The Effect of Dynamic and Interactive Mathematics Learning Environments (DIMLE), Supporting Multiple Representations, on Perceptions of Elementary Mathematics Pre-Service Teachers in Problem Solving Process

ERIC Educational Resources Information Center

Ozdemir, S.; Reis, Z. Ayvaz

2013-01-01

Mathematics is an important discipline, providing crucial tools, such as problem solving, to improve our cognitive abilities. In order to solve a problem, it is better to envision and represent through multiple means. Multiple representations can help a person to redefine a problem with his/her own words in that envisioning process. Dynamic and…

Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension

PubMed Central

Fuchs, Lynn S.; Gilbert, Jennifer K.; Fuchs, Douglas; Seethaler, Pamela M.; Martin, BrittanyLee N.

2018-01-01

This study was designed to deepen insights on whether word-problem (WP) solving is a form of text comprehension (TC) and on the role of language in WPs. A sample of 325 second graders, representing high, average, and low reading and math performance, was assessed on (a) start-of-year TC, WP skill, language, nonlinguistic reasoning, working memory, and foundational skill (word identification, arithmetic) and (b) year-end WP solving, WP-language processing (understanding WP statements, without calculation demands), and calculations. Multivariate, multilevel path analysis, accounting for classroom and school effects, indicated that TC was a significant and comparably strong predictor of all outcomes. Start-of-year language was a significantly stronger predictor of both year-end WP outcomes than of calculations, whereas start-of-year arithmetic was a significantly stronger predictor of calculations than of either WP measure. Implications are discussed in terms of WP solving as a form of TC and a theoretically coordinated approach, focused on language, for addressing TC and WP-solving instruction. PMID:29643723

Improvement of Word Problem Solving and Basic Mathematics Competencies in Students with Attention Deficit/Hyperactivity Disorder and Mathematical Learning Difficulties

ERIC Educational Resources Information Center

González-Castro, Paloma; Cueli, Marisol; Areces, Débora; Rodríguez, Celestino; Sideridis, Georgios

2016-01-01

Problem solving represents a salient deficit in students with mathematical learning difficulties (MLD) primarily caused by difficulties with informal and formal mathematical competencies. This study proposes a computerized intervention tool, the integrated dynamic representation (IDR), for enhancing the early learning of basic mathematical…

Air Force Officer Qualifying Test Form T: Initial Item-, Test-, Factor-, and Composite-Level Analyses

DTIC Science & Technology

2016-12-01

five lower-order factors representing verbal, math , spatial, perceptual speed, and aviation knowledge, and a hierarchical general factor showed the...Academic Aptitude Verbal Quant. Verbal Analogies 25 X X X Arithmetic Reasoning 25 X X Word Knowledge 25 X X X Math Knowledge 25 X X...Reasoning (AR) uses word problems to assess the ability to understand arithmetic relations. Math Knowledge (MK) assesses the ability to use

A Framework for Representing and Jointly Reasoning over Linguistic and Non-Linguistic Knowledge

ERIC Educational Resources Information Center

Murugesan, Arthi

2009-01-01

Natural language poses several challenges to developing computational systems for modeling it. Natural language is not a precise problem but is rather ridden with a number of uncertainties in the form of either alternate words or interpretations. Furthermore, natural language is a generative system where the problem size is potentially infinite.…

Longer Bars for Bigger Numbers? Children's Usage and Understanding of Graphical Representations of Algebraic Problems

ERIC Educational Resources Information Center

Lee, Kerry; Khng, Kiat Hui; Ng, Swee Fong; Ng Lan Kong, Jeremy

2013-01-01

In Singapore, primary school students are taught to use bar diagrams to represent known and unknown values in algebraic word problems. However, little is known about students' understanding of these graphical representations. We investigated whether students use and think of the bar diagrams in a concrete or a more abstract fashion. We also…

Modeling the human mental lexicon with self-organizing feature maps

NASA Astrophysics Data System (ADS)

Wittenburg, Peter; Frauenfelder, Uli H.

1992-10-01

Recent efforts to model the remarkable ability of humans to recognize speech and words are described. Different techniques including the use of neural nets for representing phonological similarity between words in the lexicon with self organizing algorithms are discussed. Simulations using the standard Kohonen algorithm are presented to illustrate some problems confronted with this technique in modeling similarity relations of form in the human mental lexicon. Alternative approaches that can potentially deal with some of these limitations are sketched.

Cognitive and Linguistic Predictors of Mathematical Word Problems With and Without Irrelevant Information.

PubMed

Wang, Amber Y; Fuchs, Lynn S; Fuchs, Douglas

2016-12-01

The purpose of this study was to identify cognitive and linguistic predictors of word problems with versus without irrelevant information. The sample was 701 2nd-grade students who received no specialized intervention on word problems. In the fall, they were assessed on initial arithmetic and word-problem skill as well as language ability, working memory capacity, and processing speed; in the spring, they were tested on a word-problem measure that included items with versus without irrelevant information. Significant predictors common to both forms of word problems were initial arithmetic and word problem-solving skill as well as language and working memory. Nonverbal reasoning predicted word problems with irrelevant information, but not word problems without irrelevant information. Findings are discussed in terms of implications for intervention and future research.

Generating descriptive visual words and visual phrases for large-scale image applications.

PubMed

Zhang, Shiliang; Tian, Qi; Hua, Gang; Huang, Qingming; Gao, Wen

2011-09-01

Bag-of-visual Words (BoWs) representation has been applied for various problems in the fields of multimedia and computer vision. The basic idea is to represent images as visual documents composed of repeatable and distinctive visual elements, which are comparable to the text words. Notwithstanding its great success and wide adoption, visual vocabulary created from single-image local descriptors is often shown to be not as effective as desired. In this paper, descriptive visual words (DVWs) and descriptive visual phrases (DVPs) are proposed as the visual correspondences to text words and phrases, where visual phrases refer to the frequently co-occurring visual word pairs. Since images are the carriers of visual objects and scenes, a descriptive visual element set can be composed by the visual words and their combinations which are effective in representing certain visual objects or scenes. Based on this idea, a general framework is proposed for generating DVWs and DVPs for image applications. In a large-scale image database containing 1506 object and scene categories, the visual words and visual word pairs descriptive to certain objects or scenes are identified and collected as the DVWs and DVPs. Experiments show that the DVWs and DVPs are informative and descriptive and, thus, are more comparable with the text words than the classic visual words. We apply the identified DVWs and DVPs in several applications including large-scale near-duplicated image retrieval, image search re-ranking, and object recognition. The combination of DVW and DVP performs better than the state of the art in large-scale near-duplicated image retrieval in terms of accuracy, efficiency and memory consumption. The proposed image search re-ranking algorithm: DWPRank outperforms the state-of-the-art algorithm by 12.4% in mean average precision and about 11 times faster in efficiency.

