, L; Gerber, C E; Hofman, D J; Jung, K; Sandoval Gonzalez, I D; Varelas, N; Wang, H; Wu, Z; Zakaria, M; Zhang, J; Bilki, B; Clarida, W; Dilsiz, K; Durgut, S; Gandrajula, R P; Haytmyradov, M; Khristenko, V; Merlo, J-P; Mermerkaya, H; Mestvirishvili, A; Moeller, A; Nachtman, J; Ogul, H; Onel, Y; Ozok, F; Penzo, A; Snyder, C; Tiras, E; Wetzel, J; Yi, K; Anderson, I; Blumenfeld, B; Cocoros, A; Eminizer, N; Fehling, D; Feng, L; Gritsan, A V; Maksimovic, P; Roskes, J; Sarica, U; Swartz, M; Xiao, M; Xin, Y; You, C; Al-Bataineh, A; Baringer, P; Bean, A; Boren, S; Bowen, J; Castle, J; Forthomme, L; Kenny, R P; Khalil, S; Kropivnitskaya, A; Majumder, D; Mcbrayer, W; Murray, M; Sanders, S; Stringer, R; Tapia Takaki, J D; Wang, Q; Ivanov, A; Kaadze, K; Maravin, Y; Mohammadi, A; Saini, L K; Skhirtladze, N; Toda, S; Rebassoo, F; Wright, D; Anelli, C; Baden, A; Baron, O; Belloni, A; Calvert, B; Eno, S C; Ferraioli, C; Gomez, J A; Hadley, N J; Jabeen, S; Jeng, G Y; Kellogg, R G; Kolberg, T; Kunkle, J; Mignerey, A C; Ricci-Tam, F; Shin, Y H; Skuja, A; Tonjes, M B; Tonwar, S C; Abercrombie, D; Allen, B; Apyan, A; Azzolini, V; Barbieri, R; Baty, A; Bi, R; Bierwagen, K; Brandt, S; Busza, W; Cali, I A; D'Alfonso, M; Demiragli, Z; Di Matteo, L; Gomez Ceballos, G; Goncharov, M; Hsu, D; Iiyama, Y; Innocenti, G M; Klute, M; Kovalskyi, D; Krajczar, K; Lai, Y S; Lee, Y-J; Levin, A; Luckey, P D; Maier, B; Marini, A C; Mcginn, C; Mironov, C; Narayanan, S; Niu, X; Paus, C; Roland, C; Roland, G; Salfeld-Nebgen, J; Stephans, G S F; Tatar, K; Varma, M; Velicanu, D; Veverka, J; Wang, J; Wang, T W; Wyslouch, B; Yang, M; Benvenuti, A C; Chatterjee, R M; Evans, A; Hansen, P; Kalafut, S; Kao, S C; Kubota, Y; Lesko, Z; Mans, J; Nourbakhsh, S; Ruckstuhl, N; Rusack, R; Tambe, N; Turkewitz, J; Acosta, J G; Oliveros, S; Avdeeva, E; Bloom, K; Claes, D R; Fangmeier, C; Gonzalez Suarez, R; Kamalieddin, R; Kravchenko, I; Malta Rodrigues, A; Monroy, J; Siado, J E; Snow, G R; Stieger, B; Alyari, M; Dolen, J; Godshalk, A; Harrington, C; Iashvili, I; Kaisen, J; Nguyen, D; Parker, A; Rappoccio, S; Roozbahani, B; Alverson, G; Barberis, E; Hortiangtham, A; Massironi, A; Morse, D M; Nash, D; Orimoto, T; Teixeira De Lima, R; Trocino, D; Wang, R-J; Wood, D; Bhattacharya, S; Charaf, O; Hahn, K A; Kumar, A; Mucia, N; Odell, N; Pollack, B; Schmitt, M H; Sung, K; Trovato, M; Velasco, M; Dev, N; Hildreth, M; Hurtado Anampa, K; Jessop, C; Karmgard, D J; Kellams, N; Lannon, K; Marinelli, N; Meng, F; Mueller, C; Musienko, Y; Planer, M; Reinsvold, A; Ruchti, R; Rupprecht, N; Smith, G; Taroni, S; Wayne, M; Wolf, M; Woodard, A; Alimena, J; Antonelli, L; Bylsma, B; Durkin, L S; Flowers, S; Francis, B; Hart, A; Hill, C; Hughes, R; Ji, W; Liu, B; Luo, W; Puigh, D; Winer, B L; Wulsin, H W; Cooperstein, S; Driga, O; Elmer, P; Hardenbrook, J; Hebda, P; Lange, D; Luo, J; Marlow, D; Medvedeva, T; Mei, K; Ojalvo, I; Olsen, J; Palmer, C; Piroué, P; Stickland, D; Svyatkovskiy, A; Tully, C; Malik, S; Barker, A; Barnes, V E; Folgueras, S; Gutay, L; Jha, M K; Jones, M; Jung, A W; Khatiwada, A; Miller, D H; Neumeister, N; Schulte, J F; Shi, X; Sun, J; Wang, F; Xie, W; Parashar, N; Stupak, J; Adair, A; 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Gurpinar, E; Kunori, S; Lamichhane, K; Lee, S W; Libeiro, T; Peltola, T; Undleeb, S; Volobouev, I; Wang, Z; Greene, S; Gurrola, A; Janjam, R; Johns, W; Maguire, C; Melo, A; Ni, H; Sheldon, P; Tuo, S; Velkovska, J; Xu, Q; Arenton, M W; Barria, P; Cox, B; Goodell, J; Hirosky, R; Ledovskoy, A; Li, H; Neu, C; Sinthuprasith, T; Sun, X; Wang, Y; Wolfe, E; Xia, F; Clarke, C; Harr, R; Karchin, P E; Sturdy, J; Belknap, D A; Buchanan, J; Caillol, C; Dasu, S; Dodd, L; Duric, S; Gomber, B; Grothe, M; Herndon, M; Hervé, A; Klabbers, P; Lanaro, A; Levine, A; Long, K; Loveless, R; Perry, T; Pierro, G A; Polese, G; Ruggles, T; Savin, A; Smith, N; Smith, W H; Taylor, D; Woods, N

2017-01-01

This paper reports the measurement of [Formula: see text] meson production in proton-proton ([Formula: see text]) and proton-lead ([Formula: see text]) collisions at a center-of-mass energy per nucleon pair of [Formula: see text] by the CMS experiment at the LHC. The data samples used in the analysis correspond to integrated luminosities of 28[Formula: see text] and 35[Formula: see text] for [Formula: see text] and [Formula: see text] collisions, respectively. Prompt and nonprompt [Formula: see text] mesons, the latter produced in the decay of [Formula: see text] hadrons, are measured in their dimuon decay channels. Differential cross sections are measured in the transverse momentum range of [Formula: see text], and center-of-mass rapidity ranges of [Formula: see text] ([Formula: see text]) and [Formula: see text] ([Formula: see text]). The nuclear modification factor, [Formula: see text], is measured as a function of both [Formula: see text] and [Formula: see text]. Small modifications to the [Formula: see text] cross sections are observed in [Formula: see text] relative to [Formula: see text] collisions. The ratio of [Formula: see text] production cross sections in [Formula: see text]-going and Pb-going directions, [Formula: see text], studied as functions of [Formula: see text] and [Formula: see text], shows a significant decrease for increasing transverse energy deposited at large pseudorapidities. These results, which cover a wide kinematic range, provide new insight on the role of cold nuclear matter effects on prompt and nonprompt [Formula: see text] production.

Lightweight Structure in Text

DTIC Science & Technology

2002-05-01

a uniform interface, analogous to a procedure calling convention, that en - ables the creation of genuine abstractions with encapsulation and...Four score and seven years ago... end of region start of region Fo ur s co re a nd s ev en y ea rs a go ... Four score and seven years ago... s e s...s co re a nd s ev en y ea rs a go ... Four score and seven years ago... a b b a before b (a) Four score and seven years ago... end of region start

Texting while driving: is speech-based text entry less risky than handheld text entry?

PubMed

He, J; Chaparro, A; Nguyen, B; Burge, R J; Crandall, J; Chaparro, B; Ni, R; Cao, S

2014-11-01

Research indicates that using a cell phone to talk or text while maneuvering a vehicle impairs driving performance. However, few published studies directly compare the distracting effects of texting using a hands-free (i.e., speech-based interface) versus handheld cell phone, which is an important issue for legislation, automotive interface design and driving safety training. This study compared the effect of speech-based versus handheld text entries on simulated driving performance by asking participants to perform a car following task while controlling the duration of a secondary text-entry task. Results showed that both speech-based and handheld text entries impaired driving performance relative to the drive-only condition by causing more variation in speed and lane position. Handheld text entry also increased the brake response time and increased variation in headway distance. Text entry using a speech-based cell phone was less detrimental to driving performance than handheld text entry. Nevertheless, the speech-based text entry task still significantly impaired driving compared to the drive-only condition. These results suggest that speech-based text entry disrupts driving, but reduces the level of performance interference compared to text entry with a handheld device. In addition, the difference in the distraction effect caused by speech-based and handheld text entry is not simply due to the difference in task duration. Copyright © 2014 Elsevier Ltd. All rights reserved.

Ancient medical texts, modern reading problems.

PubMed

Rosa, Maria Carlota

2006-12-05

The word tradition has a very specific meaning in linguistics: the passing down of a text, which may have been completed or corrected by different copyists at different times, when the concept of authorship was not the same as it is today. When reading an ancient text the word tradition must be in the reader's mind. To discuss one of the problems an ancient text poses to its modern readers, this work deals with one of the first printed medical texts in Portuguese, the Regimento proueytoso contra ha pestenença, and draws a parallel between it and two related texts, A moche profitable treatise against the pestilence, and the Recopilaçam das cousas que conuem guardar se no modo de preseruar à Cidade de Lixboa E os sãos, & curar os que esteuerem enfermos de Peste. The problems which arise out of the textual structure of those books show how difficult is to establish a tradition of another type, the medical tradition. The linguistic study of the innumerable medieval plague treatises may throw light on the continuities and on the disruptions of the so-called hippocratic-galenical medical tradition.

Important Text Characteristics for Early-Grades Text Complexity

ERIC Educational Resources Information Center

Fitzgerald, Jill; Elmore, Jeff; Koons, Heather; Hiebert, Elfrieda H.; Bowen, Kimberly; Sanford-Moore, Eleanor E.; Stenner, A. Jackson

2015-01-01

The Common Core set a standard for all children to read increasingly complex texts throughout schooling. The purpose of the present study was to explore text characteristics specifically in relation to early-grades text complexity. Three hundred fifty primary-grades texts were selected and digitized. Twenty-two text characteristics were identified…

Inverted Signature Trees and Text Searching on CD-ROMs.

ERIC Educational Resources Information Center

Cooper, Lorraine K. D.; Tharp, Alan L.

1989-01-01

Explores the new storage technology of optical data disks and introduces a data structure, the inverted signature tree, for storing data on optical data disks for efficient text searching. The inverted signature tree approach is compared to the use of text signatures and the B+ tree. (22 references) (Author/CLB)

Hypertextual Ultrastructures: Movement and Containment in Texts and Hypertexts

ERIC Educational Resources Information Center

Coste, Rosemarie L.

2009-01-01

The surface-level experience of hypertextuality as formless and unbounded, blurring boundaries among texts and between readers and writers, is created by a deep structure which is not normally presented to readers and which, like the ultrastructure of living cells, defines and controls texts' nature and functions. Most readers, restricted to…

Written cohesion in children with and without language learning disabilities.

PubMed

Koutsoftas, Anthony D; Petersen, Victoria

2017-09-01

Cohesion refers to the linguistic elements of discourse that contribute to its continuity and is an important element to consider as part of written language intervention, especially in children with language learning disabilities (LLD). There is substantial evidence that children with LLD perform more poorly than typically developing (TD) peers on measures of cohesion in spoken language and on written transcription measures; however, there is far less research comparing groups on cohesion as a measure of written language across genres. The current study addresses this gap through the following two aims. First, to describe and compare cohesion in narrative and expository writing samples of children with and without language learning disabilities. Second, to relate measures of cohesion to written transcription and translation measures, oral language, and writing quality. Fifty intermediate-grade children produced one narrative and one expository writing sample from which measures of written cohesion were obtained. These included the frequency, adequacy and complexity of referential and conjunctive ties. Expository samples resulted in more complex cohesive ties and children with TD used more complex ties than peers with LLD. Different relationships among cohesion measures and writing were observed for narrative verse expository samples. Findings from this study demonstrate cohesion as a discourse-level measure of written transcription and how the use of cohesion can vary by genre and group (LLD, TD). Clinical implications for assessment, intervention, and future research are provided. © 2016 Royal College of Speech and Language Therapists.

Statistical text classifier to detect specific type of medical incidents.

PubMed

Wong, Zoie Shui-Yee; Akiyama, Masanori

2013-01-01

WHO Patient Safety has put focus to increase the coherence and expressiveness of patient safety classification with the foundation of International Classification for Patient Safety (ICPS). Text classification and statistical approaches has showed to be successful to identifysafety problems in the Aviation industryusing incident text information. It has been challenging to comprehend the taxonomy of medical incidents in a structured manner. Independent reporting mechanisms for patient safety incidents have been established in the UK, Canada, Australia, Japan, Hong Kong etc. This research demonstrates the potential to construct statistical text classifiers to detect specific type of medical incidents using incident text data. An illustrative example for classifying look-alike sound-alike (LASA) medication incidents using structured text from 227 advisories related to medication errors from Global Patient Safety Alerts (GPSA) is shown in this poster presentation. The classifier was built using logistic regression model. ROC curve and the AUC value indicated that this is a satisfactory good model.

Rethinking Texts: Narrative and the Construction of Qualitative Research

ERIC Educational Resources Information Center

Holley, Karri A.; Colyar, Julia

2009-01-01

This article outlines how a theory of narrative can be used to deconstruct qualitative research texts. Although research texts are a distinct genre in comparison with works of fiction, the basic components of literary activity are similar. Researchers structure and emphasize data and participants in various ways to tell a logical story. Narrative…

Impact of Machine-Translated Text on Entity and Relationship Extraction

DTIC Science & Technology

2014-12-01

20 1 1. Introduction Using social network analysis tools is an important asset in...semantic modeling software to automatically build detailed network models from unstructured text. Contour imports unstructured text and then maps the text...onto an existing ontology of frames at the sentence level, using FrameNet, a structured language model, and through Semantic Role Labeling ( SRL

Automatic Text Summarization for Indonesian Language Using TextTeaser

NASA Astrophysics Data System (ADS)

Gunawan, D.; Pasaribu, A.; Rahmat, R. F.; Budiarto, R.

2017-04-01

Text summarization is one of the solution for information overload. Reducing text without losing the meaning not only can save time to read, but also maintain the reader’s understanding. One of many algorithms to summarize text is TextTeaser. Originally, this algorithm is intended to be used for text in English. However, due to TextTeaser algorithm does not consider the meaning of the text, we implement this algorithm for text in Indonesian language. This algorithm calculates four elements, such as title feature, sentence length, sentence position and keyword frequency. We utilize TextRank, an unsupervised and language independent text summarization algorithm, to evaluate the summarized text yielded by TextTeaser. The result shows that the TextTeaser algorithm needs more improvement to obtain better accuracy.

Mining the Text: 34 Text Features that Can Ease or Obstruct Text Comprehension and Use

ERIC Educational Resources Information Center

White, Sheida

2012-01-01

This article presents 34 characteristics of texts and tasks ("text features") that can make continuous (prose), noncontinuous (document), and quantitative texts easier or more difficult for adolescents and adults to comprehend and use. The text features were identified by examining the assessment tasks and associated texts in the national…

Assessing semantic similarity of texts - Methods and algorithms

NASA Astrophysics Data System (ADS)

Rozeva, Anna; Zerkova, Silvia

2017-12-01

Assessing the semantic similarity of texts is an important part of different text-related applications like educational systems, information retrieval, text summarization, etc. This task is performed by sophisticated analysis, which implements text-mining techniques. Text mining involves several pre-processing steps, which provide for obtaining structured representative model of the documents in a corpus by means of extracting and selecting the features, characterizing their content. Generally the model is vector-based and enables further analysis with knowledge discovery approaches. Algorithms and measures are used for assessing texts at syntactical and semantic level. An important text-mining method and similarity measure is latent semantic analysis (LSA). It provides for reducing the dimensionality of the document vector space and better capturing the text semantics. The mathematical background of LSA for deriving the meaning of the words in a given text by exploring their co-occurrence is examined. The algorithm for obtaining the vector representation of words and their corresponding latent concepts in a reduced multidimensional space as well as similarity calculation are presented.

Vertical perceptual span and the processing of visual signals in reading.

PubMed

Cauchard, Fabrice; Eyrolle, Hélène; Cellier, Jean-Marie; Hyönä, Jukka

2010-02-01

A previous study by Pollatsek et al. ( 1993 ) claims that the perceptual span in reading is restricted to the fixated line, i.e. readers typically focus their visual attention on the line of text being read. The present study investigated whether readers make use of content structure signals (paragraph indentations and topic headings) present several lines away from the currently fixated line. We reasoned that as these signals are low-resolution visual objects (as opposed to letter and word identity), readers may attend to them even if they are located some distance away from the fixated line. Participants read a hierarchically organized multi-topic expository text containing structure signals in either a normal condition or a window condition, where the text disappeared above and below a vertical 3° gaze-contingent region. After reading, participants were asked to produce a written recall of the text. The results showed that the overall reading rate was not affected by the window. Nevertheless, the headings were reread more in the normal condition than in the window one. In addition, more topics were recalled in the normal than in the window condition. We interpret the results as indicating that the readers visually attend to useful text layout features while considering bigger units than single text lines. The perception of topic headings located away from the fixated line may favour long-range regressions towards them, which in turn may favour text comprehension. This claim is consistent with previous studies that showed that look-back fixations to headings are performed with an integrative intent.

From Covert Processes to Overt Outcomes of Refutation Text Reading: The Interplay of Science Text Structure and Working Memory Capacity through Eye Fixations

ERIC Educational Resources Information Center

Ariasi, Nicola; Mason, Lucia

2014-01-01

This study extends current research on the refutation text effect by investigating it in learners with different levels of working memory capacity. The purpose is to outline the link between online processes (revealed by eye fixation indices) and off-line outcomes in these learners. In science education, unlike a standard text, a refutation text…

Using support vector machines to identify literacy skills: Evidence from eye movements.

PubMed

Lou, Ya; Liu, Yanping; Kaakinen, Johanna K; Li, Xingshan

2017-06-01

Is inferring readers' literacy skills possible by analyzing their eye movements during text reading? This study used Support Vector Machines (SVM) to analyze eye movement data from 61 undergraduate students who read a multiple-paragraph, multiple-topic expository text. Forward fixation time, first-pass rereading time, second-pass fixation time, and regression path reading time on different regions of the text were provided as features. The SVM classification algorithm assisted in distinguishing high-literacy-skilled readers from low-literacy-skilled readers with 80.3 % accuracy. Results demonstrate the effectiveness of combining eye tracking and machine learning techniques to detect readers with low literacy skills, and suggest that such approaches can be potentially used in predicting other cognitive abilities.

Tri-Texts: A Potential Next Step for Paired Texts

ERIC Educational Resources Information Center

Ciecierski, Lisa M.; Bintz, William P.

2018-01-01

This article presents the concept of tri-texts as a potential next step from paired texts following a collaborative inquiry with fifth-grade students. Paired texts are two texts intertextually connected, whereas tri-texts are three texts connected this way. The authors begin the article with a short literature review highlighting some of the…

A Comparison of Narrative and Expository Text Comprehension for Students at Varying Levels of SES: A Latent Growth Curve Analysis

ERIC Educational Resources Information Center

Briggs, Laura Clark

2017-01-01

Research on secondary student reading comprehension performance is scant, yet demands for improved literacy at college and career levels indicate that an understanding of trends and growth patterns is necessary to better inform teaching and learning for high school students. To improve understanding of reading performance at the secondary level,…

Partition of Ni between olivine and sulfide: the effect of temperature, f_{{text{O}}_{text{2}} } and f_{{text{S}}_{text{2}} }

NASA Astrophysics Data System (ADS)

Fleet, M. E.; Macrae, N. D.