Cognitive and Linguistic Predictors of Mathematical Word Problems With and Without Irrelevant Information

PubMed Central

Fuchs, Lynn S.; Fuchs, Douglas

2016-01-01

The purpose of this study was to identify cognitive and linguistic predictors of word problems with versus without irrelevant information. The sample was 701 2nd-grade students who received no specialized intervention on word problems. In the fall, they were assessed on initial arithmetic and word-problem skill as well as language ability, working memory capacity, and processing speed; in the spring, they were tested on a word-problem measure that included items with versus without irrelevant information. Significant predictors common to both forms of word problems were initial arithmetic and word problem-solving skill as well as language and working memory. Nonverbal reasoning predicted word problems with irrelevant information, but not word problems without irrelevant information. Findings are discussed in terms of implications for intervention and future research. PMID:28190942

Word Problem Solving in Contemporary Math Education: A Plea for Reading Comprehension Skills Training

PubMed Central

Boonen, Anton J. H.; de Koning, Björn B.; Jolles, Jelle; van der Schoot, Menno

2016-01-01

Successfully solving mathematical word problems requires both mental representation skills and reading comprehension skills. In Realistic Math Education (RME), however, students primarily learn to apply the first of these skills (i.e., representational skills) in the context of word problem solving. Given this, it seems legitimate to assume that students from a RME curriculum experience difficulties when asked to solve semantically complex word problems. We investigated this assumption under 80 sixth grade students who were classified as successful and less successful word problem solvers based on a standardized mathematics test. To this end, students completed word problems that ask for both mental representation skills and reading comprehension skills. The results showed that even successful word problem solvers had a low performance on semantically complex word problems, despite adequate performance on semantically less complex word problems. Based on this study, we concluded that reading comprehension skills should be given a (more) prominent role during word problem solving instruction in RME. PMID:26925012

Word Problem Solving in Contemporary Math Education: A Plea for Reading Comprehension Skills Training.

PubMed

Boonen, Anton J H; de Koning, Björn B; Jolles, Jelle; van der Schoot, Menno

2016-01-01

Successfully solving mathematical word problems requires both mental representation skills and reading comprehension skills. In Realistic Math Education (RME), however, students primarily learn to apply the first of these skills (i.e., representational skills) in the context of word problem solving. Given this, it seems legitimate to assume that students from a RME curriculum experience difficulties when asked to solve semantically complex word problems. We investigated this assumption under 80 sixth grade students who were classified as successful and less successful word problem solvers based on a standardized mathematics test. To this end, students completed word problems that ask for both mental representation skills and reading comprehension skills. The results showed that even successful word problem solvers had a low performance on semantically complex word problems, despite adequate performance on semantically less complex word problems. Based on this study, we concluded that reading comprehension skills should be given a (more) prominent role during word problem solving instruction in RME.

Extracting Related Words from Anchor Text Clusters by Focusing on the Page Designer's Intention

NASA Astrophysics Data System (ADS)

Liu, Jianquan; Chen, Hanxiong; Furuse, Kazutaka; Ohbo, Nobuo

Approaches for extracting related words (terms) by co-occurrence work poorly sometimes. Two words frequently co-occurring in the same documents are considered related. However, they may not relate at all because they would have no common meanings nor similar semantics. We address this problem by considering the page designer’s intention and propose a new model to extract related words. Our approach is based on the idea that the web page designers usually make the correlative hyperlinks appear in close zone on the browser. We developed a browser-based crawler to collect “geographically” near hyperlinks, then by clustering these hyperlinks based on their pixel coordinates, we extract related words which can well reflect the designer’s intention. Experimental results show that our method can represent the intention of the web page designer in extremely high precision. Moreover, the experiments indicate that our extracting method can obtain related words in a high average precision.

Does Calculation or Word-Problem Instruction Provide A Stronger Route to Pre-Algebraic Knowledge?

PubMed Central

Fuchs, Lynn S.; Powell, Sarah R.; Cirino, Paul T.; Schumacher, Robin F.; Marrin, Sarah; Hamlett, Carol L.; Fuchs, Douglas; Compton, Donald L.; Changas, Paul C.

2014-01-01

The focus of this study was connections among 3 aspects of mathematical cognition at 2nd grade: calculations, word problems, and pre-algebraic knowledge. We extended the literature, which is dominated by correlational work, by examining whether intervention conducted on calculations or word problems contributes to improved performance in the other domain and whether intervention in either or both domains contributes to pre-algebraic knowledge. Participants were 1102 children in 127 2nd-grade classrooms in 25 schools. Teachers were randomly assigned to 3 conditions: calculation intervention, word-problem intervention, and business-as-usual control. Intervention, which lasted 17 weeks, was designed to provide research-based linkages between arithmetic calculations or arithmetic word problems (depending on condition) to pre-algebraic knowledge. Multilevel modeling suggested calculation intervention improved calculation but not word-problem outcomes; word-problem intervention enhanced word-problem but not calculation outcomes; and word-problem intervention provided a stronger route than calculation intervention to pre-algebraic knowledge. PMID:25541565

Distance-dependent processing of pictures and words.

PubMed

Amit, Elinor; Algom, Daniel; Trope, Yaacov

2009-08-01

A series of 8 experiments investigated the association between pictorial and verbal representations and the psychological distance of the referent objects from the observer. The results showed that people better process pictures that represent proximal objects and words that represent distal objects than pictures that represent distal objects and words that represent proximal objects. These results were obtained with various psychological distance dimensions (spatial, temporal, and social), different tasks (classification and categorization), and different measures (speed of processing and selective attention). The authors argue that differences in the processing of pictures and words emanate from the physical similarity of pictures, but not words, to the referents. Consequently, perceptual analysis is commonly applied to pictures but not to words. Pictures thus impart a sense of closeness to the referent objects and are preferably used to represent such objects, whereas words do not convey proximity and are preferably used to represent distal objects in space, time, and social perspective.

A Novel Image Retrieval Based on Visual Words Integration of SIFT and SURF

PubMed Central

Ali, Nouman; Bajwa, Khalid Bashir; Sablatnig, Robert; Chatzichristofis, Savvas A.; Iqbal, Zeshan; Rashid, Muhammad; Habib, Hafiz Adnan

2016-01-01

With the recent evolution of technology, the number of image archives has increased exponentially. In Content-Based Image Retrieval (CBIR), high-level visual information is represented in the form of low-level features. The semantic gap between the low-level features and the high-level image concepts is an open research problem. In this paper, we present a novel visual words integration of Scale Invariant Feature Transform (SIFT) and Speeded-Up Robust Features (SURF). The two local features representations are selected for image retrieval because SIFT is more robust to the change in scale and rotation, while SURF is robust to changes in illumination. The visual words integration of SIFT and SURF adds the robustness of both features to image retrieval. The qualitative and quantitative comparisons conducted on Corel-1000, Corel-1500, Corel-2000, Oliva and Torralba and Ground Truth image benchmarks demonstrate the effectiveness of the proposed visual words integration. PMID:27315101

Solving Word Problems using Schemas: A Review of the Literature

PubMed Central

Powell, Sarah R.

2011-01-01

Solving word problems is a difficult task for students at-risk for or with learning disabilities (LD). One instructional approach that has emerged as a valid method for helping students at-risk for or with LD to become more proficient at word-problem solving is using schemas. A schema is a framework for solving a problem. With a schema, students are taught to recognize problems as falling within word-problem types and to apply a problem solution method that matches that problem type. This review highlights two schema approaches for 2nd- and 3rd-grade students at-risk for or with LD: schema-based instruction and schema-broadening instruction. A total of 12 schema studies were reviewed and synthesized. Both types of schema approaches enhanced the word-problem skill of students at-risk for or with LD. Based on the review, suggestions are provided for incorporating word-problem instruction using schemas. PMID:21643477

Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners.

PubMed

Powell, Sarah R; Fuchs, Lynn S; Cirino, Paul T; Fuchs, Douglas; Compton, Donald L; Changas, Paul C

2015-07-01

The focus of the present study was enhancing word-problem and calculation achievement in ways that support pre-algebraic thinking among 2 nd -grade students at risk for mathematics difficulty. Intervention relied on a multi-tier support system (i.e., responsiveness-to-intervention or RTI) in which at-risk students participate in general classroom instruction and receive supplementary small-group tutoring. Participants were 265 students in 110 classrooms in 25 schools. Teachers were randomly assigned to 3 conditions: calculation RTI, word-problem RTI, and business-as-usual control. Intervention lasted 17 weeks. Multilevel modeling indicated that calculation RTI improved calculation but not word-problem outcomes; word-problem RTI enhanced proximal word-problem outcomes as well as performance on some calculation outcomes; and word-problem RTI provided a stronger route than calculation RTI to pre-algebraic knowledge.

Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners

PubMed Central

Powell, Sarah R.; Fuchs, Lynn S.; Cirino, Paul T.; Fuchs, Douglas; Compton, Donald L.; Changas, Paul C.

2014-01-01

The focus of the present study was enhancing word-problem and calculation achievement in ways that support pre-algebraic thinking among 2nd-grade students at risk for mathematics difficulty. Intervention relied on a multi-tier support system (i.e., responsiveness-to-intervention or RTI) in which at-risk students participate in general classroom instruction and receive supplementary small-group tutoring. Participants were 265 students in 110 classrooms in 25 schools. Teachers were randomly assigned to 3 conditions: calculation RTI, word-problem RTI, and business-as-usual control. Intervention lasted 17 weeks. Multilevel modeling indicated that calculation RTI improved calculation but not word-problem outcomes; word-problem RTI enhanced proximal word-problem outcomes as well as performance on some calculation outcomes; and word-problem RTI provided a stronger route than calculation RTI to pre-algebraic knowledge. PMID:26097244

Culturally and Linguistically Responsive Schema Intervention: Improving Word Problem Solving for English Language Learners with Mathematics Difficulty

ERIC Educational Resources Information Center

Driver, Melissa K.; Powell, Sarah R.

2017-01-01

Word problems are prevalent on high-stakes assessments, and success on word problems has implications for grade promotion and graduation. Unfortunately, English Language Learners (ELLs) continue to perform significantly below their native English-speaking peers on mathematics assessments featuring word problems. Little is known about the…

Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty.

PubMed

Powell, Sarah R; Fuchs, Lynn S

2010-05-01

Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol. Such misunderstanding is problematic because solving equations with missing numbers may be important for higher-order mathematics skills including word problems. Research indicates equal-sign instruction can alter how typically-developing students use the equal sign, but no study has examined effects for students with mathematics difficulty (MD) or how equal-sign instruction contributes to word-problem skill for students with or without MD. The present study assessed the efficacy of equal-sign instruction within word-problem tutoring. Third-grade students with MD (n = 80) were assigned to word-problem tutoring, word-problem tutoring plus equal-sign instruction (combined) tutoring, or no-tutoring control. Combined tutoring produced better improvement on equal sign tasks and open equations compared to the other 2 conditions. On certain forms of word problems, combined tutoring but not word-problem tutoring alone produced better improvement than control. When compared at posttest to 3(rd)-grade students without MD on equal sign tasks and open equations, only combined tutoring students with MD performed comparably.

Does Early Algebraic Reasoning Differ as a Function of Students’ Difficulty with Calculations versus Word Problems?

PubMed Central

Powell, Sarah R.; Fuchs, Lynn S.

2014-01-01

According to national mathematics standards, algebra instruction should begin at kindergarten and continue through elementary school. Most often, teachers address algebra in the elementary grades with problems related to solving equations or understanding functions. With 789 2nd- grade students, we administered (a) measures of calculations and word problems in the fall and (b) an assessment of pre-algebraic reasoning, with items that assessed solving equations and functions, in the spring. Based on the calculation and word-problem measures, we placed 148 students into 1 of 4 difficulty status categories: typically performing, calculation difficulty, word-problem difficulty, or difficulty with calculations and word problems. Analyses of variance were conducted on the 148 students; path analytic mediation analyses were conducted on the larger sample of 789 students. Across analyses, results corroborated the finding that word-problem difficulty is more strongly associated with difficulty with pre-algebraic reasoning. As an indicator of later algebra difficulty, word-problem difficulty may be a more useful predictor than calculation difficulty, and students with word-problem difficulty may require a different level of algebraic reasoning intervention than students with calculation difficulty. PMID:25309044

How Can One Learn Mathematical Word Problems in a Second Language? A Cognitive Load Perspective

ERIC Educational Resources Information Center

Moussa-Inaty, Jase; Causapin, Mark; Groombridge, Timothy

2015-01-01

Language may ordinarily account for difficulties in solving word problems and this is particularly true if mathematical word problems are taught in a language other than one's native language. Research into cognitive load may offer a clear theoretical framework when investigating word problems because memory, specifically working memory, plays a…

Method to Identify Deep Cases Based on Relationships between Nouns, Verbs, and Particles

ERIC Educational Resources Information Center

Ide, Daisuke; Kimura, Masaomi

2016-01-01

Deep cases representing the significant meaning of nouns in sentences play a crucial role in semantic analysis. However, a case tends to be manually identified because it requires understanding the meaning and relationships of words. To address this problem, we propose a method to predict deep cases by analyzing the relationship between nouns,…

State Ombudsman Programs. Juvenile Justice Practices Series. Juvenile Justice Bulletin. NCJ 204607

ERIC Educational Resources Information Center

Jones, Judith; Cohn, Alvin W.