1987-03-01

The experimental distribution coefficient for Ni/ Fe exchange between olivine and monosulfide (KD3) is 35.6±1.1 at 1385° C, f_{{text{O}}_{text{2}} } = 10^{ - 8.87} ,f_{{text{S}}_{text{2}} } = 10^{ - 1.02} , and olivine of composition Fo96 to Fo92. These are the physicochemical conditions appropriate to hypothesized sulfur-saturated komatiite magma. The present experiments equilibrated natural olivine grains with sulfide-oxide liquid in the presence of a (Mg, Fe)-alumino-silicate melt. By a variety of different experimental procedures, K D3 is shown to be essentially constant at about 30 to 35 in the temperature range 900 to 1400° C, for olivine of composition Fo97 to FoO, monosulfide composition with up to 70 mol. % NiS, and a wide range of f_{{text{O}}_{text{2}} } and f_{{text{S}}_{text{2}} }.

Rated Measures of Narrative Structure for Written Smoking-Cessation Texts

PubMed Central

Sanders-Jackson, Ashley

2014-01-01

This article describes the effect of a series of rated measures of narrative structure on recognition memory, agreement on story-relevant beliefs, and intention to engage in a health-related behavior—in this case smoking cessation. Using short smoking-cessation stories as stimuli, data were collected in a nationally representative sample of adult smokers (n = 1,312). Results suggested that messages rated as more sequential improved encoding and messages rated as containing more context decreased encoding. Messages rated high in transportation were associated with increased recognition, agreement with story-relevant beliefs, and intention to quit. Both positive and negative emotion were positively associated with intention to quit, but were negatively associated with recognition memory. PMID:24447036

Text-Dependent Questions: Reflecting and Transcending the Text

ERIC Educational Resources Information Center

Boelé, Amy L.

2016-01-01

Posing text-dependent questions is crucial for facilitating students' comprehension of the text. However, text-dependent questions should not merely ask students to reflect the author's literal or even inferential meaning. The author's message is the starting place for comprehension, rather than the end goal or object of comprehension. The text…

Visual Design Guidelines for Improving Learning from Dynamic and Interactive Digital Text

ERIC Educational Resources Information Center

Jin, Sung-Hee

2013-01-01

Despite the dynamic and interactive features of digital text, the visual design guidelines for digital text are similar to those for printed text. The purpose of this study was to develop visual design guidelines for improving learning from dynamic and interactive digital text and to validate them by controlled testing. Two structure design…

Adaptation of Educational Text to an Open Interactive Learning System: A Case Study for ReTuDiS

ERIC Educational Resources Information Center

Samarakou, M.; Fylladitakis, E. D.; Tsaganou, G.; Gelegenis, J.; Karolidis, D.; Prentakis, P.

2013-01-01

Theoretical education is mainly based on university text-books, which usually include texts not structured according to any theory of text comprehension. Structuring a text is a demanding process. Text should be organized and structured in order to include descriptions on micro and macro-level representation of the knowledge domain. Since this is…

Text mining in livestock animal science: introducing the potential of text mining to animal sciences.

PubMed

Sahadevan, S; Hofmann-Apitius, M; Schellander, K; Tesfaye, D; Fluck, J; Friedrich, C M

2012-10-01

In biological research, establishing the prior art by searching and collecting information already present in the domain has equal importance as the experiments done. To obtain a complete overview about the relevant knowledge, researchers mainly rely on 2 major information sources: i) various biological databases and ii) scientific publications in the field. The major difference between the 2 information sources is that information from databases is available, typically well structured and condensed. The information content in scientific literature is vastly unstructured; that is, dispersed among the many different sections of scientific text. The traditional method of information extraction from scientific literature occurs by generating a list of relevant publications in the field of interest and manually scanning these texts for relevant information, which is very time consuming. It is more than likely that in using this "classical" approach the researcher misses some relevant information mentioned in the literature or has to go through biological databases to extract further information. Text mining and named entity recognition methods have already been used in human genomics and related fields as a solution to this problem. These methods can process and extract information from large volumes of scientific text. Text mining is defined as the automatic extraction of previously unknown and potentially useful information from text. Named entity recognition (NER) is defined as the method of identifying named entities (names of real world objects; for example, gene/protein names, drugs, enzymes) in text. In animal sciences, text mining and related methods have been briefly used in murine genomics and associated fields, leaving behind other fields of animal sciences, such as livestock genomics. The aim of this work was to develop an information retrieval platform in the livestock domain focusing on livestock publications and the recognition of relevant data from

Learn Japanese--Elementary School Text, Volume IV.

ERIC Educational Resources Information Center

Sato, Yaeko; And Others

Volume IV of this series is the second semester program for level two students. New materials are combined with some of the vocabulary and structural points introduced in the first three volumes to present a meaningful and interesting dialog for each lesson. (See ED 019 666, AL 001 718 and AL 001 743 for Volumes I, II, and III.) This text, a…

Using comprehension strategies with authentic text in a college chemistry course

NASA Astrophysics Data System (ADS)

Cain, Stephen Daniel

College science students learn important topics by reading textbooks, which contain dense technical prose. Comprehension strategies are known to increase learning from reading. One class of comprehension strategies, called elaboration strategies, is intended to link new information with prior knowledge. Elaboration strategies have an appeal in science courses where new information frequently depends on previously learned information. The purpose of this study was to determine the effectiveness of an elaboration strategy in an authentic college environment. General chemistry students read text about Lewis structures, figures drawn by chemists to depict molecules, while assigned to use either an elaboration strategy, namely elaborative interrogation, or another strategy, rereading, which served as a placebo control. Two texts of equal length were employed in this pretest-posttest experimental design. One was composed by the researcher. The other was an excerpt from a college textbook and contained a procedure for constructing Lewis structures. Students (N = 252) attending a large community college were randomly assigned to one of the two texts and assigned one of the two strategies. The elaborative interrogation strategy was implemented with instructions to answer why-questions posed throughout the reading. Answering why-questions has been hypothesized to activate prior knowledge of a topic, and thus to aid in cognitively connecting new material with prior knowledge. The rereading strategy was implemented with instructions to read text twice. The use of authentic text was one of only a few instances of applying elaborative interrogation with a textbook. In addition, previous studies have generally focused on the learning of facts contained in prose. The application of elaborative interrogation to procedural text has not been previously reported. Results indicated that the more effective strategy was undetermined when reading authentic text in this setting. However

Integration of Text- and Data-Mining Technologies for Use in Banking Applications

NASA Astrophysics Data System (ADS)

Maslankowski, Jacek

Unstructured data, most of it in the form of text files, typically accounts for 85% of an organization's knowledge stores, but it's not always easy to find, access, analyze or use (Robb 2004). That is why it is important to use solutions based on text and data mining. This solution is known as duo mining. This leads to improve management based on knowledge owned in organization. The results are interesting. Data mining provides to lead with structuralized data, usually powered from data warehouses. Text mining, sometimes called web mining, looks for patterns in unstructured data — memos, document and www. Integrating text-based information with structured data enriches predictive modeling capabilities and provides new stores of insightful and valuable information for driving business and research initiatives forward.

Text Analysis: Critical Component of Planning for Text-Based Discussion Focused on Comprehension of Informational Texts

ERIC Educational Resources Information Center

Kucan, Linda; Palincsar, Annemarie Sullivan

2018-01-01

This investigation focuses on a tool used in a reading methods course to introduce reading specialist candidates to text analysis as a critical component of planning for text-based discussions. Unlike planning that focuses mainly on important text content or information, a text analysis approach focuses both on content and how that content is…

Effects of Pre-reading Instructions on the Comprehension of Science Texts

NASA Astrophysics Data System (ADS)

Lyons, Yuna H.

This study examined how three different pre-reading (or relevance) instructions led to different learning outcomes for middle school students reading science texts on the topic of sweetness. The first was a generic instruction to read for understanding. The second prompted students to form a holistic explanation of the topic of sweetness, and the third instruction prompted students to focus on the core scientific principle of the relationship between structure and function. The latter two were specifically designed to align with science disciplinary goals. A comparison of the three treatments found that the generic instruction and the structure-function instruction led to better learning outcomes, measured by recall, short-answer performance questions, and a traditional multiple-choice/short-answer assessment. A qualitative analysis of the data also revealed some small yet notable differences in the recall pattern of students, such as an increased recall of key ideas for the structure-function instruction. This effect was seen predominantly for higher-skilled readers. The results suggest the possibility that relevance instructions targeting core ideas may help to orient students to the key ideas and explanations in scientific text, especially for higher-skilled readers, and indirectly highlights some of the challenges for students with less reading competencies. Overall, this study provides greater insight into how middle-school students read science texts, the effectiveness of instructor-provided relevance instructions in promoting (higher-level) comprehension of science texts, and implications for teachers on how to use texts in science instruction. Keywords: relevance instructions, pre-reading instructions, comprehension, science texts, middle school students, low- versus high-skilled readers.

Bilingual Text Messaging Translation: Translating Text Messages From English Into Spanish for the Text4Walking Program

PubMed Central

Sandi, Giselle; Ingram, Diana; Welch, Mary Jane; Ocampo, Edith V

2015-01-01

Background Hispanic adults in the United States are at particular risk for diabetes and inadequate blood pressure control. Physical activity improves these health problems; however Hispanic adults also have a low rate of recommended aerobic physical activity. To address improving physical inactivity, one area of rapidly growing technology that can be utilized is text messaging (short message service, SMS). A physical activity research team, Text4Walking, had previously developed an initial database of motivational physical activity text messages in English that could be used for physical activity text messaging interventions. However, the team needed to translate these existing English physical activity text messages into Spanish in order to have culturally meaningful and useful text messages for those adults within the Hispanic population who would prefer to receive text messages in Spanish. Objective The aim of this study was to translate a database of English motivational physical activity messages into Spanish and review these text messages with a group of Spanish speaking adults to inform the use of these text messages in an intervention study. Methods The consent form and study documents, including the existing English physical activity text messages, were translated from English into Spanish, and received translation certification as well as Institutional Review Board approval. The translated text messages were placed into PowerPoint, accompanied by a set of culturally appropriate photos depicting barriers to walking, as well as walking scenarios. At the focus group, eligibility criteria for this study included being an adult between 30 to 65 years old who spoke Spanish as their primary language. After a general group introduction, participants were placed into smaller groups of two or three. Each small group was asked to review a segment of the translated text messages for accuracy and meaningfulness. After the break out, the group was brought back together

What's so Simple about Simplified Texts? A Computational and Psycholinguistic Investigation of Text Comprehension and Text Processing

ERIC Educational Resources Information Center

Crossley, Scott A.; Yang, Hae Sung; McNamara, Danielle S.

2014-01-01

This study uses a moving windows self-paced reading task to assess both text comprehension and processing time of authentic texts and these same texts simplified to beginning and intermediate levels. Forty-eight second language learners each read 9 texts (3 different authentic, beginning, and intermediate level texts). Repeated measures ANOVAs…

The Only Safe SMS Texting Is No SMS Texting.

PubMed

Toth, Cheryl; Sacopulos, Michael J

2015-01-01

Many physicians and practice staff use short messaging service (SMS) text messaging to communicate with patients. But SMS text messaging is unencrypted, insecure, and does not meet HIPAA requirements. In addition, the short and abbreviated nature of text messages creates opportunities for misinterpretation, and can negatively impact patient safety and care. Until recently, asking patients to sign a statement that they understand and accept these risks--as well as having policies, device encryption, and cyber insurance in place--would have been enough to mitigate the risk of using SMS text in a medical practice. But new trends and policies have made SMS text messaging unsafe under any circumstance. This article explains these trends and policies, as well as why only secure texting or secure messaging should be used for physician-patient communication.

Text mining by Tsallis entropy

NASA Astrophysics Data System (ADS)

Jamaati, Maryam; Mehri, Ali

2018-01-01

Long-range correlations between the elements of natural languages enable them to convey very complex information. Complex structure of human language, as a manifestation of natural languages, motivates us to apply nonextensive statistical mechanics in text mining. Tsallis entropy appropriately ranks the terms' relevance to document subject, taking advantage of their spatial correlation length. We apply this statistical concept as a new powerful word ranking metric in order to extract keywords of a single document. We carry out an experimental evaluation, which shows capability of the presented method in keyword extraction. We find that, Tsallis entropy has reliable word ranking performance, at the same level of the best previous ranking methods.

Attitudes toward text recycling in academic writing across disciplines.

PubMed

Hall, Susanne; Moskovitz, Cary; Pemberton, Michael A

2018-01-01

Text recycling, the reuse of material from one's own previously published writing in a new text without attribution, is a common academic writing practice that is not yet well understood. While some studies of text recycling in academic writing have been published, no previous study has focused on scholars' attitudes toward text recycling. This article presents results from a survey of over 300 journal editors and editorial board members from 86 top English-language journals in 16 different academic fields regarding text recycling in scholarly articles. Responses indicate that a large majority of academic gatekeepers believe text recycling is allowable in some circumstances; however, there is a lack of clear consensus about when text recycling is or is not appropriate. Opinions varied according to the source of the recycled material, its structural location and rhetorical purpose, and conditions of authorship conditions-as well as by the level of experience as a journal editor. Our study suggests the need for further research on text recycling utilizing focus groups and interviews.

Text analysis devices, articles of manufacture, and text analysis methods

DOEpatents

Turner, Alan E; Hetzler, Elizabeth G; Nakamura, Grant C

2013-05-28

Text analysis devices, articles of manufacture, and text analysis methods are described according to some aspects. In one aspect, a text analysis device includes processing circuitry configured to analyze initial text to generate a measurement basis usable in analysis of subsequent text, wherein the measurement basis comprises a plurality of measurement features from the initial text, a plurality of dimension anchors from the initial text and a plurality of associations of the measurement features with the dimension anchors, and wherein the processing circuitry is configured to access a viewpoint indicative of a perspective of interest of a user with respect to the analysis of the subsequent text, and wherein the processing circuitry is configured to use the viewpoint to generate the measurement basis.

Production of [Formula: see text] and [Formula: see text] in p-Pb collisions at [Formula: see text] TeV.

PubMed

Adamová, D; Aggarwal, M M; Aglieri Rinella, G; Agnello, M; Agrawal, N; Ahammed, Z; Ahmad, S; Ahn, S U; Aiola, S; Akindinov, A; Alam, S N; Albuquerque, D S D; Aleksandrov, D; Alessandro, B; Alexandre, D; Alfaro Molina, R; Alici, A; Alkin, A; Alme, J; Alt, T; Altinpinar, S; Altsybeev, I; Alves Garcia Prado, C; An, M; Andrei, C; Andrews, H A; Andronic, A; Anguelov, V; Anson, C; Antičić, T; Antinori, F; Antonioli, P; Anwar, R; Aphecetche, L; Appelshäuser, H; Arcelli, S; Arnaldi, R; Arnold, O W; Arsene, I C; Arslandok, M; Audurier, B; Augustinus, A; Averbeck, R; Azmi, M D; Badalà, A; Baek, Y W; Bagnasco, S; Bailhache, R; Bala, R; Baldisseri, A; Ball, M; Baral, R C; Barbano, A M; Barbera, R; Barile, F; Barioglio, L; Barnaföldi, G G; Barnby, L S; Barret, V; Bartalini, P; Barth, K; Bartke, J; Bartsch, E; Basile, M; Bastid, N; Basu, S; Bathen, B; Batigne, G; Batista Camejo, A; Batyunya, B; Batzing, P C; Bearden, I G; Beck, H; Bedda, C; Behera, N K; Belikov, I; Bellini, F; Bello Martinez, H; Bellwied, R; Beltran, L G E; Belyaev, V; Bencedi, G; Beole, S; Bercuci, A; Berdnikov, Y; Berenyi, D; Bertens, R A; Berzano, D; Betev, L; Bhasin, A; Bhat, I R; Bhati, A K; Bhattacharjee, B; Bhom, J; Bianchi, L; Bianchi, N; Bianchin, C; Bielčík, J; Bielčíková, J; Bilandzic, A; Biro, G; Biswas, R; Biswas, S; Blair, J T; Blau, D; Blume, C; Boca, G; Bock, F; Bogdanov, A; Boldizsár, L; Bombara, M; Bonomi, G; Bonora, M; Book, J; Borel, H; Borissov, A; Borri, M; Botta, E; Bourjau, C; Braun-Munzinger, P; Bregant, M; Broker, T A; Browning, T A; Broz, M; Brucken, E J; Bruna, E; Bruno, G E; Budnikov, D; Buesching, H; Bufalino, S; Buhler, P; Buitron, S A I; Buncic, P; Busch, O; Buthelezi, Z; Butt, J B; Buxton, J T; Cabala, J; Caffarri, D; Caines, H; Caliva, A; Calvo Villar, E; Camerini, P; Capon, A A; Carena, F; Carena, W; Carnesecchi, F; Castillo Castellanos, J; Castro, A J; Casula, E A R; Ceballos Sanchez, C; Cerello, P; Chang, B; Chapeland, S; Chartier, M; Charvet, J L; Chattopadhyay, S; Chattopadhyay, S; Chauvin, A; Cherney, M; Cheshkov, C; Cheynis, B; Chibante Barroso, V; Chinellato, D D; Cho, S; Chochula, P; Choi, K; Chojnacki, M; Choudhury, S; Christakoglou, P; Christensen, C H; Christiansen, P; Chujo, T; Chung, S U; Cicalo, C; Cifarelli, L; Cindolo, F; Cleymans, J; Colamaria, F; Colella, D; Collu, A; Colocci, M; Conesa Balbastre, G; Conesa Del Valle, Z; Connors, M E; Contreras, J G; Cormier, T M; Corrales Morales, Y; Cortés Maldonado, I; Cortese, P; Cosentino, M R; Costa, F; Costanza, S; Crkovská, J; Crochet, P; Cuautle, E; Cunqueiro, L; Dahms, T; Dainese, A; Danisch, M C; Danu, A; Das, D; Das, I; Das, S; Dash, A; Dash, S; De, S; De Caro, A; de Cataldo, G; de Conti, C; de Cuveland, J; De Falco, A; De Gruttola, D; De Marco, N; De Pasquale, S; De Souza, R D; Degenhardt, H F; Deisting, A; Deloff, A; Deplano, C; Dhankher, P; Di Bari, D; Di Mauro, A; Di Nezza, P; Di Ruzza, B; Diaz Corchero, M A; Dietel, T; Dillenseger, P; Divià, R; Djuvsland, Ø; Dobrin, A; Domenicis Gimenez, D; Dönigus, B; Dordic, O; 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2017-01-01

The transverse momentum distributions of the strange and double-strange hyperon resonances ([Formula: see text], [Formula: see text]) produced in p-Pb collisions at [Formula: see text] TeV were measured in the rapidity range [Formula: see text] for event classes corresponding to different charged-particle multiplicity densities, [Formula: see text]d[Formula: see text]/d[Formula: see text]. The mean transverse momentum values are presented as a function of [Formula: see text]d[Formula: see text]/d[Formula: see text], as well as a function of the particle masses and compared with previous results on hyperon production. The integrated yield ratios of excited to ground-state hyperons are constant as a function of [Formula: see text]d[Formula: see text]/d[Formula: see text]. The equivalent ratios to pions exhibit an increase with [Formula: see text]d[Formula: see text]/d[Formula: see text], depending on their strangeness content.

Observation of [Formula: see text] and [Formula: see text] decays.

PubMed

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2017-01-01

The decays [Formula: see text] and [Formula: see text] are observed for the first time using a data sample corresponding to an integrated luminosity of 3.0 fb[Formula: see text], collected by the LHCb experiment in proton-proton collisions at the centre-of-mass energies of 7 and 8[Formula: see text]. The branching fractions relative to that of [Formula: see text] are measured to be [Formula: see text]where the first uncertainties are statistical and the second are systematic.

The Impact of Text Browsing on Text Retrieval Performance.

ERIC Educational Resources Information Center

Bodner, Richard C.; Chignell, Mark H.; Charoenkitkarn, Nipon; Golovchinsky, Gene; Kopak, Richard W.

2001-01-01

Compares empirical results from three experiments using Text Retrieval Conference (TREC) data and search topics that involved three different user interfaces. Results show that marking Boolean queries on text, which encourages browsing, and hypertext interfaces to text retrieval systems can benefit recall and can also benefit novice users.…

Litterature: Retour au texte (Literature: Return to the Text).

ERIC Educational Resources Information Center

Noe, Alfred

1993-01-01

Choice of texts for use in French language instruction is discussed. It is argued that the text's format (e.g., advertising, figurative poetry, journal article, play, prose, etc.) is instrumental in bringing attention to the language in it, and this has implications for the best uses of different text types. (MSE)

Broadband mixing of [Formula: see text]-symmetric and [Formula: see text]-broken phases in photonic heterostructures with a one-dimensional loss/gain bilayer.

PubMed

Özgün, Ege; Serebryannikov, Andriy E; Ozbay, Ekmel; Soukoulis, Costas M

2017-11-14

Combining loss and gain components in one photonic heterostructure opens a new route to efficient manipulation by radiation, transmission, absorption, and scattering of electromagnetic waves. Therefore, loss/gain structures enabling [Formula: see text]-symmetric and [Formula: see text]-broken phases for eigenvalues have extensively been studied in the last decade. In particular, translation from one phase to another, which occurs at the critical point in the two-channel structures with one-dimensional loss/gain components, is often associated with one-way transmission. In this report, broadband mixing of the [Formula: see text]-symmetric and [Formula: see text]-broken phases for eigenvalues is theoretically demonstrated in heterostructures with four channels obtained by combining a one-dimensional loss/gain bilayer and one or two thin polarization-converting components (PCCs). The broadband phase mixing in the four-channel case is expected to yield advanced transmission and absorption regimes. Various configurations are analyzed, which are distinguished in symmetry properties and polarization conversion regime of PCCs. The conditions necessary for phase mixing are discussed. The simplest two-component configurations with broadband mixing are found, as well as the more complex three-component configurations wherein symmetric and broken sets are not yet mixed and appear in the neighbouring frequency ranges. Peculiarities of eigenvalue behaviour are considered for different permittivity ranges of loss/gain medium, i.e., from epsilon-near-zero to high-epsilon regime.

The Many Facets and Applications of Text Structure in Supporting Educational Trajectories of Elementary and Middle Grade Children in Content Area Reading Comprehension and Writing

ERIC Educational Resources Information Center

Albro, Elizabeth; Williams, Joanna P.; Wijekumar, Kausalai; Meyer, Bonnie J. F.; Harris, Karen R.

2015-01-01

Content area reading comprehension and writing have been a challenge for children in the U.S. schools for many years as evidenced by state and national assessments. One promising solution to the problem is text structure based instruction that promotes strategic selection, encoding, retrieval, and use of information for myriads of activities…

SparkText: Biomedical Text Mining on Big Data Framework.

PubMed

Ye, Zhan; Tafti, Ahmad P; He, Karen Y; Wang, Kai; He, Max M

Many new biomedical research articles are published every day, accumulating rich information, such as genetic variants, genes, diseases, and treatments. Rapid yet accurate text mining on large-scale scientific literature can discover novel knowledge to better understand human diseases and to improve the quality of disease diagnosis, prevention, and treatment. In this study, we designed and developed an efficient text mining framework called SparkText on a Big Data infrastructure, which is composed of Apache Spark data streaming and machine learning methods, combined with a Cassandra NoSQL database. To demonstrate its performance for classifying cancer types, we extracted information (e.g., breast, prostate, and lung cancers) from tens of thousands of articles downloaded from PubMed, and then employed Naïve Bayes, Support Vector Machine (SVM), and Logistic Regression to build prediction models to mine the articles. The accuracy of predicting a cancer type by SVM using the 29,437 full-text articles was 93.81%. While competing text-mining tools took more than 11 hours, SparkText mined the dataset in approximately 6 minutes. This study demonstrates the potential for mining large-scale scientific articles on a Big Data infrastructure, with real-time update from new articles published daily. SparkText can be extended to other areas of biomedical research.

Text analysis methods, text analysis apparatuses, and articles of manufacture

DOEpatents

Whitney, Paul D; Willse, Alan R; Lopresti, Charles A; White, Amanda M

2014-10-28

Text analysis methods, text analysis apparatuses, and articles of manufacture are described according to some aspects. In one aspect, a text analysis method includes accessing information indicative of data content of a collection of text comprising a plurality of different topics, using a computing device, analyzing the information indicative of the data content, and using results of the analysis, identifying a presence of a new topic in the collection of text.

Production of K[Formula: see text](892)[Formula: see text] and [Formula: see text](1020) in p-Pb collisions at [Formula: see text] = 5.02 TeV.

PubMed

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Oppedisano, C; Orava, R; Ortiz Velasquez, A; Oskarsson, A; Otwinowski, J; Oyama, K; Ozdemir, M; Pachmayer, Y; Pagano, P; Paić, G; Pal, S K; Pan, J; Pandey, A K; Papikyan, V; Pappalardo, G S; Pareek, P; Park, W J; Parmar, S; Passfeld, A; Paticchio, V; Patra, R N; Paul, B; Pei, H; Peitzmann, T; Pereira Da Costa, H; Peresunko, D; Pérez Lara, C E; Perez Lezama, E; Peskov, V; Pestov, Y; Petráček, V; Petrov, V; Petrovici, M; Petta, C; Piano, S; Pikna, M; Pillot, P; Pimentel, L O D L; Pinazza, O; Pinsky, L; Piyarathna, D B; Płoskoń, M; Planinic, M; Pluta, J; Pochybova, S; Podesta-Lerma, P L M; Poghosyan, M G; Polichtchouk, B; Poljak, N; Poonsawat, W; Pop, A; Porteboeuf-Houssais, S; Porter, J; Pospisil, J; Prasad, S K; Preghenella, R; Prino, F; Pruneau, C A; Pshenichnov, I; Puccio, M; Puddu, G; Pujahari, P; Punin, V; Putschke, J; Qvigstad, H; Rachevski, A; Raha, S; Rajput, S; Rak, J; Rakotozafindrabe, A; Ramello, L; Rami, F; Raniwala, R; Raniwala, S; Räsänen, S S; Rascanu, B T; Rathee, D; Read, K F; Redlich, K; Reed, R J; Rehman, A; Reichelt, P; Reidt, F; Ren, X; Renfordt, R; Reolon, A R; Reshetin, A; Revol, J-P; Reygers, K; Riabov, V; Ricci, R A; Richert, T; Richter, M; Riedler, P; Riegler, W; Riggi, F; Ristea, C; Rocco, E; Rodríguez Cahuantzi, M; Rodriguez Manso, A; Røed, K; Rogochaya, E; Rohr, D; Röhrich, D; Romita, R; Ronchetti, F; Ronflette, L; Rosnet, P; Rossi, A; Roukoutakis, F; Roy, A; Roy, C; Roy, P; Rubio Montero, A J; Rui, R; Russo, R; Ryabinkin, E; Ryabov, Y; Rybicki, A; Sadovsky, S; Šafařík, K; Sahlmuller, B; Sahoo, P; Sahoo, R; Sahoo, S; Sahu, P K; Saini, J; Sakai, S; Saleh, M A; Salzwedel, J; Sambyal, S; Samsonov, V; Šándor, L; Sandoval, A; Sano, M; Sarkar, D; Sarma, P; Scapparone, E; Scarlassara, F; Schiaua, C; Schicker, R; Schmidt, C; Schmidt, H R; Schuchmann, S; Schukraft, J; Schulc, M; Schuster, T; Schutz, Y; Schwarz, K; Schweda, K; Scioli, G; Scomparin, E; Scott, R; Šefčík, M; Seger, J E; Sekiguchi, Y; Sekihata, D; Selyuzhenkov, I; Senosi, K; Senyukov, S; Serradilla, E; Sevcenco, A; Shabanov, A; Shabetai, A; Shadura, O; Shahoyan, R; Shangaraev, A; Sharma, A; Sharma, M; Sharma, M; Sharma, N; Shigaki, K; Shtejer, K; Sibiriak, Y; Siddhanta, S; Sielewicz, K M; Siemiarczuk, T; Silvermyr, D; Silvestre, C; Simatovic, G; Simonetti, G; Singaraju, R; Singh, R; Singha, S; Singhal, V; Sinha, B C; Sinha, T; Sitar, B; Sitta, M; Skaali, T B; Slupecki, M; Smirnov, N; Snellings, R J M; Snellman, T W; Søgaard, C; Song, J; Song, M; Song, Z; Soramel, F; Sorensen, S; Souza, R D de; Sozzi, F; Spacek, M; Spiriti, E; Sputowska, I; Spyropoulou-Stassinaki, M; Stachel, J; Stan, I; Stankus, P; Stefanek, G; Stenlund, E; Steyn, G; Stiller, J H; Stocco, D; Strmen, P; Suaide, A A P; Sugitate, T; Suire, C; Suleymanov, M; Suljic, M; Sultanov, R; Šumbera, M; Szabo, A; Szanto de Toledo, A; Szarka, I; Szczepankiewicz, A; Szymanski, M; Tabassam, U; Takahashi, J; Tambave, G J; Tanaka, N; Tangaro, M A; Tarhini, M; Tariq, M; Tarzila, M G; Tauro, A; Tejeda Muñoz, G; Telesca, A; Terasaki, K; Terrevoli, C; Teyssier, B; Thäder, J; Thomas, D; Tieulent, R; Timmins, A R; Toia, A; Trogolo, S; Trombetta, G; Trubnikov, V; Trzaska, W H; Tsuji, T; Tumkin, A; Turrisi, R; Tveter, T S; Ullaland, K; Uras, A; Usai, G L; Utrobicic, A; Vajzer, M; Vala, M; Valencia Palomo, L; Vallero, S; Van Der Maarel, J; Van Hoorne, J W; van Leeuwen, M; Vanat, T; Vande Vyvre, P; Varga, D; Vargas, A; Vargyas, M; Varma, R; Vasileiou, M; Vasiliev, A; Vauthier, A; Vechernin, V; Veen, A M; Veldhoen, M; Velure, A; Venaruzzo, M; Vercellin, E; Vergara Limón, S; Vernet, R; Verweij, M; Vickovic, L; Viesti, G; Viinikainen, J; Vilakazi, Z; Villalobos Baillie, O; Villatoro Tello, A; Vinogradov, A; Vinogradov, L; Vinogradov, Y; Virgili, T; Vislavicius, V; Viyogi, Y P; Vodopyanov, A; Völkl, M A; Voloshin, K; Voloshin, S A; Volpe, G; von Haller, B; Vorobyev, I; Vranic, D; Vrláková, J; Vulpescu, B; Wagner, B; Wagner, J; Wang, H; Wang, M; Watanabe, D; Watanabe, Y; Weber, M; Weber, S G; Weiser, D F; Wessels, J P; Westerhoff, U; Whitehead, A M; Wiechula, J; Wikne, J; Wilk, G; Wilkinson, J; Williams, M C S; Windelband, B; Winn, M; Yang, H; Yang, P; Yano, S; Yasar, C; Yin, Z; Yokoyama, H; Yoo, I-K; Yoon, J H; Yurchenko, V; Yushmanov, I; Zaborowska, A; Zaccolo, V; Zaman, A; Zampolli, C; Zanoli, H J C; Zaporozhets, S; Zardoshti, N; Zarochentsev, A; Závada, P; Zaviyalov, N; Zbroszczyk, H; Zgura, I S; Zhalov, M; Zhang, H; Zhang, X; Zhang, Y; Zhang, C; Zhang, Z; Zhao, C; Zhigareva, N; Zhou, D; Zhou, Y; Zhou, Z; Zhu, H; Zhu, J; Zichichi, A; Zimmermann, A; Zimmermann, M B; Zinovjev, G; Zyzak, M

The production of K[Formula: see text](892)[Formula: see text] and [Formula: see text](1020) mesons has been measured in p-Pb collisions at [Formula: see text][Formula: see text] 5.02 TeV. K[Formula: see text] and [Formula: see text] are reconstructed via their decay into charged hadrons with the ALICE detector in the rapidity range [Formula: see text]. The transverse momentum spectra, measured as a function of the multiplicity, have a p[Formula: see text] range from 0 to 15 GeV/ c for K[Formula: see text] and from 0.3 to 21 GeV/ c for [Formula: see text]. Integrated yields, mean transverse momenta and particle ratios are reported and compared with results in pp collisions at [Formula: see text][Formula: see text] 7 TeV and Pb-Pb collisions at [Formula: see text][Formula: see text] 2.76 TeV. In Pb-Pb and p-Pb collisions, K[Formula: see text] and [Formula: see text] probe the hadronic phase of the system and contribute to the study of particle formation mechanisms by comparison with other identified hadrons. For this purpose, the mean transverse momenta and the differential proton-to-[Formula: see text] ratio are discussed as a function of the multiplicity of the event. The short-lived K[Formula: see text] is measured to investigate re-scattering effects, believed to be related to the size of the system and to the lifetime of the hadronic phase.

Detection of text strings from mixed text/graphics images

NASA Astrophysics Data System (ADS)

Tsai, Chien-Hua; Papachristou, Christos A.

2000-12-01

A robust system for text strings separation from mixed text/graphics images is presented. Based on a union-find (region growing) strategy the algorithm is thus able to classify the text from graphics and adapts to changes in document type, language category (e.g., English, Chinese and Japanese), text font style and size, and text string orientation within digital images. In addition, it allows for a document skew that usually occurs in documents, without skew correction prior to discrimination while these proposed methods such a projection profile or run length coding are not always suitable for the condition. The method has been tested with a variety of printed documents from different origins with one common set of parameters, and the experimental results of the performance of the algorithm in terms of computational efficiency are demonstrated by using several tested images from the evaluation.

SparkText: Biomedical Text Mining on Big Data Framework

PubMed Central

He, Karen Y.; Wang, Kai

2016-01-01

Background Many new biomedical research articles are published every day, accumulating rich information, such as genetic variants, genes, diseases, and treatments. Rapid yet accurate text mining on large-scale scientific literature can discover novel knowledge to better understand human diseases and to improve the quality of disease diagnosis, prevention, and treatment. Results In this study, we designed and developed an efficient text mining framework called SparkText on a Big Data infrastructure, which is composed of Apache Spark data streaming and machine learning methods, combined with a Cassandra NoSQL database. To demonstrate its performance for classifying cancer types, we extracted information (e.g., breast, prostate, and lung cancers) from tens of thousands of articles downloaded from PubMed, and then employed Naïve Bayes, Support Vector Machine (SVM), and Logistic Regression to build prediction models to mine the articles. The accuracy of predicting a cancer type by SVM using the 29,437 full-text articles was 93.81%. While competing text-mining tools took more than 11 hours, SparkText mined the dataset in approximately 6 minutes. Conclusions This study demonstrates the potential for mining large-scale scientific articles on a Big Data infrastructure, with real-time update from new articles published daily. SparkText can be extended to other areas of biomedical research. PMID:27685652

A perceptive method for handwritten text segmentation

NASA Astrophysics Data System (ADS)

Lemaitre, Aurélie; Camillerapp, Jean; Coüasnon, Bertrand

2011-01-01

This paper presents a new method to address the problem of handwritten text segmentation into text lines and words. Thus, we propose a method based on the cooperation among points of view that enables the localization of the text lines in a low resolution image, and then to associate the pixels at a higher level of resolution. Thanks to the combination of levels of vision, we can detect overlapping characters and re-segment the connected components during the analysis. Then, we propose a segmentation of lines into words based on the cooperation among digital data and symbolic knowledge. The digital data are obtained from distances inside a Delaunay graph, which gives a precise distance between connected components, at the pixel level. We introduce structural rules in order to take into account some generic knowledge about the organization of a text page. This cooperation among information gives a bigger power of expression and ensures the global coherence of the recognition. We validate this work using the metrics and the database proposed for the segmentation contest of ICDAR 2009. Thus, we show that our method obtains very interesting results, compared to the other methods of the literature. More precisely, we are able to deal with slope and curvature, overlapping text lines and varied kinds of writings, which are the main difficulties met by the other methods.

Text against Text: Counterbalancing the Hegemony of Assessment.

ERIC Educational Resources Information Center

Cosgrove, Cornelius

A study examined whether composition specialists can counterbalance the potential privileging of the assessment perspective, or of self-appointed interpreters of that perspective, through the study of assessment discourse as text. Fourteen assessment texts were examined, most of them journal articles and most of them featuring the common…

Text mining and its potential applications in systems biology.

PubMed

Ananiadou, Sophia; Kell, Douglas B; Tsujii, Jun-ichi

2006-12-01

With biomedical literature increasing at a rate of several thousand papers per week, it is impossible to keep abreast of all developments; therefore, automated means to manage the information overload are required. Text mining techniques, which involve the processes of information retrieval, information extraction and data mining, provide a means of solving this. By adding meaning to text, these techniques produce a more structured analysis of textual knowledge than simple word searches, and can provide powerful tools for the production and analysis of systems biology models.

The Structure of Diagnostic and Statistical Manual of Mental Disorders (4th Edition, Text Revision) Personality Disorder Symptoms in a Large National Sample

PubMed Central

Trull, Timothy J.; Vergés, Alvaro; Wood, Phillip K.; Jahng, Seungmin; Sher, Kenneth J.

2013-01-01

We examined the latent structure underlying the criteria for DSM–IV–TR (American Psychiatric Association, 2000, Diagnostic and statistical manual of mental disorders (4th ed., text revision). Washington, DC: Author.) personality disorders in a large nationally representative sample of U.S. adults. Personality disorder symptom data were collected using a structured diagnostic interview from approximately 35,000 adults assessed over two waves of data collection in the National Epidemiologic Survey on Alcohol and Related Conditions. Our analyses suggested that a seven-factor solution provided the best fit for the data, and these factors were marked primarily by one or at most two personality disorder criteria sets. A series of regression analyses that used external validators tapping Axis I psychopathology, treatment for mental health problems, functioning scores, interpersonal conflict, and suicidal ideation and behavior provided support for the seven-factor solution. We discuss these findings in the context of previous studies that have examined the structure underlying the personality disorder criteria as well as the current proposals for DSM-5 personality disorders. PMID:22506626

The structure of Diagnostic and Statistical Manual of Mental Disorders (4th edition, text revision) personality disorder symptoms in a large national sample.

PubMed

Trull, Timothy J; Vergés, Alvaro; Wood, Phillip K; Jahng, Seungmin; Sher, Kenneth J

2012-10-01

We examined the latent structure underlying the criteria for DSM-IV-TR (American Psychiatric Association, 2000, Diagnostic and statistical manual of mental disorders (4th ed., text revision). Washington, DC: Author.) personality disorders in a large nationally representative sample of U.S. adults. Personality disorder symptom data were collected using a structured diagnostic interview from approximately 35,000 adults assessed over two waves of data collection in the National Epidemiologic Survey on Alcohol and Related Conditions. Our analyses suggested that a seven-factor solution provided the best fit for the data, and these factors were marked primarily by one or at most two personality disorder criteria sets. A series of regression analyses that used external validators tapping Axis I psychopathology, treatment for mental health problems, functioning scores, interpersonal conflict, and suicidal ideation and behavior provided support for the seven-factor solution. We discuss these findings in the context of previous studies that have examined the structure underlying the personality disorder criteria as well as the current proposals for DSM-5 personality disorders. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

VisualUrText: A Text Analytics Tool for Unstructured Textual Data

NASA Astrophysics Data System (ADS)

Zainol, Zuraini; Jaymes, Mohd T. H.; Nohuddin, Puteri N. E.

2018-05-01

The growing amount of unstructured text over Internet is tremendous. Text repositories come from Web 2.0, business intelligence and social networking applications. It is also believed that 80-90% of future growth data is available in the form of unstructured text databases that may potentially contain interesting patterns and trends. Text Mining is well known technique for discovering interesting patterns and trends which are non-trivial knowledge from massive unstructured text data. Text Mining covers multidisciplinary fields involving information retrieval (IR), text analysis, natural language processing (NLP), data mining, machine learning statistics and computational linguistics. This paper discusses the development of text analytics tool that is proficient in extracting, processing, analyzing the unstructured text data and visualizing cleaned text data into multiple forms such as Document Term Matrix (DTM), Frequency Graph, Network Analysis Graph, Word Cloud and Dendogram. This tool, VisualUrText, is developed to assist students and researchers for extracting interesting patterns and trends in document analyses.

Network analysis of named entity co-occurrences in written texts

NASA Astrophysics Data System (ADS)

Amancio, Diego Raphael

2016-06-01

The use of methods borrowed from statistics and physics to analyze written texts has allowed the discovery of unprecedent patterns of human behavior and cognition by establishing links between models features and language structure. While current models have been useful to unveil patterns via analysis of syntactical and semantical networks, only a few works have probed the relevance of investigating the structure arising from the relationship between relevant entities such as characters, locations and organizations. In this study, we represent entities appearing in the same context as a co-occurrence network, where links are established according to a null model based on random, shuffled texts. Computational simulations performed in novels revealed that the proposed model displays interesting topological features, such as the small world feature, characterized by high values of clustering coefficient. The effectiveness of our model was verified in a practical pattern recognition task in real networks. When compared with traditional word adjacency networks, our model displayed optimized results in identifying unknown references in texts. Because the proposed representation plays a complementary role in characterizing unstructured documents via topological analysis of named entities, we believe that it could be useful to improve the characterization of written texts (and related systems), specially if combined with traditional approaches based on statistical and deeper paradigms.