2005-01-01

"Ombudsman" is derived from the Swedish word meaning agent or representative. It has come to denote a trusted commissioner or agent who looks after the interests or legal affairs of a particular group. Through their unique access to information and investigative authority, ombudsmen often bring endemic problems within child serving systems to the…

Cognitive and Linguistic Predictors of Mathematical Word Problems with and without Irrelevant Information

ERIC Educational Resources Information Center

Wang, Amber Y.; Fuchs, Lynn S.; Fuchs, Douglas

2016-01-01

The purpose of this study was to identify cognitive and linguistic predictors of word problems with versus without irrelevant information. The sample was 701 2nd-grade students who received no specialized intervention on word problems. In the fall, they were assessed on initial arithmetic and word-problem skill as well as language ability, working…

Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty

PubMed Central

Powell, Sarah R.; Fuchs, Lynn S.

2010-01-01

Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol. Such misunderstanding is problematic because solving equations with missing numbers may be important for higher-order mathematics skills including word problems. Research indicates equal-sign instruction can alter how typically-developing students use the equal sign, but no study has examined effects for students with mathematics difficulty (MD) or how equal-sign instruction contributes to word-problem skill for students with or without MD. The present study assessed the efficacy of equal-sign instruction within word-problem tutoring. Third-grade students with MD (n = 80) were assigned to word-problem tutoring, word-problem tutoring plus equal-sign instruction (combined) tutoring, or no-tutoring control. Combined tutoring produced better improvement on equal sign tasks and open equations compared to the other 2 conditions. On certain forms of word problems, combined tutoring but not word-problem tutoring alone produced better improvement than control. When compared at posttest to 3rd-grade students without MD on equal sign tasks and open equations, only combined tutoring students with MD performed comparably. PMID:20640240

Using Self-Generated Drawings to Solve Arithmetic Word Problems.

ERIC Educational Resources Information Center

Van Essen, Gerard; Hamaker, Christiaan

1990-01-01

Results are presented from two intervention studies which investigate whether encouraging elementary students to generate drawings of arithmetic word problems facilitates problem-solving performance. Findings indicate that fifth graders (N=50) generated many drawings of word problems and improved problem solutions after the intervention, whereas…

Does understanding relational terminology mediate effects of intervention on compare word problems?

PubMed

Schumacher, Robin F; Fuchs, Lynn S

2012-04-01

The purpose of this study was to assess whether understanding relational terminology (i.e., more, less, and fewer) mediates the effects of intervention on compare word problems. Second-grade classrooms (N=31) were randomly assigned to one of three conditions: researcher-designed word-problem intervention, researcher-designed calculation intervention, or business-as-usual (teacher-designed) control. Students in word-problem intervention classrooms received instruction on the compare problem type, which included a focus on understanding relational terminology within compare word problems. Analyses, which accounted for variance associated with classroom clustering, indicated that (a) compared with the calculation intervention and business-as-usual conditions, word-problem intervention significantly increased performance on all three subtypes of compare problems and on understanding relational terminology, and (b) the intervention effect was fully mediated by students' understanding of relational terminology for one subtype of compare problems and partially mediated by students' understanding of relational terminology for the other two subtypes. Copyright © 2011 Elsevier Inc. All rights reserved.

Numbers and functional lateralization: A visual half-field and dichotic listening study in proficient bilinguals.

PubMed

Klichowski, Michal; Króliczak, Gregory

2017-06-01

Potential links between language and numbers and the laterality of symbolic number representations in the brain are still debated. Furthermore, reports on bilingual individuals indicate that the language-number interrelationships might be quite complex. Therefore, we carried out a visual half-field (VHF) and dichotic listening (DL) study with action words and different forms of symbolic numbers used as stimuli to test the laterality of word and number processing in single-, dual-language and mixed -task and language- contexts. Experiment 1 (VHF) showed a significant right visual field/left hemispheric advantage in response accuracy for action word, as compared to any form of symbolic number processing. Experiment 2 (DL) revealed a substantially reversed effect - a significant right ear/left hemisphere advantage for arithmetic operations as compared to action word processing, and in response times in single- and dual-language contexts for number vs. action words. All these effects were language independent. Notably, for within-task response accuracy compared across modalities significant differences were found in all studied contexts. Thus, our results go counter to findings showing that action-relevant concepts and words, as well as number words are represented/processed primarily in the left hemisphere. Instead, we found that in the auditory context, following substantial engagement of working memory (here: by arithmetic operations), there is a subsequent functional reorganization of processing single stimuli, whether verbs or numbers. This reorganization - their weakened laterality - at least for response accuracy is not exclusive to processing of numbers, but the number of items to be processed. For response times, except for unpredictable tasks in mixed contexts, the "number problem" is more apparent. These outcomes are highly relevant to difficulties that simultaneous translators encounter when dealing with lengthy auditory material in which single items such as number words (and possibly other types of key words) need to be emphasized. Our results may also shed a new light on the "mathematical savant problem". Copyright © 2017 Elsevier Ltd. All rights reserved.

NERBio: using selected word conjunctions, term normalization, and global patterns to improve biomedical named entity recognition.

PubMed

Tsai, Richard Tzong-Han; Sung, Cheng-Lung; Dai, Hong-Jie; Hung, Hsieh-Chuan; Sung, Ting-Yi; Hsu, Wen-Lian

2006-12-18

Biomedical named entity recognition (Bio-NER) is a challenging problem because, in general, biomedical named entities of the same category (e.g., proteins and genes) do not follow one standard nomenclature. They have many irregularities and sometimes appear in ambiguous contexts. In recent years, machine-learning (ML) approaches have become increasingly common and now represent the cutting edge of Bio-NER technology. This paper addresses three problems faced by ML-based Bio-NER systems. First, most ML approaches usually employ singleton features that comprise one linguistic property (e.g., the current word is capitalized) and at least one class tag (e.g., B-protein, the beginning of a protein name). However, such features may be insufficient in cases where multiple properties must be considered. Adding conjunction features that contain multiple properties can be beneficial, but it would be infeasible to include all conjunction features in an NER model since memory resources are limited and some features are ineffective. To resolve the problem, we use a sequential forward search algorithm to select an effective set of features. Second, variations in the numerical parts of biomedical terms (e.g., "2" in the biomedical term IL2) cause data sparseness and generate many redundant features. In this case, we apply numerical normalization, which solves the problem by replacing all numerals in a term with one representative numeral to help classify named entities. Third, the assignment of NE tags does not depend solely on the target word's closest neighbors, but may depend on words outside the context window (e.g., a context window of five consists of the current word plus two preceding and two subsequent words). We use global patterns generated by the Smith-Waterman local alignment algorithm to identify such structures and modify the results of our ML-based tagger. This is called pattern-based post-processing. To develop our ML-based Bio-NER system, we employ conditional random fields, which have performed effectively in several well-known tasks, as our underlying ML model. Adding selected conjunction features, applying numerical normalization, and employing pattern-based post-processing improve the F-scores by 1.67%, 1.04%, and 0.57%, respectively. The combined increase of 3.28% yields a total score of 72.98%, which is better than the baseline system that only uses singleton features. We demonstrate the benefits of using the sequential forward search algorithm to select effective conjunction feature groups. In addition, we show that numerical normalization can effectively reduce the number of redundant and unseen features. Furthermore, the Smith-Waterman local alignment algorithm can help ML-based Bio-NER deal with difficult cases that need longer context windows.