Using Human Factors Techniques to Design Text Message Reminders for Childhood Immunization

ERIC Educational Resources Information Center

Ahlers-Schmidt, Carolyn R.; Hart, Traci; Chesser, Amy; Williams, Katherine S.; Yaghmai, Beryl; Shah-Haque, Sapna; Wittler, Robert R.

2012-01-01

This study engaged parents to develop concise, informative, and comprehensible text messages for an immunization reminder system using Human Factors techniques. Fifty parents completed a structured interview including demographics, technology questions, willingness to receive texts from their child's doctor, and health literacy. Each participant…

Using texts in science education: cognitive processes and knowledge representation.

PubMed

van den Broek, Paul

2010-04-23

Texts form a powerful tool in teaching concepts and principles in science. How do readers extract information from a text, and what are the limitations in this process? Central to comprehension of and learning from a text is the construction of a coherent mental representation that integrates the textual information and relevant background knowledge. This representation engenders learning if it expands the reader's existing knowledge base or if it corrects misconceptions in this knowledge base. The Landscape Model captures the reading process and the influences of reader characteristics (such as working-memory capacity, reading goal, prior knowledge, and inferential skills) and text characteristics (such as content/structure of presented information, processing demands, and textual cues). The model suggests factors that can optimize--or jeopardize--learning science from text.

Layout-aware text extraction from full-text PDF of scientific articles.

PubMed

Ramakrishnan, Cartic; Patnia, Abhishek; Hovy, Eduard; Burns, Gully Apc

2012-05-28

The Portable Document Format (PDF) is the most commonly used file format for online scientific publications. The absence of effective means to extract text from these PDF files in a layout-aware manner presents a significant challenge for developers of biomedical text mining or biocuration informatics systems that use published literature as an information source. In this paper we introduce the 'Layout-Aware PDF Text Extraction' (LA-PDFText) system to facilitate accurate extraction of text from PDF files of research articles for use in text mining applications. Our paper describes the construction and performance of an open source system that extracts text blocks from PDF-formatted full-text research articles and classifies them into logical units based on rules that characterize specific sections. The LA-PDFText system focuses only on the textual content of the research articles and is meant as a baseline for further experiments into more advanced extraction methods that handle multi-modal content, such as images and graphs. The system works in a three-stage process: (1) Detecting contiguous text blocks using spatial layout processing to locate and identify blocks of contiguous text, (2) Classifying text blocks into rhetorical categories using a rule-based method and (3) Stitching classified text blocks together in the correct order resulting in the extraction of text from section-wise grouped blocks. We show that our system can identify text blocks and classify them into rhetorical categories with Precision1 = 0.96% Recall = 0.89% and F1 = 0.91%. We also present an evaluation of the accuracy of the block detection algorithm used in step 2. Additionally, we have compared the accuracy of the text extracted by LA-PDFText to the text from the Open Access subset of PubMed Central. We then compared this accuracy with that of the text extracted by the PDF2Text system, 2commonly used to extract text from PDF. Finally, we discuss preliminary error analysis for

Layout-aware text extraction from full-text PDF of scientific articles

PubMed Central

2012-01-01

Background The Portable Document Format (PDF) is the most commonly used file format for online scientific publications. The absence of effective means to extract text from these PDF files in a layout-aware manner presents a significant challenge for developers of biomedical text mining or biocuration informatics systems that use published literature as an information source. In this paper we introduce the ‘Layout-Aware PDF Text Extraction’ (LA-PDFText) system to facilitate accurate extraction of text from PDF files of research articles for use in text mining applications. Results Our paper describes the construction and performance of an open source system that extracts text blocks from PDF-formatted full-text research articles and classifies them into logical units based on rules that characterize specific sections. The LA-PDFText system focuses only on the textual content of the research articles and is meant as a baseline for further experiments into more advanced extraction methods that handle multi-modal content, such as images and graphs. The system works in a three-stage process: (1) Detecting contiguous text blocks using spatial layout processing to locate and identify blocks of contiguous text, (2) Classifying text blocks into rhetorical categories using a rule-based method and (3) Stitching classified text blocks together in the correct order resulting in the extraction of text from section-wise grouped blocks. We show that our system can identify text blocks and classify them into rhetorical categories with Precision1 = 0.96% Recall = 0.89% and F1 = 0.91%. We also present an evaluation of the accuracy of the block detection algorithm used in step 2. Additionally, we have compared the accuracy of the text extracted by LA-PDFText to the text from the Open Access subset of PubMed Central. We then compared this accuracy with that of the text extracted by the PDF2Text system, 2commonly used to extract text from PDF. Finally, we discuss

Con-Text: Text Detection for Fine-grained Object Classification.

PubMed

Karaoglu, Sezer; Tao, Ran; van Gemert, Jan C; Gevers, Theo

2017-05-24

This work focuses on fine-grained object classification using recognized scene text in natural images. While the state-of-the-art relies on visual cues only, this paper is the first work which proposes to combine textual and visual cues. Another novelty is the textual cue extraction. Unlike the state-of-the-art text detection methods, we focus more on the background instead of text regions. Once text regions are detected, they are further processed by two methods to perform text recognition i.e. ABBYY commercial OCR engine and a state-of-the-art character recognition algorithm. Then, to perform textual cue encoding, bi- and trigrams are formed between the recognized characters by considering the proposed spatial pairwise constraints. Finally, extracted visual and textual cues are combined for fine-grained classification. The proposed method is validated on four publicly available datasets: ICDAR03, ICDAR13, Con-Text and Flickr-logo. We improve the state-of-the-art end-to-end character recognition by a large margin of 15% on ICDAR03. We show that textual cues are useful in addition to visual cues for fine-grained classification. We show that textual cues are also useful for logo retrieval. Adding textual cues outperforms visual- and textual-only in fine-grained classification (70.7% to 60.3%) and logo retrieval (57.4% to 54.8%).

Algebra Word Problem Solving Approaches in a Chemistry Context: Equation Worked Examples versus Text Editing

ERIC Educational Resources Information Center

Ngu, Bing Hiong; Yeung, Alexander Seeshing

2013-01-01

Text editing directs students' attention to the problem structure as they classify whether the texts of word problems contain sufficient, missing or irrelevant information for working out a solution. Equation worked examples emphasize the formation of a coherent problem structure to generate a solution. Its focus is on the construction of three…

Text Mining the History of Medicine.

PubMed

Thompson, Paul; Batista-Navarro, Riza Theresa; Kontonatsios, Georgios; Carter, Jacob; Toon, Elizabeth; McNaught, John; Timmermann, Carsten; Worboys, Michael; Ananiadou, Sophia

2016-01-01

Historical text archives constitute a rich and diverse source of information, which is becoming increasingly readily accessible, due to large-scale digitisation efforts. However, it can be difficult for researchers to explore and search such large volumes of data in an efficient manner. Text mining (TM) methods can help, through their ability to recognise various types of semantic information automatically, e.g., instances of concepts (places, medical conditions, drugs, etc.), synonyms/variant forms of concepts, and relationships holding between concepts (which drugs are used to treat which medical conditions, etc.). TM analysis allows search systems to incorporate functionality such as automatic suggestions of synonyms of user-entered query terms, exploration of different concepts mentioned within search results or isolation of documents in which concepts are related in specific ways. However, applying TM methods to historical text can be challenging, according to differences and evolutions in vocabulary, terminology, language structure and style, compared to more modern text. In this article, we present our efforts to overcome the various challenges faced in the semantic analysis of published historical medical text dating back to the mid 19th century. Firstly, we used evidence from diverse historical medical documents from different periods to develop new resources that provide accounts of the multiple, evolving ways in which concepts, their variants and relationships amongst them may be expressed. These resources were employed to support the development of a modular processing pipeline of TM tools for the robust detection of semantic information in historical medical documents with varying characteristics. We applied the pipeline to two large-scale medical document archives covering wide temporal ranges as the basis for the development of a publicly accessible semantically-oriented search system. The novel resources are available for research purposes, while

Text Mining the History of Medicine

PubMed Central

Thompson, Paul; Batista-Navarro, Riza Theresa; Kontonatsios, Georgios; Carter, Jacob; Toon, Elizabeth; McNaught, John; Timmermann, Carsten; Worboys, Michael; Ananiadou, Sophia

2016-01-01

Historical text archives constitute a rich and diverse source of information, which is becoming increasingly readily accessible, due to large-scale digitisation efforts. However, it can be difficult for researchers to explore and search such large volumes of data in an efficient manner. Text mining (TM) methods can help, through their ability to recognise various types of semantic information automatically, e.g., instances of concepts (places, medical conditions, drugs, etc.), synonyms/variant forms of concepts, and relationships holding between concepts (which drugs are used to treat which medical conditions, etc.). TM analysis allows search systems to incorporate functionality such as automatic suggestions of synonyms of user-entered query terms, exploration of different concepts mentioned within search results or isolation of documents in which concepts are related in specific ways. However, applying TM methods to historical text can be challenging, according to differences and evolutions in vocabulary, terminology, language structure and style, compared to more modern text. In this article, we present our efforts to overcome the various challenges faced in the semantic analysis of published historical medical text dating back to the mid 19th century. Firstly, we used evidence from diverse historical medical documents from different periods to develop new resources that provide accounts of the multiple, evolving ways in which concepts, their variants and relationships amongst them may be expressed. These resources were employed to support the development of a modular processing pipeline of TM tools for the robust detection of semantic information in historical medical documents with varying characteristics. We applied the pipeline to two large-scale medical document archives covering wide temporal ranges as the basis for the development of a publicly accessible semantically-oriented search system. The novel resources are available for research purposes, while

Training the intelligent eye: understanding illustrations in early modern astronomy texts.

PubMed

Crowther, Kathleen M; Barker, Peter

2013-09-01

Throughout the early modern period, the most widely read astronomical textbooks were Johannes de Sacrobosco's De sphaera and the Theorica planetarum, ultimately in the new form introduced by Georg Peurbach. This essay argues that the images in these texts were intended to develop an "intelligent eye." Students were trained to transform representations of specific heavenly phenomena into moving mental images of the structure of the cosmos. Only by learning the techniques of mental visualization and manipulation could the student "see" in the mind's eye the structure and motions of the cosmos. While anyone could look up at the heavens, only those who had acquired the intelligent eye could comprehend the divinely created order of the universe. Further, the essay demonstrates that the visual program of the Sphaera and Theorica texts played a significant and hitherto unrecognized role in later scientific work. Copernicus, Galileo, and Kepler all utilized the same types of images in their own texts to explicate their ideas about the cosmos.

Text Sets.

ERIC Educational Resources Information Center

Giorgis, Cyndi; Johnson, Nancy J.

2002-01-01

Presents annotations of approximately 30 titles grouped in text sets. Defines a text set as five to ten books on a particular topic or theme. Discusses books on the following topics: living creatures; pirates; physical appearance; natural disasters; and the Irish potato famine. (SG)

Contextual Text Mining

ERIC Educational Resources Information Center

Mei, Qiaozhu

2009-01-01

With the dramatic growth of text information, there is an increasing need for powerful text mining systems that can automatically discover useful knowledge from text. Text is generally associated with all kinds of contextual information. Those contexts can be explicit, such as the time and the location where a blog article is written, and the…

Text Mining Metal-Organic Framework Papers.

PubMed

Park, Sanghoon; Kim, Baekjun; Choi, Sihoon; Boyd, Peter G; Smit, Berend; Kim, Jihan

2018-02-26

We have developed a simple text mining algorithm that allows us to identify surface area and pore volumes of metal-organic frameworks (MOFs) using manuscript html files as inputs. The algorithm searches for common units (e.g., m 2 /g, cm 3 /g) associated with these two quantities to facilitate the search. From the sample set data of over 200 MOFs, the algorithm managed to identify 90% and 88.8% of the correct surface area and pore volume values. Further application to a test set of randomly chosen MOF html files yielded 73.2% and 85.1% accuracies for the two respective quantities. Most of the errors stem from unorthodox sentence structures that made it difficult to identify the correct data as well as bolded notations of MOFs (e.g., 1a) that made it difficult identify its real name. These types of tools will become useful when it comes to discovering structure-property relationships among MOFs as well as collecting a large set of data for references.

Production of [Formula: see text] and [Formula: see text] in proton-proton collisions at [Formula: see text] 7 TeV.

PubMed

Abelev, B; Adam, J; Adamová, D; Aggarwal, M M; Rinella, G Aglieri; Agnello, M; Agostinelli, A; Agrawal, N; Ahammed, Z; Ahmad, N; Ahmed, I; Ahn, S U; Ahn, S A; Aimo, I; Aiola, S; Ajaz, M; Akindinov, A; Alam, S N; Aleksandrov, D; Alessandro, B; Alexandre, D; Alici, A; Alkin, A; Alme, J; Alt, T; Altinpinar, S; Altsybeev, I; Alves Garcia Prado, C; Andrei, C; Andronic, A; Anguelov, V; Anielski, J; Antičić, T; Antinori, F; Antonioli, P; Aphecetche, L; Appelshäuser, H; Arcelli, S; Armesto, N; Arnaldi, R; Aronsson, T; Arsene, I C; Arslandok, M; Augustinus, A; Averbeck, R; Awes, T C; Azmi, M D; Bach, M; Badalà, A; Baek, Y W; Bagnasco, S; Bailhache, R; Bala, R; Baldisseri, A; Baltasar Dos Santos Pedrosa, F; Baral, R C; Barbera, R; Barile, F; Barnaföldi, G G; Barnby, L S; Barret, V; Bartke, J; Basile, M; Bastid, N; Basu, S; Bathen, B; Batigne, G; Batista Camejo, A; Batyunya, B; Batzing, P C; Baumann, C; Bearden, I G; Beck, H; Bedda, C; Behera, N K; Belikov, I; Bellini, F; Bellwied, R; Belmont-Moreno, E; Belmont, R; Belyaev, V; Bencedi, G; Beole, S; Berceanu, I; Bercuci, A; Berdnikov, Y; Berenyi, D; Berger, M E; Bertens, R A; Berzano, D; Betev, L; Bhasin, A; Bhat, I R; Bhati, A K; Bhattacharjee, B; Bhom, J; Bianchi, L; Bianchi, N; Bianchin, C; Bielčík, J; Bielčíková, J; Bilandzic, A; Bjelogrlic, S; Blanco, F; Blau, D; Blume, C; Bock, F; Bogdanov, A; Bøggild, H; Bogolyubsky, M; Böhmer, F V; Boldizsár, L; Bombara, M; Book, J; Borel, H; Borissov, A; Bossú, F; Botje, M; Botta, E; Böttger, S; Braun-Munzinger, P; Bregant, M; Breitner, T; Broker, T A; Browning, T A; Broz, M; Bruna, E; Bruno, G E; Budnikov, D; Buesching, H; Bufalino, S; Buncic, P; Busch, O; Buthelezi, Z; Caffarri, D; Cai, X; Caines, H; Calero Diaz, L; Caliva, A; Calvo Villar, E; Camerini, P; Carena, F; Carena, W; Castillo Castellanos, J; Casula, E A R; Catanescu, V; Cavicchioli, C; Ceballos Sanchez, C; Cepila, J; Cerello, P; Chang, B; Chapeland, S; Charvet, J L; Chattopadhyay, S; Chattopadhyay, S; Chelnokov, V; Cherney, M; Cheshkov, C; Cheynis, B; Chibante Barroso, V; Chinellato, D D; Chochula, P; Chojnacki, M; Choudhury, S; Christakoglou, P; Christensen, C H; Christiansen, P; Chujo, T; Chung, S U; Cicalo, C; Cifarelli, L; Cindolo, F; Cleymans, J; Colamaria, F; Colella, D; Collu, A; Colocci, M; Conesa Balbastre, G; Conesa Del Valle, Z; Connors, M E; Contreras, J G; Cormier, T M; Corrales Morales, Y; Cortese, P; Cortés Maldonado, I; Cosentino, M R; Costa, F; Crochet, P; Cruz Albino, R; Cuautle, E; Cunqueiro, L; Dainese, A; Dang, R; Danu, A; Das, D; Das, I; Das, K; Das, S; Dash, A; Dash, S; De, S; Delagrange, H; Deloff, A; Dénes, E; D'Erasmo, G; De Caro, A; de Cataldo, G; de Cuveland, J; De Falco, A; De Gruttola, D; De Marco, N; De Pasquale, S; de Rooij, R; Diaz Corchero, M A; Dietel, T; Dillenseger, P; Divià, R; Di Bari, D; Di Liberto, S; Di Mauro, A; Di Nezza, P; Djuvsland, Ø; Dobrin, A; Dobrowolski, T; Domenicis Gimenez, D; Dönigus, B; Dordic, O; Dørheim, S; Dubey, A K; Dubla, A; Ducroux, L; Dupieux, P; Dutta Majumdar, A K; Hilden, T E; Ehlers, R J; Elia, D; Engel, H; Erazmus, B; Erdal, H A; Eschweiler, D; Espagnon, B; Esposito, M; Estienne, M; Esumi, S; Evans, D; Evdokimov, S; Fabris, D; Faivre, J; Falchieri, D; Fantoni, A; Fasel, M; Fehlker, D; Feldkamp, L; Felea, D; Feliciello, A; Feofilov, G; Ferencei, J; Fernández Téllez, A; Ferreiro, E G; Ferretti, A; Festanti, A; Figiel, J; Figueredo, M A S; Filchagin, S; Finogeev, D; Fionda, F M; Fiore, E M; Floratos, E; Floris, M; Foertsch, S; Foka, P; Fokin, S; Fragiacomo, E; Francescon, A; Frankenfeld, U; Fuchs, U; Furget, C; Furs, A; Fusco Girard, M; Gaardhøje, J J; Gagliardi, M; Gago, A M; Gallio, M; Gangadharan, D R; Ganoti, P; Gao, C; Garabatos, C; Garcia-Solis, E; Gargiulo, C; Garishvili, I; Gerhard, J; Germain, M; Gheata, A; Gheata, M; Ghidini, B; Ghosh, P; Ghosh, S K; Gianotti, P; Giubellino, P; Gladysz-Dziadus, E; Glässel, P; Gomez Ramirez, A; González-Zamora, P; Gorbunov, S; Görlich, L; Gotovac, S; Graczykowski, L K; Grelli, A; Grigoras, A; Grigoras, C; Grigoriev, V; Grigoryan, A; Grigoryan, S; Grinyov, B; Grion, N; Grosse-Oetringhaus, J F; Grossiord, J-Y; Grosso, R; Guber, F; Guernane, R; Guerzoni, B; Guilbaud, M; Gulbrandsen, K; Gulkanyan, H; Gumbo, M; Gunji, T; Gupta, A; Gupta, R; Khan, K H; Haake, R; Haaland, Ø; Hadjidakis, C; Haiduc, M; Hamagaki, H; Hamar, G; Hanratty, L D; Hansen, A; Harris, J W; Hartmann, H; Harton, A; Hatzifotiadou, D; Hayashi, S; Heckel, S T; Heide, M; Helstrup, H; Herghelegiu, A; Herrera Corral, G; Hess, B A; Hetland, K F; Hippolyte, B; Hladky, J; Hristov, P; Huang, M; Humanic, T J; Hussain, N; Hussain, T; Hutter, D; Hwang, D S; Ilkaev, R; Ilkiv, I; Inaba, M; Innocenti, G M; Ionita, C; Ippolitov, M; Irfan, M; Ivanov, M; Ivanov, V; Jachołkowski, A; Jacobs, P M; Jahnke, C; Jang, H J; Janik, M A; Jayarathna, P H S Y; Jena, C; Jena, S; Jimenez Bustamante, R T; Jones, P G; Jung, H; Jusko, A; Kadyshevskiy, V; Kalinak, P; Kalweit, A; Kamin, J; Kang, J H; Kaplin, V; Kar, S; Karasu Uysal, A; Karavichev, O; Karavicheva, T; Karpechev, E; Kebschull, U; Keidel, R; Keijdener, D L D; Svn, M Keil; Khan, M M; Khan, P; Khan, S A; Khanzadeev, A; Kharlov, Y; Kileng, B; Kim, B; Kim, D W; Kim, D J; Kim, J S; Kim, M; Kim, M; Kim, S; Kim, T; Kirsch, S; Kisel, I; Kiselev, S; Kisiel, A; Kiss, G; Klay, J L; Klein, J; Klein-Bösing, C; Kluge, A; Knichel, M L; Knospe, A G; Kobdaj, C; Kofarago, M; Köhler, M K; Kollegger, T; Kolojvari, A; Kondratiev, V; Kondratyeva, N; Konevskikh, A; Kovalenko, V; Kowalski, M; Kox, S; Koyithatta Meethaleveedu, G; Kral, J; Králik, I; Kravčáková, A; Krelina, M; Kretz, M; Krivda, M; Krizek, F; Kryshen, E; Krzewicki, M; Kučera, V; Kucheriaev, Y; Kugathasan, T; Kuhn, C; Kuijer, P G; Kulakov, I; Kumar, J; Kurashvili, P; Kurepin, A; Kurepin, A B; Kuryakin, A; Kushpil, S; Kweon, M J; Kwon, Y; Ladron de Guevara, P; Lagana Fernandes, C; Lakomov, I; Langoy, R; Lara, C; Lardeux, A; Lattuca, A; La Pointe, S L; La Rocca, P; Lea, R; Leardini, L; Lee, G R; Legrand, I; Lehnert, J; Lemmon, R C; Lenti, V; Leogrande, E; Leoncino, M; León Monzón, I; Lévai, P; Li, S; Lien, J; Lietava, R; Lindal, S; Lindenstruth, V; Lippmann, C; Lisa, M A; Ljunggren, H M; Lodato, D F; Loenne, P I; Loggins, V R; Loginov, V; Lohner, D; Loizides, C; Lopez, X; López Torres, E; Lu, X-G; Luettig, P; Lunardon, M; Luparello, G; Ma, R; Maevskaya, A; Mager, M; Mahapatra, D P; Mahmood, S M; Maire, A; Majka, R D; Malaev, M; Maldonado Cervantes, I; Malinina, L; Mal'Kevich, D; Malzacher, P; Mamonov, A; Manceau, L; Manko, V; Manso, F; Manzari, V; Marchisone, M; Mareš, J; Margagliotti, G V; Margotti, A; Marín, A; Markert, C; Marquard, M; Martashvili, I; Martin, N A; Martinengo, P; Martínez, M I; Martínez García, G; Martin Blanco, J; Martynov, Y; Mas, A; Masciocchi, S; Masera, M; Masoni, A; Massacrier, L; Mastroserio, A; Matyja, A; Mayer, C; Mazer, J; Mazzoni, M A; Meddi, F; Menchaca-Rocha, A; Meninno, E; Mercado Pérez, J; Meres, M; Miake, Y; Mikhaylov, K; Milano, L; Milosevic, J; Mischke, A; Mishra, A N; Miśkowiec, D; Mitra, J; Mitu, C M; Mlynarz, J; Mohammadi, N; Mohanty, B; Molnar, L; Montaño Zetina, L; Montes, E; Morando, M; Moreira De Godoy, D A; Moretto, S; Morreale, A; Morsch, A; Muccifora, V; Mudnic, E; Mühlheim, D; Muhuri, S; Mukherjee, M; Müller, H; Munhoz, M G; Murray, S; Musa, L; Musinsky, J; Nandi, B K; Nania, R; Nappi, E; Nattrass, C; Nayak, K; Nayak, T K; Nazarenko, S; Nedosekin, A; Nicassio, M; Niculescu, M; Niedziela, J; Nielsen, B S; Nikolaev, S; Nikulin, S; Nikulin, V; Nilsen, B S; Noferini, F; Nomokonov, P; Nooren, G; Norman, J; Nyanin, A; Nystrand, J; Oeschler, H; Oh, S; Oh, S K; Okatan, A; Okubo, T; Olah, L; Oleniacz, J; Oliveira Da Silva, A C; Onderwaater, J; Oppedisano, C; Ortiz Velasquez, A; Oskarsson, A; Otwinowski, J; Oyama, K; Ozdemir, M; Sahoo, P; Pachmayer, Y; Pachr, M; Pagano, P; Paić, G; Pajares, C; Pal, S K; Palmeri, A; Pant, D; Papikyan, V; Pappalardo, G S; Pareek, P; Park, W J; Parmar, S; Passfeld, A; Patalakha, D I; Paticchio, V; Paul, B; Pawlak, T; Peitzmann, T; Pereira Da Costa, H; Pereira De Oliveira Filho, E; Peresunko, D; Pérez Lara, C E; Pesci, A; Peskov, V; Pestov, Y; Petráček, V; Petran, M; Petris, M; Petrovici, M; Petta, C; Piano, S; Pikna, M; Pillot, P; Pinazza, O; Pinsky, L; Piyarathna, D B; Płoskoń, M; Planinic, M; Pluta, J; Pochybova, S; Podesta-Lerma, P L M; Poghosyan, M G; Pohjoisaho, E H O; Polichtchouk, B; Poljak, N; Pop, A; Porteboeuf-Houssais, S; Porter, J; Potukuchi, B; Prasad, S K; Preghenella, R; Prino, F; Pruneau, C A; Pshenichnov, I; Puccio, M; Puddu, G; Pujahari, P; Punin, V; Putschke, J; Qvigstad, H; Rachevski, A; Raha, S; Rajput, S; Rak, J; Rakotozafindrabe, A; Ramello, L; Raniwala, R; Raniwala, S; Räsänen, S S; Rascanu, B T; Rathee, D; Rauf, A W; Razazi, V; Read, K F; Real, J S; Redlich, K; Reed, R J; Rehman, A; Reichelt, P; Reicher, M; Reidt, F; Renfordt, R; Reolon, A R; Reshetin, A; Rettig, F; Revol, J-P; Reygers, K; Riabov, V; Ricci, R A; Richert, T; Richter, M; Riedler, P; Riegler, W; Riggi, F; Rivetti, A; Rocco, E; Rodríguez Cahuantzi, M; Rodriguez Manso, A; Røed, K; Rogochaya, E; Rohni, S; Rohr, D; Röhrich, D; Romita, R; Ronchetti, F; Ronflette, L; Rosnet, P; Rossi, A; Roukoutakis, F; Roy, A; Roy, C; Roy, P; Rubio Montero, A J; Rui, R; Russo, R; Ryabinkin, E; Ryabov, Y; Rybicki, A; Sadovsky, S; Šafařík, K; Sahlmuller, B; Sahoo, R; Sahu, P K; Saini, J; Sakai, S; Salgado, C A; Salzwedel, J; Sambyal, S; Samsonov, V; Sanchez Castro, X; Sánchez Rodríguez, F J; Šándor, L; Sandoval, A; Sano, M; Santagati, G; Sarkar, D; Scapparone, E; Scarlassara, F; Scharenberg, R P; Schiaua, C; Schicker, R; Schmidt, C; Schmidt, H R; Schuchmann, S; Schukraft, J; Schulc, M; Schuster, T; Schutz, Y; Schwarz, K; Schweda, K; Scioli, G; Scomparin, E; Scott, R; Segato, G; Seger, J E; Sekiguchi, Y; Selyuzhenkov, I; Senosi, K; Seo, J; Serradilla, E; Sevcenco, A; Shabetai, A; Shabratova, G; Shahoyan, R; Shangaraev, A; Sharma, A; Sharma, N; Sharma, S; Shigaki, K; Shtejer, K; Sibiriak, Y; Siddhanta, S; Siemiarczuk, T; Silvermyr, D; Silvestre, C; Simatovic, G; Singaraju, R; Singh, R; Singha, S; Singhal, V; Sinha, B C; Sinha, T; Sitar, B; Sitta, M; Skaali, T B; Skjerdal, K; Slupecki, M; Smirnov, N; Snellings, R J M; Søgaard, C; Soltz, R; Song, J; Song, M; Soramel, F; Sorensen, S; Spacek, M; Spiriti, E; Sputowska, I; Spyropoulou-Stassinaki, M; Srivastava, B K; Stachel, J; Stan, I; Stefanek, G; Steinpreis, M; Stenlund, E; Steyn, G; Stiller, J H; Stocco, D; Stolpovskiy, M; Strmen, P; Suaide, A A P; Sugitate, T; Suire, C; Suleymanov, M; Sultanov, R; Šumbera, M; Symons, T J M; Szabo, A; Szanto de Toledo, A; Szarka, I; Szczepankiewicz, A; Szymanski, M; Takahashi, J; Tangaro, M A; Tapia Takaki, J D; Tarantola Peloni, A; Tarazona Martinez, A; Tariq, M; Tarzila, M G; Tauro, A; Tejeda Muñoz, G; Telesca, A; Terasaki, K; Terrevoli, C; Thäder, J; Thomas, D; Tieulent, R; Timmins, A R; Toia, A; Trubnikov, V; Trzaska, W H; Tsuji, T; Tumkin, A; Turrisi, R; Tveter, T S; Ullaland, K; Uras, A; Usai, G L; Vajzer, M; Vala, M; Valencia Palomo, L; Vallero, S; Vande Vyvre, P; Van Der Maarel, J; Van Hoorne, J W; van Leeuwen, M; Vargas, A; Vargyas, M; Varma, R; Vasileiou, M; Vasiliev, A; Vechernin, V; Veldhoen, M; Velure, A; Venaruzzo, M; Vercellin, E; Vergara Limón, S; Vernet, R; Verweij, M; Vickovic, L; Viesti, G; Viinikainen, J; Vilakazi, Z; Villalobos Baillie, O; Vinogradov, A; Vinogradov, L; Vinogradov, Y; Virgili, T; Vislavicius, V; Viyogi, Y P; Vodopyanov, A; Völkl, M A; Voloshin, K; Voloshin, S A; Volpe, G; von Haller, B; Vorobyev, I; Vranic, D; Vrláková, J; Vulpescu, B; Vyushin, A; Wagner, B; Wagner, J; Wagner, V; Wang, M; Wang, Y; Watanabe, D; Weber, M; Weber, S G; Wessels, J P; Westerhoff, U; Wiechula, J; Wikne, J; Wilde, M; Wilk, G; Wilkinson, J; Williams, M C S; Windelband, B; Winn, M; Yaldo, C G; Yamaguchi, Y; Yang, H; Yang, P; Yang, S; Yano, S; Yasnopolskiy, S; Yi, J; Yin, Z; Yoo, I-K; Yushmanov, I; Zaccolo, V; Zach, C; Zaman, A; Zampolli, C; Zaporozhets, S; Zarochentsev, A; Závada, P; Zaviyalov, N; Zbroszczyk, H; Zgura, I S; Zhalov, M; Zhang, H; Zhang, X; Zhang, Y; Zhao, C; Zhigareva, N; Zhou, D; Zhou, F; Zhou, Y; Zhuo, Zhou; Zhu, H; Zhu, J; Zhu, X; Zichichi, A; Zimmermann, A; Zimmermann, M B; Zinovjev, G; Zoccarato, Y; Zyzak, M

The production of the strange and double-strange baryon resonances ([Formula: see text], [Formula: see text]) has been measured at mid-rapidity ([Formula: see text][Formula: see text]) in proton-proton collisions at [Formula: see text] [Formula: see text] 7 TeV with the ALICE detector at the LHC. Transverse momentum spectra for inelastic collisions are compared to QCD-inspired models, which in general underpredict the data. A search for the [Formula: see text] pentaquark, decaying in the [Formula: see text] channel, has been carried out but no evidence is seen.

Text analysis devices, articles of manufacture, and text analysis methods

DOEpatents

Turner, Alan E; Hetzler, Elizabeth G; Nakamura, Grant C

2015-03-31

Text analysis devices, articles of manufacture, and text analysis methods are described according to some aspects. In one aspect, a text analysis device includes a display configured to depict visible images, and processing circuitry coupled with the display and wherein the processing circuitry is configured to access a first vector of a text item and which comprises a plurality of components, to access a second vector of the text item and which comprises a plurality of components, to weight the components of the first vector providing a plurality of weighted values, to weight the components of the second vector providing a plurality of weighted values, and to combine the weighted values of the first vector with the weighted values of the second vector to provide a third vector.

Video to Text (V2T) in Wide Area Motion Imagery

DTIC Science & Technology

2015-09-01

microtext) or a document (e.g., using Sphinx or Apache NLP ) as an automated approach [102]. Previous work in natural language full-text searching...language processing ( NLP ) based module. The heart of the structured text processing module includes the following seven key word banks...Features Tracker MHT Multiple Hypothesis Tracking MIL Multiple Instance Learning NLP Natural Language Processing OAB Online AdaBoost OF Optic Flow

User preferences for a text message-based smoking cessation intervention.

PubMed

Bock, Beth C; Heron, Kristin E; Jennings, Ernestine G; Magee, Joshua C; Morrow, Kathleen M

2013-04-01

Younger adults are more likely to smoke and less likely to seek treatment than older smokers. They are also frequent users of communication technology. In the current study, we conducted focus groups to obtain feedback about preferences for a text message-based smoking cessation program from potential users. Participants (N = 21, M age = 25.6 years, age range = 20-33 years) were current or recently quit smokers (M cigarettes/day = 12.8) who used text messaging. Participants completed questionnaires and participated in a 2-hour focus group. Focus groups were conducted using an a priori semistructured interview guide to promote discussion of the content and functionality of the intervention. Major themes from analysis of the focus groups included support for the acceptability of a text-based cessation program, suggestions for a more technologically broad-based program, and adjustments to the program structure. Participants recommended including social networking functions, user control of program output through an online profile, and text message features to promote interaction with the system. Interestingly, many participants suggested the program should begin on individuals' identified quit day, challenging the procedures used in most cessation programs, which begin by preparing participants for a future quit date. Overall, younger adult smokers appear to be interested in participating in a smoking cessation program that uses text messages and web-based elements. Qualitative feedback regarding the perceived optimal features and structure of a technology-based intervention challenged traditional methods of implementing smoking cessation interventions and will inform the development of future programs.

Text Prep

ERIC Educational Resources Information Center

Buehl, Doug

2017-01-01

To understand complex disciplinary texts, students need to possess a rich store of background knowledge. But what happens if students don't have that knowledge? In this article, Doug Buehl explores frontloading strategies that can bridge the gap between what students know and what they need to know to comprehend a disciplinary text. He outlines…

DeTEXT: A Database for Evaluating Text Extraction from Biomedical Literature Figures

PubMed Central

Yin, Xu-Cheng; Yang, Chun; Pei, Wei-Yi; Man, Haixia; Zhang, Jun; Learned-Miller, Erik; Yu, Hong

2015-01-01

Hundreds of millions of figures are available in biomedical literature, representing important biomedical experimental evidence. Since text is a rich source of information in figures, automatically extracting such text may assist in the task of mining figure information. A high-quality ground truth standard can greatly facilitate the development of an automated system. This article describes DeTEXT: A database for evaluating text extraction from biomedical literature figures. It is the first publicly available, human-annotated, high quality, and large-scale figure-text dataset with 288 full-text articles, 500 biomedical figures, and 9308 text regions. This article describes how figures were selected from open-access full-text biomedical articles and how annotation guidelines and annotation tools were developed. We also discuss the inter-annotator agreement and the reliability of the annotations. We summarize the statistics of the DeTEXT data and make available evaluation protocols for DeTEXT. Finally we lay out challenges we observed in the automated detection and recognition of figure text and discuss research directions in this area. DeTEXT is publicly available for downloading at http://prir.ustb.edu.cn/DeTEXT/. PMID:25951377

Putting Text Complexity in Context: Refocusing on Comprehension of Complex Text

ERIC Educational Resources Information Center

Valencia, Sheila W.; Wixson, Karen K.; Pearson, P. David

2014-01-01

The Common Core State Standards for English Language Arts have prompted enormous attention to issues of text complexity. The purpose of this article is to put text complexity in perspective by moving from a primary focus on the text itself to a focus on the comprehension of complex text. We argue that a focus on comprehension is at the heart of…

Texting Styles and Information Change of SMS Text Messages in Filipino

NASA Astrophysics Data System (ADS)

Cabatbat, Josephine Jill T.; Tapang, Giovanni A.

2013-02-01

We identify the different styles of texting in Filipino short message service (SMS) texts and analyze the change in unigram and bigram frequencies due to these styles. Style preference vectors for sample texts were calculated and used to identify the style combination used by an average individual. The change in Shannon entropy of the SMS text is explained in light of a coding process.

PDF text classification to leverage information extraction from publication reports.

PubMed

Bui, Duy Duc An; Del Fiol, Guilherme; Jonnalagadda, Siddhartha

2016-06-01

Data extraction from original study reports is a time-consuming, error-prone process in systematic review development. Information extraction (IE) systems have the potential to assist humans in the extraction task, however majority of IE systems were not designed to work on Portable Document Format (PDF) document, an important and common extraction source for systematic review. In a PDF document, narrative content is often mixed with publication metadata or semi-structured text, which add challenges to the underlining natural language processing algorithm. Our goal is to categorize PDF texts for strategic use by IE systems. We used an open-source tool to extract raw texts from a PDF document and developed a text classification algorithm that follows a multi-pass sieve framework to automatically classify PDF text snippets (for brevity, texts) into TITLE, ABSTRACT, BODYTEXT, SEMISTRUCTURE, and METADATA categories. To validate the algorithm, we developed a gold standard of PDF reports that were included in the development of previous systematic reviews by the Cochrane Collaboration. In a two-step procedure, we evaluated (1) classification performance, and compared it with machine learning classifier, and (2) the effects of the algorithm on an IE system that extracts clinical outcome mentions. The multi-pass sieve algorithm achieved an accuracy of 92.6%, which was 9.7% (p<0.001) higher than the best performing machine learning classifier that used a logistic regression algorithm. F-measure improvements were observed in the classification of TITLE (+15.6%), ABSTRACT (+54.2%), BODYTEXT (+3.7%), SEMISTRUCTURE (+34%), and MEDADATA (+14.2%). In addition, use of the algorithm to filter semi-structured texts and publication metadata improved performance of the outcome extraction system (F-measure +4.1%, p=0.002). It also reduced of number of sentences to be processed by 44.9% (p<0.001), which corresponds to a processing time reduction of 50% (p=0.005). The rule-based multi

Text, photo, and line extraction in scanned documents

NASA Astrophysics Data System (ADS)

Erkilinc, M. Sezer; Jaber, Mustafa; Saber, Eli; Bauer, Peter; Depalov, Dejan

2012-07-01

We propose a page layout analysis algorithm to classify a scanned document into different regions such as text, photo, or strong lines. The proposed scheme consists of five modules. The first module performs several image preprocessing techniques such as image scaling, filtering, color space conversion, and gamma correction to enhance the scanned image quality and reduce the computation time in later stages. Text detection is applied in the second module wherein wavelet transform and run-length encoding are employed to generate and validate text regions, respectively. The third module uses a Markov random field based block-wise segmentation that employs a basis vector projection technique with maximum a posteriori probability optimization to detect photo regions. In the fourth module, methods for edge detection, edge linking, line-segment fitting, and Hough transform are utilized to detect strong edges and lines. In the last module, the resultant text, photo, and edge maps are combined to generate a page layout map using K-Means clustering. The proposed algorithm has been tested on several hundred documents that contain simple and complex page layout structures and contents such as articles, magazines, business cards, dictionaries, and newsletters, and compared against state-of-the-art page-segmentation techniques with benchmark performance. The results indicate that our methodology achieves an average of ˜89% classification accuracy in text, photo, and background regions.

Populating the Semantic Web by Macro-reading Internet Text

NASA Astrophysics Data System (ADS)

Mitchell, Tom M.; Betteridge, Justin; Carlson, Andrew; Hruschka, Estevam; Wang, Richard

A key question regarding the future of the semantic web is "how will we acquire structured information to populate the semantic web on a vast scale?" One approach is to enter this information manually. A second approach is to take advantage of pre-existing databases, and to develop common ontologies, publishing standards, and reward systems to make this data widely accessible. We consider here a third approach: developing software that automatically extracts structured information from unstructured text present on the web. We also describe preliminary results demonstrating that machine learning algorithms can learn to extract tens of thousands of facts to populate a diverse ontology, with imperfect but reasonably good accuracy.

A PC-Based Free Text DSS for Health Care

NASA Technical Reports Server (NTRS)

Grams, Ralph R.; Buchanan, Paul; Massey, James K.; Jin, Ming

1987-01-01

A free Decision Support System(DST) has been constructed for health care professional that allows the analysis of complex medical cases and the creation of diagnostic list of potential diseases for clinical evaluation.The system uses a PC-based text management system specifically designed for desktop operation. The texts employed in the decision support package include the Merck Manual (published by Merck Sharpe & Dohme) and Control of Communicable Diseas in Man (published by the American Public Health Association). The background and design of the database are discussed along with a structured analysis procedure for handling free text DSS system. A case study is presented to show the application of this technology and conclusions are drawn in the summary that point to expanded areas of professional intention and new frontiers yet to be explored in this rapidly progressing field.