Three-M in Word Problem Solving

ERIC Educational Resources Information Center

Hajra, Sayonita Ghosh; Kofman, Victoria

2018-01-01

We describe three activities that help undergraduates (pre-service teachers) to develop scientific vocabulary on measurable attributes and units of measurement. Measurable attributes are important features in understanding a word problem and solving the problem. These activities help students comprehend word problems better by identifying…

Dynamic Assessment of Algebraic Learning in Predicting Third Graders’ Development of Mathematical Problem Solving

PubMed Central

Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas; Hollenbeck, Kurstin N.; Craddock, Caitlin F.; Hamlett, Carol L.

2008-01-01

Dynamic assessment (DA) involves helping students learn a task and indexing responsiveness to that instruction as a measure of learning potential. The purpose of this study was to explore the utility of a DA of algebraic learning in predicting 3rd graders’ development of mathematics problem solving. In the fall, 122 3rd-grade students were assessed on language, nonverbal reasoning, attentive behavior, calculations, word-problem skill, and DA. On the basis of random assignment, students received 16 weeks of validated instruction on word problems or received 16 weeks of conventional instruction on word problems. Then, students were assessed on word-problem measures proximal and distal to instruction. Structural equation measurement models showed that DA measured a distinct dimension of pretreatment ability and that proximal and distal word-problem measures were needed to account for outcome. Structural equation modeling showed that instruction (conventional vs. validated) was sufficient to account for math word-problem outcome proximal to instruction; by contrast, language, pretreatment math skill, and DA were needed to forecast learning on word-problem outcomes more distal to instruction. Findings are discussed in terms of responsiveness-to-intervention models for preventing and identifying learning disabilities. PMID:19884957

Pupils' over-reliance on linearity: a scholastic effect?

PubMed

Van Dooren, Wim; De Bock, Dirk; Janssens, Dirk; Verschaffel, Lieven

2007-06-01

From upper elementary education on, children develop a tendency to over-use linearity. Particularly, it is found that many pupils assume that if a figure enlarges k times, the area enlarges k times too. However, most research was conducted with traditional, school-like word problems. This study examines whether pupils also over-use linearity if non-linear problems are embedded in meaningful, authentic performance tasks instead of traditional, school-like word problems, and whether this experience influences later behaviour. Ninety-three sixth graders from two primary schools in Flanders, Belgium. Pupils received a pre-test with traditional word problems. Those who made a linear error on the non-linear area problem were subjected to individual interviews. They received one new non-linear problem, in the S-condition (again a traditional, scholastic word problem), D-condition (the same word problem with a drawing) or P-condition (a meaningful performance-based task). Shortly afterwards, pupils received a post-test, containing again a non-linear word problem. Most pupils from the S-condition displayed linear reasoning during the interview. Offering drawings (D-condition) had a positive effect, but presenting the problem as a performance task (P-condition) was more beneficial. Linear reasoning was nearly absent in the P-condition. Remarkably, at the post-test, most pupils from all three groups again applied linear strategies. Pupils' over-reliance on linearity seems partly elicited by the school-like word problem format of test items. Pupils perform much better if non-linear problems are offered as performance tasks. However, a single experience does not change performances on a comparable word problem test afterwards.

Error Analysis for Arithmetic Word Problems--A Case Study of Primary Three Students in One Singapore School

ERIC Educational Resources Information Center

Cheng, Lu Pien

2015-01-01

In this study, ways in which 9-year old students from one Singapore school solved 1-step and 2-step word problems based on the three semantic structures were examined. The students' work and diagrams provided insights into the range of errors in word problem solving for 1- step and 2-step word problems. In particular, the errors provided some…

Knowing, Applying, and Reasoning about Arithmetic: Roles of Domain-General and Numerical Skills in Multiple Domains of Arithmetic Learning

ERIC Educational Resources Information Center

Zhang, Xiao; Räsänen, Pekka; Koponen, Tuire; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik

2017-01-01

The longitudinal relations of domain-general and numerical skills at ages 6-7 years to 3 cognitive domains of arithmetic learning, namely knowing (written computation), applying (arithmetic word problems), and reasoning (arithmetic reasoning) at age 11, were examined for a representative sample of 378 Finnish children. The results showed that…

JPRS Report Soviet Union Political Affairs.

DTIC Science & Technology

1990-07-27

consciousness. Under these conditions the unresolved state of many social, political, and national problems acquired a special urgency . Meanwhile, the...whole. These errors consist entirely of crude distortions of party policy guidelines. And the tragic mistakes of recent years represent depar - tures...kolkhozes, medical institutions and even the soccer team. And so, there is a great discrepancy between words and actions with respect to mutual

A multiple distributed representation method based on neural network for biomedical event extraction.

PubMed

Wang, Anran; Wang, Jian; Lin, Hongfei; Zhang, Jianhai; Yang, Zhihao; Xu, Kan

2017-12-20

Biomedical event extraction is one of the most frontier domains in biomedical research. The two main subtasks of biomedical event extraction are trigger identification and arguments detection which can both be considered as classification problems. However, traditional state-of-the-art methods are based on support vector machine (SVM) with massive manually designed one-hot represented features, which require enormous work but lack semantic relation among words. In this paper, we propose a multiple distributed representation method for biomedical event extraction. The method combines context consisting of dependency-based word embedding, and task-based features represented in a distributed way as the input of deep learning models to train deep learning models. Finally, we used softmax classifier to label the example candidates. The experimental results on Multi-Level Event Extraction (MLEE) corpus show higher F-scores of 77.97% in trigger identification and 58.31% in overall compared to the state-of-the-art SVM method. Our distributed representation method for biomedical event extraction avoids the problems of semantic gap and dimension disaster from traditional one-hot representation methods. The promising results demonstrate that our proposed method is effective for biomedical event extraction.

Word Problems: A "Meme" for Our Times.

ERIC Educational Resources Information Center

Leamnson, Robert N.

1996-01-01

Discusses a novel approach to word problems that involves linear relationships between variables. Argues that working stepwise through intermediates is the way our minds actually work and therefore this should be used in solving word problems. (JRH)

Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention.