On the origin of long-range correlations in texts.

PubMed

Altmann, Eduardo G; Cristadoro, Giampaolo; Esposti, Mirko Degli

2012-07-17

The complexity of human interactions with social and natural phenomena is mirrored in the way we describe our experiences through natural language. In order to retain and convey such a high dimensional information, the statistical properties of our linguistic output has to be highly correlated in time. An example are the robust observations, still largely not understood, of correlations on arbitrary long scales in literary texts. In this paper we explain how long-range correlations flow from highly structured linguistic levels down to the building blocks of a text (words, letters, etc..). By combining calculations and data analysis we show that correlations take form of a bursty sequence of events once we approach the semantically relevant topics of the text. The mechanisms we identify are fairly general and can be equally applied to other hierarchical settings.

Machine printed text and handwriting identification in noisy document images.

PubMed

Zheng, Yefeng; Li, Huiping; Doermann, David

2004-03-01

In this paper, we address the problem of the identification of text in noisy document images. We are especially focused on segmenting and identifying between handwriting and machine printed text because: 1) Handwriting in a document often indicates corrections, additions, or other supplemental information that should be treated differently from the main content and 2) the segmentation and recognition techniques requested for machine printed and handwritten text are significantly different. A novel aspect of our approach is that we treat noise as a separate class and model noise based on selected features. Trained Fisher classifiers are used to identify machine printed text and handwriting from noise and we further exploit context to refine the classification. A Markov Random Field-based (MRF) approach is used to model the geometrical structure of the printed text, handwriting, and noise to rectify misclassifications. Experimental results show that our approach is robust and can significantly improve page segmentation in noisy document collections.

Visualizing the semantic content of large text databases using text maps

NASA Technical Reports Server (NTRS)

Combs, Nathan

1993-01-01

A methodology for generating text map representations of the semantic content of text databases is presented. Text maps provide a graphical metaphor for conceptualizing and visualizing the contents and data interrelationships of large text databases. Described are a set of experiments conducted against the TIPSTER corpora of Wall Street Journal articles. These experiments provide an introduction to current work in the representation and visualization of documents by way of their semantic content.

The Peierls stress of the moving [Formula: see text] screw dislocation in Ta.

PubMed

Liu, Ruiping; Wang, Shaofeng; Wu, Xiaozhi

2009-08-26

The Peierls stress of the moving [Formula: see text] screw dislocation with a planar and non-dissociated core structure in Ta has been calculated. The elastic strain energy which is associated with the discrete effect of the lattice and ignored in classical Peierls-Nabarro (P-N) theory has been taken into account in calculating the Peierls stress, and it can make the Peierls stress become smaller. The Peierls stress we obtain is very close to the experimental data. As shown in the numerical calculations and atomistic simulations, the core structure of the screw dislocation undergoes significant changes under the explicit stress before the screw dislocation moves. Moreover, the mechanism of the screw dislocation is revealed by our results and the experimental data that the screw dislocation retracts its extension in three {110} planes and transforms its dissociated core structure into a planar configuration. Therefore, the core structure of the moving [Formula: see text] screw dislocation in Ta is proposed to be planar.

Effects of the Integrated Online Advance Organizer Teaching Materials on Students' Science Achievement and Attitude

NASA Astrophysics Data System (ADS)

Korur, Fikret; Toker, Sacip; Eryılmaz, Ali

2016-08-01

This two-group quasi-experimental study investigated the effects of the Online Advance Organizer Concept Teaching Material (ONACOM) integrated with inquiry teaching and expository teaching methods. Grade 7 students' posttest performances on the light unit achievement and light unit attitude tests controlled for gender, previous semester science grade, and pretest scores were analyzed. No significant treatment effects were found between the inquiry and expository approaches. However, both groups demonstrated significant pretest-posttest gains in achievement and attitude. Independent from the method used, ONACOM was judged effective in both groups as students demonstrated increased achievement and attitude scores. ONACOM has a social and semantic network-aided infrastructure that can be adapted to both methods to increase students' achievement and improve their attitude.

Evaluating a Brief Measure of Reading Comprehension for Narrative and Expository Text: The Convergent and Predictive Validity of the Reading Retell Rubric

ERIC Educational Resources Information Center

Thomas, Lisa B.

2012-01-01

Reading comprehension is a critical aspect of the reading process. Children who experience significant problems in reading comprehension are at risk for long-term academic and social problems. High-quality measures are needed for early, efficient, and effective identification of children in need of remediation in reading comprehension. Substantial…

Reading Aloud Expository Text to First- and Second-Graders: A Comparison of the Effects on Comprehension of During- and After-Reading Questioning

ERIC Educational Resources Information Center

Heisey, Natalie Denise

2009-01-01

The purpose of this study was to compare the effects of questioning "during" a read-aloud and questioning "after" a read-aloud, using science-related informational tradebooks with first-and second-graders. Three thematically-related tradebooks were used, each portraying a scientist involved in authentic investigation. Students in two first/second…

Measurement of the jet mass in highly boosted [Formula: see text] events from pp collisions at [Formula: see text][Formula: see text].

PubMed

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Vilela Pereira, A; Ahuja, S; Bernardes, C A; Dogra, S; Fernandez Perez Tomei, T R; Gregores, E M; Mercadante, P G; Moon, C S; Novaes, S F; Padula, Sandra S; Romero Abad, D; Ruiz Vargas, J C; Aleksandrov, A; Hadjiiska, R; Iaydjiev, P; Rodozov, M; Stoykova, S; Sultanov, G; Vutova, M; Dimitrov, A; Glushkov, I; Litov, L; Pavlov, B; Petkov, P; Fang, W; Ahmad, M; Bian, J G; Chen, G M; Chen, H S; Chen, M; Chen, Y; Cheng, T; Jiang, C H; Leggat, D; Liu, Z; Romeo, F; Ruan, M; Shaheen, S M; Spiezia, A; Tao, J; Wang, C; Wang, Z; Zhang, H; Zhao, J; Ban, Y; Chen, G; Li, Q; Liu, S; Mao, Y; Qian, S J; Wang, D; Xu, Z; Avila, C; Cabrera, A; Chaparro Sierra, L F; Florez, C; Gomez, J P; González Hernández, C F; Ruiz Alvarez, J D; Sanabria, J C; Godinovic, N; Lelas, D; Puljak, I; Ribeiro Cipriano, P M; Sculac, T; Antunovic, Z; Kovac, M; Brigljevic, V; Ferencek, D; Kadija, K; Mesic, B; Susa, T; Attikis, A; Mavromanolakis, G; Mousa, J; Nicolaou, C; Ptochos, F; Razis, P A; Rykaczewski, H; Tsiakkouri, D; Finger, M; 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Chanon, N; Collard, C; Conte, E; Coubez, X; Fontaine, J-C; Gelé, D; Goerlach, U; Le Bihan, A-C; Van Hove, P; Gadrat, S; Beauceron, S; Bernet, C; Boudoul, G; Carrillo Montoya, C A; Chierici, R; Contardo, D; Courbon, B; Depasse, P; El Mamouni, H; Fay, J; Gascon, S; Gouzevitch, M; Grenier, G; Ille, B; Lagarde, F; Laktineh, I B; Lethuillier, M; Mirabito, L; Pequegnot, A L; Perries, S; Popov, A; Sabes, D; Sordini, V; Vander Donckt, M; Verdier, P; Viret, S; Khvedelidze, A; Tsamalaidze, Z; Autermann, C; Beranek, S; Feld, L; Kiesel, M K; Klein, K; Lipinski, M; Preuten, M; Schomakers, C; Schulz, J; Verlage, T; Albert, A; Brodski, M; Dietz-Laursonn, E; Duchardt, D; Endres, M; Erdmann, M; Erdweg, S; Esch, T; Fischer, R; Güth, A; Hamer, M; Hebbeker, T; Heidemann, C; Hoepfner, K; Knutzen, S; Merschmeyer, M; Meyer, A; Millet, P; Mukherjee, S; Olschewski, M; Padeken, K; Pook, T; Radziej, M; Reithler, H; Rieger, M; Scheuch, F; Sonnenschein, L; Teyssier, D; Thüer, S; Cherepanov, V; Flügge, G; Kargoll, B; Kress, T; Künsken, A; Lingemann, J; Müller, T; Nehrkorn, A; Nowack, A; Pistone, C; Pooth, O; Stahl, A; Aldaya Martin, M; Arndt, T; Asawatangtrakuldee, C; Beernaert, K; Behnke, O; Behrens, U; Bin Anuar, A A; Borras, K; Campbell, A; Connor, P; Contreras-Campana, C; Costanza, F; Diez Pardos, C; Dolinska, G; Eckerlin, G; Eckstein, D; Eichhorn, T; Eren, E; Gallo, E; Garay Garcia, J; Geiser, A; Gizhko, A; Grados Luyando, J M; Grohsjean, A; Gunnellini, P; Harb, A; Hauk, J; Hempel, M; Jung, H; Kalogeropoulos, A; Karacheban, O; Kasemann, M; Keaveney, J; Kleinwort, C; Korol, I; Krücker, D; Lange, W; Lelek, A; Lenz, T; Leonard, J; Lipka, K; Lobanov, A; Lohmann, W; Mankel, R; Melzer-Pellmann, I-A; Meyer, A B; Mittag, G; Mnich, J; Mussgiller, A; Pitzl, D; Placakyte, R; Raspereza, A; Roland, B; Sahin, M Ö; Saxena, P; Schoerner-Sadenius, T; Spannagel, S; Stefaniuk, N; Van Onsem, G P; Walsh, R; Wissing, C; Blobel, V; Centis Vignali, M; Draeger, A R; Dreyer, T; Garutti, E; Gonzalez, D; Haller, J; Hoffmann, M; Junkes, A; Klanner, R; Kogler, R; Kovalchuk, N; Lapsien, T; Marchesini, I; Marconi, D; Meyer, M; Niedziela, M; Nowatschin, D; Pantaleo, F; Peiffer, T; Perieanu, A; Scharf, C; Schleper, P; Schmidt, A; Schumann, S; Schwandt, J; Stadie, H; Steinbrück, G; Stober, F M; Stöver, M; Tholen, H; Troendle, D; Usai, E; Vanelderen, L; Vanhoefer, A; Vormwald, B; Akbiyik, M; Barth, C; Baur, S; Baus, C; Berger, J; Butz, E; Caspart, R; Chwalek, T; Colombo, F; De Boer, W; Dierlamm, A; Fink, S; Freund, B; Friese, R; Giffels, M; Gilbert, A; Goldenzweig, P; Haitz, D; Hartmann, F; Heindl, S M; Husemann, U; Katkov, I; Kudella, S; Mildner, H; Mozer, M U; Müller, Th; Plagge, M; Quast, G; Rabbertz, K; Röcker, S; Roscher, F; Schröder, M; Shvetsov, I; Sieber, G; Simonis, H J; Ulrich, R; Wayand, S; Weber, M; Weiler, T; Williamson, S; Wöhrmann, C; Wolf, R; Anagnostou, G; Daskalakis, G; Geralis, T; Giakoumopoulou, V A; Kyriakis, A; Loukas, D; Topsis-Giotis, I; Kesisoglou, S; Panagiotou, A; Saoulidou, N; Tziaferi, E; Evangelou, I; Flouris, G; Foudas, C; Kokkas, P; Loukas, N; Manthos, N; Papadopoulos, I; Paradas, E; Filipovic, N; Pasztor, G; Bencze, G; Hajdu, C; Horvath, D; Sikler, F; Veszpremi, V; Vesztergombi, G; Zsigmond, A J; Beni, N; Czellar, S; Karancsi, J; Makovec, A; Molnar, J; Szillasi, Z; Bartók, M; Raics, P; Trocsanyi, Z L; Ujvari, B; Komaragiri, J R; Bahinipati, S; Bhowmik, S; Choudhury, S; Mal, P; Mandal, K; Nayak, A; Sahoo, D K; Sahoo, N; Swain, S K; Bansal, S; Beri, S B; Bhatnagar, V; Chawla, R; Bhawandeep, U; Kalsi, A K; Kaur, A; Kaur, M; Kumar, R; Kumari, P; Mehta, A; Mittal, M; Singh, J B; Walia, G; Kumar, Ashok; Bhardwaj, A; Choudhary, B C; Garg, R B; Keshri, S; Malhotra, S; Naimuddin, M; Ranjan, K; Sharma, R; Sharma, V; Bhattacharya, R; Bhattacharya, S; Chatterjee, K; Dey, S; Dutt, S; Dutta, S; Ghosh, S; Majumdar, N; Modak, A; Mondal, K; Mukhopadhyay, S; Nandan, S; Purohit, A; Roy, A; Roy, D; Roy Chowdhury, S; Sarkar, S; Sharan, M; Thakur, S; Behera, P K; Chudasama, R; Dutta, D; 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2017-01-01

The first measurement of the jet mass [Formula: see text] of top quark jets produced in [Formula: see text] events from pp collisions at [Formula: see text] [Formula: see text] is reported for the jet with the largest transverse momentum [Formula: see text] in highly boosted hadronic top quark decays. The data sample, collected with the CMS detector, corresponds to an integrated luminosity of 19.7[Formula: see text]. The measurement is performed in the lepton+jets channel in which the products of the semileptonic decay [Formula: see text] with [Formula: see text] where [Formula: see text] is an electron or muon, are used to select [Formula: see text] events with large Lorentz boosts. The products of the fully hadronic decay [Formula: see text] with [Formula: see text] are reconstructed using a single Cambridge-Aachen jet with distance parameter [Formula: see text], and [Formula: see text] [Formula: see text]. The [Formula: see text] cross section as a function of [Formula: see text] is unfolded at the particle level and is used to test the modelling of highly boosted top quark production. The peak position of the [Formula: see text] distribution is sensitive to the top quark mass [Formula: see text], and the data are used to extract a value of [Formula: see text] to assess this sensitivity.

Creating Vocative Texts

ERIC Educational Resources Information Center

Nicol, Jennifer J.

2008-01-01

Vocative texts are expressive poetic texts that strive to show rather than tell, that communicate felt knowledge, and that appeal to the senses. They are increasingly used by researchers to present qualitative findings, but little has been written about how to create such texts. To this end, excerpts from an inquiry into the experience and meaning…

Learning from Texts: Activation of Information from Previous Texts during Reading

ERIC Educational Resources Information Center

Beker, Katinka; Jolles, Dietsje; Lorch, Robert F., Jr.; van den Broek, Paul

2016-01-01

Learning often involves integration of information from multiple texts. The aim of the current study was to determine whether relevant information from previously read texts is spontaneously activated during reading, allowing for integration between texts (experiment 1 and 2), and whether this process is related to the representation of the texts…

Comparative Analysis of Document level Text Classification Algorithms using R

NASA Astrophysics Data System (ADS)

Syamala, Maganti; Nalini, N. J., Dr; Maguluri, Lakshamanaphaneendra; Ragupathy, R., Dr.

2017-08-01

From the past few decades there has been tremendous volumes of data available in Internet either in structured or unstructured form. Also, there is an exponential growth of information on Internet, so there is an emergent need of text classifiers. Text mining is an interdisciplinary field which draws attention on information retrieval, data mining, machine learning, statistics and computational linguistics. And to handle this situation, a wide range of supervised learning algorithms has been introduced. Among all these K-Nearest Neighbor(KNN) is efficient and simplest classifier in text classification family. But KNN suffers from imbalanced class distribution and noisy term features. So, to cope up with this challenge we use document based centroid dimensionality reduction(CentroidDR) using R Programming. By combining these two text classification techniques, KNN and Centroid classifiers, we propose a scalable and effective flat classifier, called MCenKNN which works well substantially better than CenKNN.

Human Processing of Knowledge from Texts: Acquisition, Integration, and Reasoning.

ERIC Educational Resources Information Center

Thorndyke, Perry W.; Hayes-Roth, Barbara

This report documents a series of studies on how undergraduate students learn from and reason with textual information. The studies described were undertaken to produce models that could serve as the basis for designing computer systems capable of structuring and presenting text material in optimal formats. Divided into sections, the report…

Text messaging: are dependency and Excessive Use discretely different for Japanese university students?

PubMed

Lu, Xi; Katoh, Takahiko; Chen, Zi; Nagata, Toshiaki; Kitamura, Toshinori

2014-05-15

Text messaging may be excessive and young people may be dependent on it. We distributed the Self-perception of Text-message Dependency Scale (STDS), Hospital Anxiety and Depression Scale (HADS), Temperament and Character Inventory (TCI), and Relationship Questionnaire (RQ) to 223 Japanese university students in a two-wave study, separated by a 5-month interval. The STDS yielded a three-factor structure. The STDS scores across the two measurement occasions were stable across time (except for the Relationship Maintenance subscale). A hierarchical cluster analysis suggested a three-class structure interpreted as Normal Users, Excessive Users, and Dependent Users. Excessive Users and Dependent Users were characterized by a young age at initial mobile phone use, more frequent use of text messaging, higher Novelty Seeking, and better Other-Model patterns of adult attachment. Unlike Excessive Users, Dependent Users were characterized by lower Self-directedness, poorer Self-Model of adult attachment, and higher anxiety and depression. The Excessive Users, but not the Dependent Users, were characterized by high Reward Dependence and Co-operativeness. The present study demonstrated that the STDS has a robust factor structure, good construct validity, and temporal stability (except for Relationship Maintenance subscale); students could be classified into normal, excessive, and Dependent Users of the text messaging; and Dependent Users were characterized by Excessive Use and personality immaturity. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Availability and Use of Informational Texts in Second-, Third-, and Fourth-Grade Classrooms

ERIC Educational Resources Information Center

Jeong, Jongseong; Gaffney, Janet S.; Choi, Jin-Oh

2010-01-01

A sharp increase in the proportion of informational text with the corresponding expansion of cognitive demands and conceptual structures is a widely held explanation for the decline in reading achievement at the fourth-grade level. In this study, differences in the proportion of informational text across the second, third, and fourth grades were…

Suppression and azimuthal anisotropy of prompt and nonprompt [Formula: see text] production in PbPb collisions at [Formula: see text][Formula: see text].

PubMed

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Maeshima, K; Magini, N; Marraffino, J M; Maruyama, S; Mason, D; McBride, P; Merkel, P; Mrenna, S; Nahn, S; Newman-Holmes, C; O'Dell, V; Pedro, K; Prokofyev, O; Rakness, G; Ristori, L; Sexton-Kennedy, E; Soha, A; Spalding, W J; Spiegel, L; Stoynev, S; Strobbe, N; Taylor, L; Tkaczyk, S; Tran, N V; Uplegger, L; Vaandering, E W; Vernieri, C; Verzocchi, M; Vidal, R; Wang, M; Weber, H A; Whitbeck, A; Wu, Y; Acosta, D; Avery, P; Bortignon, P; Bourilkov, D; Brinkerhoff, A; Carnes, A; Carver, M; Curry, D; Das, S; Field, R D; Furic, I K; Konigsberg, J; Korytov, A; Low, J F; Ma, P; Matchev, K; Mei, H; Mitselmakher, G; Rank, D; Shchutska, L; Sperka, D; Thomas, L; Wang, J; Wang, S; Yelton, J; Linn, S; Markowitz, P; Martinez, G; Rodriguez, J L; Ackert, A; Adams, J R; Adams, T; Askew, A; Bein, S; Diamond, B; Hagopian, S; Hagopian, V; Johnson, K F; Khatiwada, A; Prosper, H; Santra, A; Yohay, R; Baarmand, M M; Bhopatkar, V; Colafranceschi, S; Hohlmann, M; Noonan, D; Roy, T; Yumiceva, F; Adams, M R; Apanasevich, L; Berry, D; Betts, R R; Bucinskaite, I; Cavanaugh, R; Evdokimov, O; Gauthier, L; Gerber, C E; Hofman, D J; Jung, K; Kurt, P; O'Brien, C; Sandoval Gonzalez, I D; Turner, P; Varelas, N; Wang, H; Wu, Z; Zakaria, M; Zhang, J; Bilki, B; Clarida, W; Dilsiz, K; Durgut, S; Gandrajula, R P; Haytmyradov, M; Khristenko, V; Merlo, J-P; Mermerkaya, H; Mestvirishvili, A; Moeller, A; Nachtman, J; Ogul, H; Onel, Y; Ozok, F; Penzo, A; Snyder, C; Tiras, E; Wetzel, J; Yi, K; Anderson, I; Blumenfeld, B; Cocoros, A; Eminizer, N; Fehling, D; Feng, L; Gritsan, A V; Maksimovic, P; Martin, C; Osherson, M; Roskes, J; Sarica, U; Swartz, M; Xiao, M; Xin, Y; You, C; Al-Bataineh, A; Baringer, P; Bean, A; Boren, S; Bowen, J; Bruner, C; Castle, J; Forthomme, L; Kenny, R P; Khalil, S; Kropivnitskaya, A; Majumder, D; Mcbrayer, W; Murray, M; Sanders, S; Stringer, R; Tapia Takaki, J D; Wang, Q; Ivanov, A; Kaadze, K; Maravin, Y; Mohammadi, A; Saini, L K; Skhirtladze, N; Toda, S; Rebassoo, F; Wright, D; Anelli, C; Baden, A; Baron, O; Belloni, A; Calvert, B; Eno, S C; Ferraioli, C; Gomez, J A; Hadley, N J; Jabeen, S; Kellogg, R G; Kolberg, T; Kunkle, J; Lu, Y; Mignerey, A C; Ricci-Tam, F; Shin, Y H; Skuja, A; Tonjes, M B; Tonwar, S C; Abercrombie, D; Allen, B; Apyan, A; Barbieri, R; Baty, A; Bi, R; Bierwagen, K; Brandt, S; Busza, W; Cali, I A; Demiragli, Z; Di Matteo, L; Gomez Ceballos, G; Goncharov, M; Hsu, D; Iiyama, Y; Innocenti, G M; Klute, M; Kovalskyi, D; Krajczar, K; Lai, Y S; Lee, Y-J; Levin, A; Luckey, P D; Maier, B; Marini, A C; Mcginn, C; Mironov, C; Narayanan, S; Niu, X; Paus, C; Roland, C; Roland, G; Salfeld-Nebgen, J; Stephans, G S F; Sumorok, K; Tatar, K; Varma, M; Velicanu, D; Veverka, J; Wang, J; Wang, T W; Wyslouch, B; Yang, M; Zhukova, V; Benvenuti, A C; Chatterjee, R M; Evans, A; Finkel, A; Gude, A; Hansen, P; Kalafut, S; Kao, S C; Kubota, Y; Lesko, Z; Mans, J; Nourbakhsh, S; Ruckstuhl, N; Rusack, R; Tambe, N; Turkewitz, J; Acosta, J G; Oliveros, S; Avdeeva, E; Bartek, R; Bloom, K; Claes, D R; Dominguez, A; Fangmeier, C; Gonzalez Suarez, R; Kamalieddin, R; Kravchenko, I; Malta Rodrigues, A; Meier, F; Monroy, J; Siado, J E; Snow, G R; Stieger, B; Alyari, M; Dolen, J; George, J; Godshalk, A; Harrington, C; Iashvili, I; Kaisen, J; Kharchilava, A; Kumar, A; Parker, A; Rappoccio, S; Roozbahani, B; Alverson, G; Barberis, E; Hortiangtham, A; Massironi, A; Morse, D M; Nash, D; Orimoto, T; Teixeira De Lima, R; Trocino, D; Wang, R-J; Wood, D; Bhattacharya, S; Charaf, O; Hahn, K A; Kubik, A; Kumar, A; Mucia, N; Odell, N; Pollack, B; Schmitt, M H; Sung, K; Trovato, M; Velasco, M; Dev, N; Hildreth, M; Hurtado Anampa, K; Jessop, C; Karmgard, D J; Kellams, N; Lannon, K; Marinelli, N; Meng, F; Mueller, C; Musienko, Y; Planer, M; Reinsvold, A; Ruchti, R; Smith, G; Taroni, S; Wayne, M; Wolf, M; Woodard, A; Alimena, J; Antonelli, L; Bylsma, B; Durkin, L S; Flowers, S; Francis, B; Hart, A; Hill, C; Hughes, R; Ji, W; Liu, B; Luo, W; Puigh, D; Winer, B L; Wulsin, H W; Cooperstein, S; Driga, O; Elmer, P; Hardenbrook, J; Hebda, P; Lange, D; Luo, J; Marlow, D; Mc Donald, J; Medvedeva, T; Mei, K; Mooney, M; Olsen, J; Palmer, C; Piroué, P; Stickland, D; Svyatkovskiy, A; Tully, C; Zuranski, A; Malik, S; Barker, A; Barnes, V E; Folgueras, S; Gutay, L; Jha, M K; Jones, M; Jung, A W; Miller, D H; Neumeister, N; Schulte, J F; Shi, X; Sun, J; Wang, F; Xie, W; Parashar, N; Stupak, J; Adair, A; Akgun, B; Chen, Z; Ecklund, K M; Geurts, F J M; Guilbaud, M; Li, W; Michlin, B; Northup, M; Padley, B P; Redjimi, R; Roberts, J; Rorie, J; Tu, Z; Zabel, J; Betchart, B; Bodek, A; de Barbaro, P; Demina, R; Duh, Y T; Ferbel, T; Galanti, M; Garcia-Bellido, A; Han, J; Hindrichs, O; Khukhunaishvili, A; Lo, K H; Tan, P; Verzetti, M; Agapitos, A; Chou, J P; Contreras-Campana, E; Gershtein, Y; Gómez Espinosa, T A; Halkiadakis, E; Heindl, M; Hidas, D; Hughes, E; Kaplan, S; Kunnawalkam Elayavalli, R; Kyriacou, S; Lath, A; Nash, K; Saka, H; Salur, S; Schnetzer, S; Sheffield, D; Somalwar, S; Stone, R; Thomas, S; Thomassen, P; Walker, M; Delannoy, A G; Foerster, M; Heideman, J; Riley, G; Rose, K; Spanier, S; Thapa, K; Bouhali, O; Celik, A; Dalchenko, M; De Mattia, M; Delgado, A; Dildick, S; Eusebi, R; Gilmore, J; Huang, T; Juska, E; Kamon, T; Mueller, R; Pakhotin, Y; Patel, R; Perloff, A; Perniè, L; Rathjens, D; Rose, A; Safonov, A; Tatarinov, A; Ulmer, K A; Akchurin, N; Cowden, C; Damgov, J; De Guio, F; Dragoiu, C; Dudero, P R; Faulkner, J; Gurpinar, E; Kunori, S; Lamichhane, K; Lee, S W; Libeiro, T; Peltola, T; Undleeb, S; Volobouev, I; Wang, Z; Greene, S; Gurrola, A; Janjam, R; Johns, W; Maguire, C; Melo, A; Ni, H; Sheldon, P; Tuo, S; Velkovska, J; Xu, Q; Arenton, M W; Barria, P; Cox, B; Goodell, J; Hirosky, R; Ledovskoy, A; Li, H; Neu, C; Sinthuprasith, T; Sun, X; Wang, Y; Wolfe, E; Xia, F; Clarke, C; Harr, R; Karchin, P E; Sturdy, J; Belknap, D A; Buchanan, J; Caillol, C; Dasu, S; Dodd, L; Duric, S; Gomber, B; Grothe, M; Herndon, M; Hervé, A; Klabbers, P; Lanaro, A; Levine, A; Long, K; Loveless, R; Ojalvo, I; Perry, T; Pierro, G A; Polese, G; Ruggles, T; Savin, A; Smith, N; Smith, W H; Taylor, D; Woods, N

2017-01-01

The nuclear modification factor [Formula: see text] and the azimuthal anisotropy coefficient [Formula: see text] of prompt and nonprompt (i.e. those from decays of b hadrons) [Formula: see text] mesons, measured from PbPb and pp collisions at [Formula: see text] [Formula: see text] at the LHC, are reported. The results are presented in several event centrality intervals and several kinematic regions, for transverse momenta [Formula: see text] [Formula: see text] and rapidity [Formula: see text], extending down to [Formula: see text] [Formula: see text] in the [Formula: see text] range. The [Formula: see text] of prompt [Formula: see text] is found to be nonzero, but with no strong dependence on centrality, rapidity, or [Formula: see text] over the full kinematic range studied. The measured [Formula: see text] of nonprompt [Formula: see text] is consistent with zero. The [Formula: see text] of prompt [Formula: see text] exhibits a suppression that increases from peripheral to central collisions but does not vary strongly as a function of either y or [Formula: see text] in the fiducial range. The nonprompt [Formula: see text] [Formula: see text] shows a suppression which becomes stronger as rapidity or [Formula: see text] increases. The [Formula: see text] and [Formula: see text] of open and hidden charm, and of open charm and beauty, are compared.

Nordic Research on Text and Discourse. NORDTEXT Symposium (Espoo, Finland, May 10-13, 1990).

ERIC Educational Resources Information Center

Lindeberg, Ann-Charlotte, Ed.; And Others

Papers presented at the 1990 Symposium of the Nordic Research Group for Theoretical and Applied Text Linguistics include the following: "Success Concepts" (Enkvist); "Reconciling the Psychological with the Linguistic in Accounts of Text Comprehension" (Garrod); "Particles as Fundaments of Discourse Structuring"…

Using complex networks for text classification: Discriminating informative and imaginative documents

NASA Astrophysics Data System (ADS)

de Arruda, Henrique F.; Costa, Luciano da F.; Amancio, Diego R.

2016-01-01

Statistical methods have been widely employed in recent years to grasp many language properties. The application of such techniques have allowed an improvement of several linguistic applications, such as machine translation and document classification. In the latter, many approaches have emphasised the semantical content of texts, as is the case of bag-of-word language models. These approaches have certainly yielded reasonable performance. However, some potential features such as the structural organization of texts have been used only in a few studies. In this context, we probe how features derived from textual structure analysis can be effectively employed in a classification task. More specifically, we performed a supervised classification aiming at discriminating informative from imaginative documents. Using a networked model that describes the local topological/dynamical properties of function words, we achieved an accuracy rate of up to 95%, which is much higher than similar networked approaches. A systematic analysis of feature relevance revealed that symmetry and accessibility measurements are among the most prominent network measurements. Our results suggest that these measurements could be used in related language applications, as they play a complementary role in characterising texts.

Using Medical Text Extraction, Reasoning and Mapping System (MTERMS) to Process Medication Information in Outpatient Clinical Notes

PubMed Central

Zhou, Li; Plasek, Joseph M; Mahoney, Lisa M; Karipineni, Neelima; Chang, Frank; Yan, Xuemin; Chang, Fenny; Dimaggio, Dana; Goldman, Debora S.; Rocha, Roberto A.

2011-01-01

Clinical information is often coded using different terminologies, and therefore is not interoperable. Our goal is to develop a general natural language processing (NLP) system, called Medical Text Extraction, Reasoning and Mapping System (MTERMS), which encodes clinical text using different terminologies and simultaneously establishes dynamic mappings between them. MTERMS applies a modular, pipeline approach flowing from a preprocessor, semantic tagger, terminology mapper, context analyzer, and parser to structure inputted clinical notes. Evaluators manually reviewed 30 free-text and 10 structured outpatient clinical notes compared to MTERMS output. MTERMS achieved an overall F-measure of 90.6 and 94.0 for free-text and structured notes respectively for medication and temporal information. The local medication terminology had 83.0% coverage compared to RxNorm’s 98.0% coverage for free-text notes. 61.6% of mappings between the terminologies are exact match. Capture of duration was significantly improved (91.7% vs. 52.5%) from systems in the third i2b2 challenge. PMID:22195230

Noisy text categorization.

PubMed

Vinciarelli, Alessandro

2005-12-01

This work presents categorization experiments performed over noisy texts. By noisy, we mean any text obtained through an extraction process (affected by errors) from media other than digital texts (e.g., transcriptions of speech recordings extracted with a recognition system). The performance of a categorization system over the clean and noisy (Word Error Rate between approximately 10 and approximately 50 percent) versions of the same documents is compared. The noisy texts are obtained through handwriting recognition and simulation of optical character recognition. The results show that the performance loss is acceptable for Recall values up to 60-70 percent depending on the noise sources. New measures of the extraction process performance, allowing a better explanation of the categorization results, are proposed.

Palliative Care Texts

MedlinePlus

... page: https://medlineplus.gov/palliativecaretexts.html Palliative Care Texts To use the sharing features on this page, please enable JavaScript. Free text messages to support you and your family during ...

SWT voting-based color reduction for text detection in natural scene images

NASA Astrophysics Data System (ADS)

Ikica, Andrej; Peer, Peter

2013-12-01

In this article, we propose a novel stroke width transform (SWT) voting-based color reduction method for detecting text in natural scene images. Unlike other text detection approaches that mostly rely on either text structure or color, the proposed method combines both by supervising text-oriented color reduction process with additional SWT information. SWT pixels mapped to color space vote in favor of the color they correspond to. Colors receiving high SWT vote most likely belong to text areas and are blocked from being mean-shifted away. Literature does not explicitly address SWT search direction issue; thus, we propose an adaptive sub-block method for determining correct SWT direction. Both SWT voting-based color reduction and SWT direction determination methods are evaluated on binary (text/non-text) images obtained from a challenging Computer Vision Lab optical character recognition database. SWT voting-based color reduction method outperforms the state-of-the-art text-oriented color reduction approach.

Sequence spaces [Formula: see text] and [Formula: see text] with application in clustering.

PubMed

Khan, Mohd Shoaib; Alamri, Badriah As; Mursaleen, M; Lohani, Qm Danish

2017-01-01

Distance measures play a central role in evolving the clustering technique. Due to the rich mathematical background and natural implementation of [Formula: see text] distance measures, researchers were motivated to use them in almost every clustering process. Beside [Formula: see text] distance measures, there exist several distance measures. Sargent introduced a special type of distance measures [Formula: see text] and [Formula: see text] which is closely related to [Formula: see text]. In this paper, we generalized the Sargent sequence spaces through introduction of [Formula: see text] and [Formula: see text] sequence spaces. Moreover, it is shown that both spaces are BK -spaces, and one is a dual of another. Further, we have clustered the two-moon dataset by using an induced [Formula: see text]-distance measure (induced by the Sargent sequence space [Formula: see text]) in the k-means clustering algorithm. The clustering result established the efficacy of replacing the Euclidean distance measure by the [Formula: see text]-distance measure in the k-means algorithm.

A structured population model with diffusion in structure space.

PubMed

Pugliese, Andrea; Milner, Fabio

2018-05-09

A structured population model is described and analyzed, in which individual dynamics is stochastic. The model consists of a PDE of advection-diffusion type in the structure variable. The population may represent, for example, the density of infected individuals structured by pathogen density x, [Formula: see text]. The individuals with density [Formula: see text] are not infected, but rather susceptible or recovered. Their dynamics is described by an ODE with a source term that is the exact flux from the diffusion and advection as [Formula: see text]. Infection/reinfection is then modeled moving a fraction of these individuals into the infected class by distributing them in the structure variable through a probability density function. Existence of a global-in-time solution is proven, as well as a classical bifurcation result about equilibrium solutions: a net reproduction number [Formula: see text] is defined that separates the case of only the trivial equilibrium existing when [Formula: see text] from the existence of another-nontrivial-equilibrium when [Formula: see text]. Numerical simulation results are provided to show the stabilization towards the positive equilibrium when [Formula: see text] and towards the trivial one when [Formula: see text], result that is not proven analytically. Simulations are also provided to show the Allee effect that helps boost population sizes at low densities.

Why is Light Text Harder to Read Than Dark Text?

NASA Technical Reports Server (NTRS)

Scharff, Lauren V.; Ahumada, Albert J.

2005-01-01

Scharff and Ahumada (2002, 2003) measured text legibility for light text and dark text. For paragraph readability and letter identification, responses to light text were slower and less accurate for a given contrast. Was this polarity effect (1) an artifact of our apparatus, (2) a physiological difference in the separate pathways for positive and negative contrast or (3) the result of increased experience with dark text on light backgrounds? To rule out the apparatus-artifact hypothesis, all data were collected on one monitor. Its luminance was measured at all levels used, and the spatial effects of the monitor were reduced by pixel doubling and quadrupling (increasing the viewing distance to maintain constant angular size). Luminances of vertical and horizontal square-wave gratings were compared to assess display speed effects. They existed, even for 4-pixel-wide bars. Tests for polarity asymmetries in display speed were negative. Increased experience might develop full letter templates for dark text, while recognition of light letters is based on component features. Earlier, an observer ran all conditions at one polarity and then switched. If dark and light letters were intermixed, the observer might use component features on all trials and do worse on the dark letters, reducing the polarity effect. We varied polarity blocking (completely blocked, alternating smaller blocks, and intermixed blocks). Letter identification responses times showed polarity effects at all contrasts and display resolution levels. Observers were also more accurate with higher contrasts and more pixels per degree. Intermixed blocks increased the polarity effect by reducing performance on the light letters, but only if the randomized block occurred prior to the nonrandomized block. Perhaps observers tried to use poorly developed templates, or they did not work as hard on the more difficult items. The experience hypothesis and the physiological gain hypothesis remain viable explanations.

Stemming Malay Text and Its Application in Automatic Text Categorization

NASA Astrophysics Data System (ADS)

Yasukawa, Michiko; Lim, Hui Tian; Yokoo, Hidetoshi

In Malay language, there are no conjugations and declensions and affixes have important grammatical functions. In Malay, the same word may function as a noun, an adjective, an adverb, or, a verb, depending on its position in the sentence. Although extensively simple root words are used in informal conversations, it is essential to use the precise words in formal speech or written texts. In Malay, to make sentences clear, derivative words are used. Derivation is achieved mainly by the use of affixes. There are approximately a hundred possible derivative forms of a root word in written language of the educated Malay. Therefore, the composition of Malay words may be complicated. Although there are several types of stemming algorithms available for text processing in English and some other languages, they cannot be used to overcome the difficulties in Malay word stemming. Stemming is the process of reducing various words to their root forms in order to improve the effectiveness of text processing in information systems. It is essential to avoid both over-stemming and under-stemming errors. We have developed a new Malay stemmer (stemming algorithm) for removing inflectional and derivational affixes. Our stemmer uses a set of affix rules and two types of dictionaries: a root-word dictionary and a derivative-word dictionary. The use of set of rules is aimed at reducing the occurrence of under-stemming errors, while that of the dictionaries is believed to reduce the occurrence of over-stemming errors. We performed an experiment to evaluate the application of our stemmer in text mining software. For the experiment, text data used were actual web pages collected from the World Wide Web to demonstrate the effectiveness of our Malay stemming algorithm. The experimental results showed that our stemmer can effectively increase the precision of the extracted Boolean expressions for text categorization.

Text Mining for Precision Medicine: Bringing structure to EHRs and biomedical literature to understand genes and health

PubMed Central

Simmons, Michael; Singhal, Ayush; Lu, Zhiyong

2018-01-01

The key question of precision medicine is whether it is possible to find clinically actionable granularity in diagnosing disease and classifying patient risk. The advent of next generation sequencing and the widespread adoption of electronic health records (EHRs) have provided clinicians and researchers a wealth of data and made possible the precise characterization of individual patient genotypes and phenotypes. Unstructured text — found in biomedical publications and clinical notes — is an important component of genotype and phenotype knowledge. Publications in the biomedical literature provide essential information for interpreting genetic data. Likewise, clinical notes contain the richest source of phenotype information in EHRs. Text mining can render these texts computationally accessible and support information extraction and hypothesis generation. This chapter reviews the mechanics of text mining in precision medicine and discusses several specific use cases, including database curation for personalized cancer medicine, patient outcome prediction from EHR-derived cohorts, and pharmacogenomic research. Taken as a whole, these use cases demonstrate how text mining enables effective utilization of existing knowledge sources and thus promotes increased value for patients and healthcare systems. Text mining is an indispensable tool for translating genotype-phenotype data into effective clinical care that will undoubtedly play an important role in the eventual realization of precision medicine. PMID:27807747

Text Mining for Precision Medicine: Bringing Structure to EHRs and Biomedical Literature to Understand Genes and Health.