PubMed

Powell, Sarah R; Cirino, Paul T; Malone, Amelia S

2017-07-01

We identified child-level predictors of responsiveness to 2 types of mathematics (calculation and word-problem) intervention among 2nd-grade children with mathematics difficulty. Participants were 250 children in 107 classrooms in 23 schools pretested on mathematics and general cognitive measures and posttested on mathematics measures. We assigned classrooms randomly assigned to calculation intervention, word-problem intervention, or business-as-usual control. Intervention lasted 17 weeks. Path analyses indicated that scores on working memory and language comprehension assessments moderated responsiveness to calculation intervention. No moderators were identified for responsiveness to word-problem intervention. Across both intervention groups and the control group, attentive behavior predicted both outcomes. Initial calculation skill predicted the calculation outcome, and initial language comprehension predicted word-problem outcomes. These results indicate that screening for calculation intervention should include a focus on working memory, language comprehension, attentive behavior, and calculations. Screening for word-problem intervention should focus on attentive behavior and word problems.

The Performance of Chinese Primary School Students on Realistic Arithmetic Word Problems

ERIC Educational Resources Information Center

Xin, Ziqiang; Lin, Chongde; Zhang, Li; Yan, Rong

2007-01-01

Compared with standard arithmetic word problems demanding only the direct use of number operations and computations, realistic problems are harder to solve because children need to incorporate "real-world" knowledge into their solutions. Using the realistic word problem testing materials developed by Verschaffel, De Corte, and Lasure…

Using Technology to Meet the Developmental Needs of Deaf Students To Improve Their Mathematical Word Problem Solving Skills.

ERIC Educational Resources Information Center

Kelly, Ronald R.

2003-01-01

Presents "Project Solve," a web-based problem-solving instruction and guided practice for mathematical word problems. Discusses implications for college students for whom reading and comprehension of mathematical word problem solving are difficult, especially learning disabled students. (Author/KHR)

The Impossibility of "Real-Life" Word Problems (According to Bakhtin, Lacan, Zizek and Baudrillard)

ERIC Educational Resources Information Center

Gerofsky, Susan

2010-01-01

In recent years a great deal of work on mathematical word problems has focused on efforts to bring more of "real life" into the problems themselves and students' uptake of these problems. Following on from earlier studies of the word problem as a pedagogical and literary genre, the author argues that we cannot unproblematically assume an ability…

Procedural versus Content-Related Hints for Word Problem Solving: An Exploratory Study

ERIC Educational Resources Information Center

Kock, W. D.; Harskamp, E. G.

2016-01-01

For primary school students, mathematical word problems are often more difficult to solve than straightforward number problems. Word problems require reading and analysis skills, and in order to explain their situational contexts, the proper mathematical knowledge and number operations have to be selected. To improve students' ability in solving…

Processing and Representation of Ambiguous Words in Chinese Reading: Evidence from Eye Movements.

PubMed

Shen, Wei; Li, Xingshan

2016-01-01

In the current study, we used eye tracking to investigate whether senses of polysemous words and meanings of homonymous words are represented and processed similarly or differently in Chinese reading. Readers read sentences containing target words which was either homonymous words or polysemous words. The contexts of text preceding the target words were manipulated to bias the participants toward reading the ambiguous words according to their dominant, subordinate, or neutral meanings. Similarly, disambiguating regions following the target words were also manipulated to favor either the dominant or subordinate meanings of ambiguous words. The results showed that there were similar eye movement patterns when Chinese participants read sentences containing homonymous and polysemous words. The study also found that participants took longer to read the target word and the disambiguating text following it when the prior context and disambiguating regions favored divergent meanings rather than the same meaning. These results suggested that homonymy and polysemy are represented similarly in the mental lexicon when a particular meaning (sense) is fully specified by disambiguating information. Furthermore, multiple meanings (senses) are represented as separate entries in the mental lexicon.

Attentional Cuing in Math Word Problems for Girls At-Risk for ADHD and Their Peers in General Education Settings

ERIC Educational Resources Information Center

Kercood, Suneeta; Zentall, Sydney S.; Vinh, Megan; Tom-Wright, Kinsey

2012-01-01

The purpose of this theoretically-based study was to examine the effects of yellow-highlighting "relevant" words and units within math word problems. Initial differences were documented between 10 girls at-risk for ADHD and 10 comparisons on the performance of group and individual assessments of math computations and word problems, as had…

Teaching Fifth Grade Mathematical Concepts: Effects of Word Problems Used with Traditional Methods.

ERIC Educational Resources Information Center

Coy, Jessica

The view of the researcher is that students in the upper elementary to middle school range need to increase their problem-solving skills by making logical deductions and organizing and structuring their thoughts through the use of word problems. Giving children a daily word problem challenged and introduced them to the lesson. This activity…

A Joint Probabilistic Classification Model of Relevant and Irrelevant Sentences in Mathematical Word Problems

ERIC Educational Resources Information Center

Cetintas, Suleyman; Si, Luo; Xin, Yan Ping; Zhang, Dake; Park, Joo Young; Tzur, Ron

2010-01-01

Estimating the difficulty level of math word problems is an important task for many educational applications. Identification of relevant and irrelevant sentences in math word problems is an important step for calculating the difficulty levels of such problems. This paper addresses a novel application of text categorization to identify two types of…

Process Inquiry: Analysis of Oral Problem-Solving Skills in Mathematics of Engineering Students

ERIC Educational Resources Information Center

Trance, Naci John C.

2013-01-01

This paper presents another effort in determining the difficulty of engineering students in terms of solving word problems. Students were presented with word problems in algebra. Then, they were asked to solve the word problems orally; that is, before they presented their written solutions, they were required to explain how they understood the…

The relation between children’s constructive play activities, spatial ability, and mathematical word problem-solving performance: a mediation analysis in sixth-grade students

PubMed Central

Oostermeijer, Meike; Boonen, Anton J. H.; Jolles, Jelle

2014-01-01

The scientific literature shows that constructive play activities are positively related to children’s spatial ability. Likewise, a close positive relation is found between spatial ability and mathematical word problem-solving performances. The relation between children’s constructive play and their performance on mathematical word problems is, however, not reported yet. The aim of the present study was to investigate whether spatial ability acted as a mediator in the relation between constructive play and mathematical word problem-solving performance in 128 sixth-grade elementary school children. This mediating role of spatial ability was tested by utilizing the current mediation approaches suggested by Preacher and Hayes (2008). Results showed that 38.16% of the variance in mathematical word problem-solving performance is explained by children’s constructive play activities and spatial ability. More specifically, spatial ability acted as a partial mediator, explaining 31.58% of the relation between constructive play and mathematical word problem-solving performance. PMID:25101038

Long-Range Memory in Literary Texts: On the Universal Clustering of the Rare Words.

PubMed

Tanaka-Ishii, Kumiko; Bunde, Armin

2016-01-01

A fundamental problem in linguistics is how literary texts can be quantified mathematically. It is well known that the frequency of a (rare) word in a text is roughly inverse proportional to its rank (Zipf's law). Here we address the complementary question, if also the rhythm of the text, characterized by the arrangement of the rare words in the text, can be quantified mathematically in a similar basic way. To this end, we consider representative classic single-authored texts from England/Ireland, France, Germany, China, and Japan. In each text, we classify each word by its rank. We focus on the rare words with ranks above some threshold Q and study the lengths of the (return) intervals between them. We find that for all texts considered, the probability SQ(r) that the length of an interval exceeds r, follows a perfect Weibull-function, SQ(r) = exp(-b(β)rβ), with β around 0.7. The return intervals themselves are arranged in a long-range correlated self-similar fashion, where the autocorrelation function CQ(s) of the intervals follows a power law, CQ(s) ∼ s-γ, with an exponent γ between 0.14 and 0.48. We show that these features lead to a pronounced clustering of the rare words in the text.

The Association between Mathematical Word Problems and Reading Comprehension

ERIC Educational Resources Information Center

Vilenius-Tuohimaa, Piia Maria; Aunola, Kaisa; Nurmi, Jari-Erik

2008-01-01

This study aimed to investigate the interplay between mathematical word problem skills and reading comprehension. The participants were 225 children aged 9-10 (Grade 4). The children's text comprehension and mathematical word problem-solving performance was tested. Technical reading skills were investigated in order to categorise participants as…

Using the Relational Paradigm: Effects on Pupils' Reasoning in Solving Additive Word Problems

ERIC Educational Resources Information Center

Polotskaia, Elena; Savard, Annie

2018-01-01

Pupils' difficulties in solving word problems continue to attract attention: while researchers highlight the importance of relational reasoning and modelling, school curricula typically use short word problems to develop pupils' knowledge of arithmetic operations and calculation strategies. The Relational Paradigm attributes the leading role in…

Bilingual College Writers' Collaborative Writing of Word Problems

ERIC Educational Resources Information Center

Esquinca, Alberto

2011-01-01

Numerous researchers have studied bilingual students' performance on word problems given that reading and writing these requires that they draw on linguistic and mathematical knowledge (Barwell, 2009a, 2009b). Some researchers have studied how bilinguals write word problems in the second language, but few have considered how bilinguals use their…

Cognitive Strategy Instruction for Teaching Word Problems to Primary-Level Struggling Students

ERIC Educational Resources Information Center

Pfannenstiel, Kathleen Hughes; Bryant, Diane Pedrotty; Bryant, Brian R.; Porterfield, Jennifer A.

2015-01-01

Students with mathematics difficulties and learning disabilities (LD) typically struggle with solving word problems. These students often lack knowledge about efficient, cognitive strategies to utilize when solving word problems. Cognitive strategy instruction has been shown to be effective in teaching struggling students how to solve word…

Mathematical Word Problem Solving Ability of Children with Autism Spectrum Disorder and their Typically Developing Peers.

PubMed

Bae, Young Seh; Chiang, Hsu-Min; Hickson, Linda

2015-07-01

This study examined the difference between children with autism spectrum disorders (ASD) and children with typical development (TD) in mathematical word problem solving ability and the factors associated with these children's word problem-solving ability. A total of 20 children with ASD and 20 children with TD participated in this study. Independent sample t tests and Spearman's rho correlations were used for data analysis. This study found: (a) Children with TD had higher word problem solving ability than did children with ASD; (b) Sentence comprehension, math vocabulary, computation, and everyday mathematical knowledge were associated with word problem solving ability of children with ASD and children with TD; and (c) Children with TD had higher everyday mathematical knowledge than did children with ASD.

The effect of problem structure on problem-solving: an fMRI study of word versus number problems.

PubMed

Newman, Sharlene D; Willoughby, Gregory; Pruce, Benjamin

2011-09-02

It has long been thought that word problems are more difficult to solve than number/equation problems. However, recent findings have begun to bring this broadly believed idea into question. The current study examined the processing differences between these two types of problems. The behavioral results presented here failed to show an overwhelming advantage for number problems. In fact, there were more errors for the number problems than the word problems. The neuroimaging results reported demonstrate that there is significant overlap in the processing of what, on the surface, appears to be completely different problems that elicit different problem-solving strategies. Word and number problems rely on a general network responsible for problem-solving that includes the superior posterior parietal cortex, the horizontal segment of the intraparietal sulcus which is hypothesized to be involved in problem representation and calculation as well as the regions that have been linked to executive aspects of working memory such as the pre-SMA and basal ganglia. While overlap was observed, significant differences were also found primarily in language processing regions such as Broca's and Wernicke's areas for the word problems and the horizontal segment of the intraparietal sulcus for the number problems. Copyright © 2011 Elsevier B.V. All rights reserved.

Word Problem Strategy for Latino English Language Learners at Risk for Math Disabilities

ERIC Educational Resources Information Center

Orosco, Michael J.

2014-01-01

"English Language Learners" (ELLs) at risk for "math disabilities" (MD) are challenged in solving word problems for numerous reasons such as (a) learning English as a second language, (b) limited experience using math vocabulary, and (c) lack of strategies to improve word-problem-solving skills. As a result of these…

Working Memory and Literacy as Predictors of Performance on Algebraic Word Problems

ERIC Educational Resources Information Center

Lee, Kerry; Ng, Swee-Fong; Ng, Ee-Lynn; Lim, Zee-Ying

2004-01-01

Previous studies on individual differences in mathematical abilities have shown that working memory contributes to early arithmetic performance. In this study, we extended the investigation to algebraic word problem solving. A total of 151 10-year-olds were administered algebraic word problems and measures of working memory, intelligence quotient…

Helping Students with Emotional and Behavioral Disorders Solve Mathematics Word Problems

ERIC Educational Resources Information Center

Alter, Peter

2012-01-01

The author presents a strategy for helping students with emotional and behavioral disorders become more proficient at solving math word problems. Math word problems require students to go beyond simple computation in mathematics (e.g., adding, subtracting, multiplying, and dividing) and use higher level reasoning that includes recognizing relevant…

Does Calculation or Word-Problem Instruction Provide a Stronger Route to Prealgebraic Knowledge?

ERIC Educational Resources Information Center

Fuchs, Lynn S.; Powell, Sarah R.; Cirino, Paul T.; Schumacher, Robin F.; Marrin, Sarah; Hamlett, Carol L.; Fuchs, Douglas; Compton, Donald L.; Changas, Paul C.

2014-01-01

The focus of this study was connections among 3 aspects of mathematical cognition at 2nd grade: calculations, word problems, and prealgebraic knowledge. We extended the literature, which is dominated by correlational work, by examining whether intervention conducted on calculations or word problems contributes to improved performance in the other…

Language, Arithmetic Word Problems, and Deaf Students: Linguistic Strategies Used To Solve Tasks.