PubMed

Simmons, Michael; Singhal, Ayush; Lu, Zhiyong

2016-01-01

The key question of precision medicine is whether it is possible to find clinically actionable granularity in diagnosing disease and classifying patient risk. The advent of next-generation sequencing and the widespread adoption of electronic health records (EHRs) have provided clinicians and researchers a wealth of data and made possible the precise characterization of individual patient genotypes and phenotypes. Unstructured text-found in biomedical publications and clinical notes-is an important component of genotype and phenotype knowledge. Publications in the biomedical literature provide essential information for interpreting genetic data. Likewise, clinical notes contain the richest source of phenotype information in EHRs. Text mining can render these texts computationally accessible and support information extraction and hypothesis generation. This chapter reviews the mechanics of text mining in precision medicine and discusses several specific use cases, including database curation for personalized cancer medicine, patient outcome prediction from EHR-derived cohorts, and pharmacogenomic research. Taken as a whole, these use cases demonstrate how text mining enables effective utilization of existing knowledge sources and thus promotes increased value for patients and healthcare systems. Text mining is an indispensable tool for translating genotype-phenotype data into effective clinical care that will undoubtedly play an important role in the eventual realization of precision medicine.

Text Processing of Domain-Related Information for Individuals with High and Low Domain Knowledge.

ERIC Educational Resources Information Center

Spilich, George J.; And Others

1979-01-01

The way in which previously acquired knowledge affects the processing on new domain-related information was investigated. Text processing was studied in two groups differing in knowledge of the domain of baseball. A knowledge structure for the domain was constructed, and text propositions were classified. (SW)

A Tutorial in Creating Web-Enabled Databases with Inmagic DB/TextWorks through ODBC.

ERIC Educational Resources Information Center

Breeding, Marshall

2000-01-01

Explains how to create Web-enabled databases. Highlights include Inmagic's DB/Text WebPublisher product called DB/TextWorks; ODBC (Open Database Connectivity) drivers; Perl programming language; HTML coding; Structured Query Language (SQL); Common Gateway Interface (CGI) programming; and examples of HTML pages and Perl scripts. (LRW)

A multiresolutional approach to fuzzy text meaning: A first attempt

DOE Office of Scientific and Technical Information (OSTI.GOV)

Mehler, A.

1996-12-31

The present paper focuses on the connotative meaning aspect of language signs especially above the level of words. In this context the view is taken that texts can be defined as a kind of supersign, to which-in the same way as to other signs-a meaning can be assigned. A text can therefore be described as the result of a sign articulation which connects the material text sign with a corresponding meaning. For the constitution of the structural text meaning a kind of a semiotic composition principle is responsible, which leads to the emergence of interlocked levels of language units, demonstratingmore » different grades of resolution. Starting on the level of words, and going through the level of sentences this principle reaches finally the level of texts by aggregating step by step the meaning of a unit on a higher level out of the meanings of all components one level below, which occur within this unit. Besides, this article will elaborate the hypothesis that the meaning constitution as a two-stage process, corresponding to the syntagmatic and paradigmatic restrictions of language elements among each other, obtains equally on the level of texts. On text level this two-levelledness leads to the constitution of the connotative text meaning, whose constituents are determined on word level by the syntagmatic and paradigmatic relations of the words. The formalization of the text meaning representation occurs with the help of fuzzy set theory.« less

Text-Based Recall and Extra-Textual Generations Resulting from Simplified and Authentic Texts

ERIC Educational Resources Information Center

Crossley, Scott A.; McNamara, Danielle S.

2016-01-01

This study uses a moving windows self-paced reading task to assess text comprehension of beginning and intermediate-level simplified texts and authentic texts by L2 learners engaged in a text-retelling task. Linear mixed effects (LME) models revealed statistically significant main effects for reading proficiency and text level on the number of…

How Popular Culture Texts Inform and Shape Students' Discussions of Social Studies Texts

ERIC Educational Resources Information Center

Hall, Leigh A.

2012-01-01

In this article, I examine how 6th-grade students used pop culture texts to inform their understandings about social studies texts and shape their discussions of it. Discussions showed that students used pop culture texts in three ways when talking about social studies texts. First, students applied comprehension strategies to pop culture texts to…

An automatic system to detect and extract texts in medical images for de-identification

NASA Astrophysics Data System (ADS)

Zhu, Yingxuan; Singh, P. D.; Siddiqui, Khan; Gillam, Michael

2010-03-01

Recently, there is an increasing need to share medical images for research purpose. In order to respect and preserve patient privacy, most of the medical images are de-identified with protected health information (PHI) before research sharing. Since manual de-identification is time-consuming and tedious, so an automatic de-identification system is necessary and helpful for the doctors to remove text from medical images. A lot of papers have been written about algorithms of text detection and extraction, however, little has been applied to de-identification of medical images. Since the de-identification system is designed for end-users, it should be effective, accurate and fast. This paper proposes an automatic system to detect and extract text from medical images for de-identification purposes, while keeping the anatomic structures intact. First, considering the text have a remarkable contrast with the background, a region variance based algorithm is used to detect the text regions. In post processing, geometric constraints are applied to the detected text regions to eliminate over-segmentation, e.g., lines and anatomic structures. After that, a region based level set method is used to extract text from the detected text regions. A GUI for the prototype application of the text detection and extraction system is implemented, which shows that our method can detect most of the text in the images. Experimental results validate that our method can detect and extract text in medical images with a 99% recall rate. Future research of this system includes algorithm improvement, performance evaluation, and computation optimization.

A system for de-identifying medical message board text.

PubMed

Benton, Adrian; Hill, Shawndra; Ungar, Lyle; Chung, Annie; Leonard, Charles; Freeman, Cristin; Holmes, John H

2011-06-09

There are millions of public posts to medical message boards by users seeking support and information on a wide range of medical conditions. It has been shown that these posts can be used to gain a greater understanding of patients' experiences and concerns. As investigators continue to explore large corpora of medical discussion board data for research purposes, protecting the privacy of the members of these online communities becomes an important challenge that needs to be met. Extant entity recognition methods used for more structured text are not sufficient because message posts present additional challenges: the posts contain many typographical errors, larger variety of possible names, terms and abbreviations specific to Internet posts or a particular message board, and mentions of the authors' personal lives. The main contribution of this paper is a system to de-identify the authors of message board posts automatically, taking into account the aforementioned challenges. We demonstrate our system on two different message board corpora, one on breast cancer and another on arthritis. We show that our approach significantly outperforms other publicly available named entity recognition and de-identification systems, which have been tuned for more structured text like operative reports, pathology reports, discharge summaries, or newswire.

Transaction Circles with Digital Texts as a Foundation for Democratic Practices

ERIC Educational Resources Information Center

Brown, Sally

2015-01-01

Transaction circles weave together elements of guided reading and literature circles in an open conversational structure that supports students as agentive learners. Discourse within these circles utilizing digital informational texts assist in the development of democratic practices even in a time when federal mandates limit curricula and…

Is Oral/Text Reading Fluency a “Bridge” to Reading Comprehension?

PubMed Central

Kim, Young-Suk Grace; Park, Chea Hyeong; Wagner, Richard K.

2015-01-01

In the present study we investigated developmental relations among word reading fluency, listening comprehension, and text reading fluency to reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word reading fluency, text reading fluency, and reading comprehension. Results from multigroup structural equation models showed that text reading fluency was a dissociable construct for both kindergartners and first graders. In addition, a developmental pattern emerged: listening comprehension was not uniquely related to text reading fluency for first graders, but not for kindergartners, over and above word reading fluency. In addition, text reading fluency was uniquely related to reading comprehension for kindergartners, but not for first graders, after accounting for word reading fluency and listening comprehension. For first graders, listening comprehension dominated the relations. There were no differences in the pattern of relations for skilled and less skilled readers in first grade. Results are discussed from a developmental perspective for reading comprehension component skills including text reading fluency. PMID:25653474

Text File Comparator

NASA Technical Reports Server (NTRS)

Kotler, R. S.

1983-01-01

File Comparator program IFCOMP, is text file comparator for IBM OS/VScompatable systems. IFCOMP accepts as input two text files and produces listing of differences in pseudo-update form. IFCOMP is very useful in monitoring changes made to software at the source code level.

Text-Content-Analysis based on the Syntactic Correlations between Ontologies

NASA Astrophysics Data System (ADS)

Tenschert, Axel; Kotsiopoulos, Ioannis; Koller, Bastian

The work presented in this chapter is concerned with the analysis of semantic knowledge structures, represented in the form of Ontologies, through which Service Level Agreements (SLAs) are enriched with new semantic data. The objective of the enrichment process is to enable SLA negotiation in a way that is much more convenient for a Service Users. For this purpose the deployment of an SLA-Management-System as well as the development of an analyzing procedure for Ontologies is required. This chapter will refer to the BREIN, the FinGrid and the LarKC projects. The analyzing procedure examines the syntactic correlations of several Ontologies whose focus lies in the field of mechanical engineering. A method of analyzing text and content is developed as part of this procedure. In order to so, we introduce a formalism as well as a method for understanding content. The analysis and methods are integrated to an SLA Management System which enables a Service User to interact with the system as a service by negotiating the user requests and including the semantic knowledge. Through negotiation between Service User and Service Provider the analysis procedure considers the user requests by extending the SLAs with semantic knowledge. Through this the economic use of an SLA-Management-System is increased by the enhancement of SLAs with semantic knowledge structures. The main focus of this chapter is the analyzing procedure, respectively the Text-Content-Analysis, which provides the mentioned semantic knowledge structures.

Texting Teens in Transition: The Use of Text Messages in Clinical Intervention Research

PubMed Central

Nicholas, David B

2014-01-01

Background The rapidly growing population of young adults living with congenital heart disease (CHD), currently challenging ill-prepared cardiac care systems, presents a novel population in which to consider the use of mHealth. This methodological study was part of a larger study that tested the effectiveness of a clinic-based nursing intervention to prepare teens for transfer from pediatric to adult cardiology care. The intervention included creation of a MyHealth Passport and subsequently SMS (short message service) text messages between the intervention nurse and study participant. Objective Our aim was to determine (1) the preference of teens with CHD to be contacted via text message following the nursing intervention, (2) the effectiveness of texting to collect data regarding the use of MyHealth Passport after participation in the intervention, (3) the nature of the texting interaction, and (4) the risks and benefits of texting. Methods Participants were recruited through the intervention study (n=24) by either choosing to receive information from the study coordinator through text message, or texting a question to the study nurses. Inclusion criteria were age 15-17 years, diagnosed with moderate or complex heart disease, and currently being followed by the Division of Cardiology at Stollery Children’s Hospital. Exclusion criteria were heart transplantation and/or less than a 6th grade reading and comprehension ability. Text message transcripts were analyzed by qualitative inductive content analysis. Results Two-thirds of teens (16/24, 67%) chose text messaging as their preferred contact, making them eligible for the study. Texting was effective in collecting information regarding the MyHealth Passport; all but one teen had their MyHealth Passport on them, and many reported carrying it with them wherever they went. All teens reported showing their MyHealth Passport to at least one person. Seven themes were identified in the texting transcripts: mixing formal

Texting teens in transition: the use of text messages in clinical intervention research.

PubMed

Rempel, Gwen R; Ballantyne, Ross T; Magill-Evans, Joyce; Nicholas, David B; Mackie, Andrew S

2014-11-06

The rapidly growing population of young adults living with congenital heart disease (CHD), currently challenging ill-prepared cardiac care systems, presents a novel population in which to consider the use of mHealth. This methodological study was part of a larger study that tested the effectiveness of a clinic-based nursing intervention to prepare teens for transfer from pediatric to adult cardiology care. The intervention included creation of a MyHealth Passport and subsequently SMS (short message service) text messages between the intervention nurse and study participant. Our aim was to determine (1) the preference of teens with CHD to be contacted via text message following the nursing intervention, (2) the effectiveness of texting to collect data regarding the use of MyHealth Passport after participation in the intervention, (3) the nature of the texting interaction, and (4) the risks and benefits of texting. Participants were recruited through the intervention study (n=24) by either choosing to receive information from the study coordinator through text message, or texting a question to the study nurses. Inclusion criteria were age 15-17 years, diagnosed with moderate or complex heart disease, and currently being followed by the Division of Cardiology at Stollery Children's Hospital. Exclusion criteria were heart transplantation and/or less than a 6th grade reading and comprehension ability. Text message transcripts were analyzed by qualitative inductive content analysis. Two-thirds of teens (16/24, 67%) chose text messaging as their preferred contact, making them eligible for the study. Texting was effective in collecting information regarding the MyHealth Passport; all but one teen had their MyHealth Passport on them, and many reported carrying it with them wherever they went. All teens reported showing their MyHealth Passport to at least one person. Seven themes were identified in the texting transcripts: mixing formal and informal language, the passive

Fourth and fifth grade Latino(a) students making meaning of scientific informational texts

NASA Astrophysics Data System (ADS)

Croce, Keri-Anne

Using a socio-psycholinguistic perspective of literacy and a social-semiotic analysis of texts, this study investigates how six students made meaning of informational texts. The students came to school from a variety of English and Spanish language backgrounds. The research question being asked was 'How do Latino(a) fourth and fifth grade students make meaning of English informational texts?' Miscue analysis was used as a tool to investigate how students who have been labeled non-struggling readers by their classroom teacher and are from various language backgrounds approached five informational texts. In order to investigate students' responses to the nature of informational texts, this dissertation draws on commonly occurring structures within texts. Primary data collected included read alouds and retellings of five texts, retrospective miscue analysis, and interviews with six participant students. Two of these participants are discussed within this dissertation. Secondary data included classroom observations and teacher interviews. This study proposes that non-native speakers may use scientific concept placeholders as they transact with informational texts. The use of scientific concept placeholders by a reader indicates that the reader is engaged in the meaning making process and possesses evolving scientific knowledge about a phenomenon. The findings suggest that Latino(a) students' understandings of English informational texts is influenced not only by a student's language development but also (1) the nature of the text; (2) the reading strategies that a student uses, such as the use of placeholders; (3) the influence of the researcher during the aided retelling. This study contributes methodological tools to assess English language learners' reading. The conclusions presented within this study also support the idea that students from a variety of language backgrounds slightly altered their reliance on certain cuing systems as they encountered various sub

Text-Based On-Line Conferencing: A Conceptual and Empirical Analysis Using a Minimal Prototype.

ERIC Educational Resources Information Center

McCarthy, John C.; And Others

1993-01-01

Analyzes requirements for text-based online conferencing through the use of a minimal prototype. Topics discussed include prototyping with a minimal system; text-based communication; the system as a message passer versus the system as a shared data structure; and three exercises that showed how users worked with the prototype. (Contains 61…

PathText: a text mining integrator for biological pathway visualizations

PubMed Central

Kemper, Brian; Matsuzaki, Takuya; Matsuoka, Yukiko; Tsuruoka, Yoshimasa; Kitano, Hiroaki; Ananiadou, Sophia; Tsujii, Jun'ichi

2010-01-01

Motivation: Metabolic and signaling pathways are an increasingly important part of organizing knowledge in systems biology. They serve to integrate collective interpretations of facts scattered throughout literature. Biologists construct a pathway by reading a large number of articles and interpreting them as a consistent network, but most of the models constructed currently lack direct links to those articles. Biologists who want to check the original articles have to spend substantial amounts of time to collect relevant articles and identify the sections relevant to the pathway. Furthermore, with the scientific literature expanding by several thousand papers per week, keeping a model relevant requires a continuous curation effort. In this article, we present a system designed to integrate a pathway visualizer, text mining systems and annotation tools into a seamless environment. This will enable biologists to freely move between parts of a pathway and relevant sections of articles, as well as identify relevant papers from large text bases. The system, PathText, is developed by Systems Biology Institute, Okinawa Institute of Science and Technology, National Centre for Text Mining (University of Manchester) and the University of Tokyo, and is being used by groups of biologists from these locations. Contact: brian@monrovian.com. PMID:20529930

Employing a Structured Interface to Advance Primary Students' Communicative Competence in a Text-Based Computer Mediated Environment

ERIC Educational Resources Information Center

Chiu, Chiung-Hui; Wu, Chiu-Yi; Hsieh, Sheng-Jieh; Cheng, Hsiao-Wei; Huang, Chung-Kai

2013-01-01

This study investigated whether a structured communication interface fosters primary students' communicative competence in a synchronous typewritten computer-mediated collaborative learning environment. The structured interface provided a set of predetermined utterance patterns for elementary students to use or imitate to develop communicative…

Measurement of the [Formula: see text] and [Formula: see text] production cross sections in multilepton final states using 3.2 fb[Formula: see text] of [Formula: see text] collisions at [Formula: see text] = 13 TeV with the ATLAS detector.

PubMed

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2017-01-01

A measurement of the [Formula: see text] and [Formula: see text] production cross sections in final states with either two same-charge muons, or three or four leptons (electrons or muons) is presented. The analysis uses a data sample of proton-proton collisions at [Formula: see text] TeV recorded with the ATLAS detector at the Large Hadron Collider in 2015, corresponding to a total integrated luminosity of 3.2 fb[Formula: see text]. The inclusive cross sections are extracted using likelihood fits to signal and control regions, resulting in [Formula: see text] pb and [Formula: see text] pb, in agreement with the Standard Model predictions.

Social Impact Studies: An Expository Analysis

ERIC Educational Resources Information Center

Shields, Mark A.

1975-01-01

Analyzed are some selected studies on the social impact of resources development and construction projects including dams, highways, nuclear power plants and strip mines. The analytical and methodological problem of assessing differential impacts is stressed. (BT)

Comparison of information content of structured and narrative text data sources on the example of medication intensification.

PubMed

Turchin, Alexander; Shubina, Maria; Breydo, Eugene; Pendergrass, Merri L; Einbinder, Jonathan S

2009-01-01

OBJECTIVE To compare information obtained from narrative and structured electronic sources using anti-hypertensive medication intensification as an example clinical issue of interest. DESIGN A retrospective cohort study of 5,634 hypertensive patients with diabetes from 2000 to 2005. MEASUREMENTS The authors determined the fraction of medication intensification events documented in both narrative and structured data in the electronic medical record. The authors analyzed the relationship between provider characteristics and concordance between intensifications in narrative and structured data. As there is no gold standard data source for medication information, the authors clinically validated medication intensification information by assessing the relationship between documented medication intensification and the patients' blood pressure in univariate and multivariate models. RESULTS Overall, 5,627 (30.9%) of 18,185 medication intensification events were documented in both sources. For a medication intensification event documented in narrative notes the probability of a concordant entry in structured records increased by 11% for each study year (p < 0.0001) and decreased by 19% for each decade of provider age (p = 0.035). In a multivariate model that adjusted for patient demographics and intraphysician correlations, an increase of one medication intensification per month documented in either narrative or structured data were associated with a 5-8 mm Hg monthly decrease in systolic and 1.5-4 mm Hg decrease in diastolic blood pressure (p < 0.0001 for all). CONCLUSION Narrative and structured electronic data sources provide complementary information on anti-hypertensive medication intensification. Clinical validity of information in both sources was demonstrated by correlation with changes in blood pressure.

A general natural-language text processor for clinical radiology.

PubMed Central

Friedman, C; Alderson, P O; Austin, J H; Cimino, J J; Johnson, S B

1994-01-01

OBJECTIVE: Development of a general natural-language processor that identifies clinical information in narrative reports and maps that information into a structured representation containing clinical terms. DESIGN: The natural-language processor provides three phases of processing, all of which are driven by different knowledge sources. The first phase performs the parsing. It identifies the structure of the text through use of a grammar that defines semantic patterns and a target form. The second phase, regularization, standardizes the terms in the initial target structure via a compositional mapping of multi-word phrases. The third phase, encoding, maps the terms to a controlled vocabulary. Radiology is the test domain for the processor and the target structure is a formal model for representing clinical information in that domain. MEASUREMENTS: The impression sections of 230 radiology reports were encoded by the processor. Results of an automated query of the resultant database for the occurrences of four diseases were compared with the analysis of a panel of three physicians to determine recall and precision. RESULTS: Without training specific to the four diseases, recall and precision of the system (combined effect of the processor and query generator) were 70% and 87%. Training of the query component increased recall to 85% without changing precision. PMID:7719797

The Perfect Text.

ERIC Educational Resources Information Center

Russo, Ruth

1998-01-01

A chemistry teacher describes the elements of the ideal chemistry textbook. The perfect text is focused and helps students draw a coherent whole out of the myriad fragments of information and interpretation. The text would show chemistry as the central science necessary for understanding other sciences and would also root chemistry firmly in the…

Designing Instructional Texts: Interaction between Text and Learner.

ERIC Educational Resources Information Center

Beukhof, Gijsbertus

A prescriptive theory for learning which delivers prescriptions for designing prototypes of instructional materials with different knowledge structures, the Elaboration Theory of Instruction (ETI) is based on important principles and theories of learning and instruction. This paper reports three experiments which tested ETI. The first experiment…

Texting while driving: psychosocial influences on young people's texting intentions and behaviour.