ERIC Educational Resources Information Center

Zevenbergen, Robyn; Hyde, Merv; Power, Des

2001-01-01

Examines the performance of deaf and hearing-impaired students in Queensland, Australia when solving arithmetic word problems. Subjects' solutions of word problems confirmed trends for learning students but their performance was delayed in comparison. Confirms other studies in which deaf and hearing-impaired students are delayed in their language…

Word Problem Solving of Students with Autistic Spectrum Disorders and Students with Typical Development

ERIC Educational Resources Information Center

Bae, Young Seh

2013-01-01

Mathematical Word Problem Solving of Students with Autistic Spectrum Disorders and Students with Typical Development Young Seh Bae This study investigated mathematical word problem solving and the factors associated with the solution paths adopted by two groups of participants (N=40), students with autism spectrum disorders (ASDs) and typically…

Examining How Students with Diverse Abilities Use Diagrams to Solve Mathematics Word Problems

ERIC Educational Resources Information Center

van Garderen, Delinda; Scheuermann, Amy; Jackson, Christa

2013-01-01

This study examined students' understanding of diagrams and their use of diagrams as tools to solve mathematical word problems. Students with learning disabilities (LD), typically achieving students, and gifted students in Grades 4 through 7 ("N" = 95) participated. Students were presented with novel mathematical word problem-solving…

Why Do Disadvantaged Filipino Children Find Word Problems in English Difficult?

ERIC Educational Resources Information Center

Bautista, Debbie; Mulligan, Joanne

2010-01-01

Young Filipino students are expected to solve mathematical word problems in English, a language that many encounter only in schools. Using individual interviews of 17 Filipino children, we investigated why word problems in English are difficult and the extent to which the language interferes with performance. Results indicate that children could…

Word Problem Solving: A Schema Approach in Year 3

ERIC Educational Resources Information Center

van Klinken, Eduarda

2012-01-01

This article outlines how a Brisbane independent school, Clayfield College, improved the ability of its Year 3 students to solve addition and subtraction word problems by utilising a schematic approach. It was observed that while students could read the words in the text of a written problem, many had difficulty identifying the core information…

Duality of Mathematical Thinking When Making Sense of Simple Word Problems: Theoretical Essay

ERIC Educational Resources Information Center

Polotskaia, Elena; Savard, Annie; Freiman, Viktor

2015-01-01

This essay proposes a reflection on the learning difficulties and teaching approaches associated with arithmetic word problem solving. We question the development of word problem solving skills in the early grades of elementary school. We are trying to revive the discussion because first, the knowledge in question--reversibility of arithmetic…

Effects of computer-based graphic organizers to solve one-step word problems for middle school students with mild intellectual disability: A preliminary study.

PubMed

Sheriff, Kelli A; Boon, Richard T

2014-08-01

The purpose of this study was to examine the effects of computer-based graphic organizers, using Kidspiration 3© software, to solve one-step word problems. Participants included three students with mild intellectual disability enrolled in a functional academic skills curriculum in a self-contained classroom. A multiple probe single-subject research design (Horner & Baer, 1978) was used to evaluate the effectiveness of computer-based graphic organizers to solving mathematical one-step word problems. During the baseline phase, the students completed a teacher-generated worksheet that consisted of nine functional word problems in a traditional format using a pencil, paper, and a calculator. In the intervention and maintenance phases, the students were instructed to complete the word problems using a computer-based graphic organizer. Results indicated that all three of the students improved in their ability to solve the one-step word problems using computer-based graphic organizers compared to traditional instructional practices. Limitations of the study and recommendations for future research directions are discussed. Copyright © 2014 Elsevier Ltd. All rights reserved.

Words from spontaneous conversational speech can be recognized with human-like accuracy by an error-driven learning algorithm that discriminates between meanings straight from smart acoustic features, bypassing the phoneme as recognition unit.

PubMed

Arnold, Denis; Tomaschek, Fabian; Sering, Konstantin; Lopez, Florence; Baayen, R Harald

2017-01-01

Sound units play a pivotal role in cognitive models of auditory comprehension. The general consensus is that during perception listeners break down speech into auditory words and subsequently phones. Indeed, cognitive speech recognition is typically taken to be computationally intractable without phones. Here we present a computational model trained on 20 hours of conversational speech that recognizes word meanings within the range of human performance (model 25%, native speakers 20-44%), without making use of phone or word form representations. Our model also generates successfully predictions about the speed and accuracy of human auditory comprehension. At the heart of the model is a 'wide' yet sparse two-layer artificial neural network with some hundred thousand input units representing summaries of changes in acoustic frequency bands, and proxies for lexical meanings as output units. We believe that our model holds promise for resolving longstanding theoretical problems surrounding the notion of the phone in linguistic theory.

Tense and Aspect in Word Problems about Motion: Diagram, Gesture, and the Felt Experience of Time

ERIC Educational Resources Information Center

de Freitas, Elizabeth; Zolkower, Betina

2015-01-01

Word problems about motion contain various conjugated verb forms. As students and teachers grapple with such word problems, they jointly operationalize diagrams, gestures, and language. Drawing on findings from a 3-year research project examining the social semiotics of classroom interaction, we show how teachers and students use gesture and…

Assessing the Effect of Language Demand in Bundles of Math Word Problems

ERIC Educational Resources Information Center

Banks, Kathleen; Jeddeeni, Ahmad; Walker, Cindy M.

2016-01-01

Differential bundle functioning (DBF) analyses were conducted to determine whether seventh and eighth grade second language learners (SLLs) had lower probabilities of answering bundles of math word problems correctly that had heavy language demands, when compared to non-SLLs of equal math proficiency. Math word problems on each of four test forms…

When Best Intentions Go Awry: The Failures of Concrete Representations to Help Solve Probability Word Problems

ERIC Educational Resources Information Center

Beitzel, Brian D.; Staley, Richard K.; DuBois, Nelson F.

2011-01-01

Previous research has cast doubt on the efficacy of utilizing external representations as an aid to solving word problems. The present study replicates previous findings that concrete representations hinder college students' ability to solve probability word problems, and extends those findings to apply to a multimedia instructional context. Our…

Word Frequency, Function Words and the Second Gavagai Problem

ERIC Educational Resources Information Center

Hochmann, Jean-Remy

2013-01-01

The classic gavagai problem exemplifies the difficulty to identify the referent of a novel word uttered in a foreign language. Here, we consider the reverse problem: identifying the referential part of a label. Assuming "gavagai" indicates a rabbit in a foreign language, it may very well mean ""a" rabbit" or ""that" rabbit". How can a learner know…

The Impact of Metacognitive Strategies and Self-Regulating Processes of Solving Math Word Problems

ERIC Educational Resources Information Center

Vula, Eda; Avdyli, Rrezarta; Berisha, Valbona; Saqipi, Blerim; Elezi, Shpetim

2017-01-01

This empirical study investigates the impact of metacognitive strategies and self-regulating processes in learners' achievement on solving math word problems. It specifically analyzes the impact of the linguistic factor and the number of steps and arithmetical operations that learners need to apply during the process of solving math word problems.…

The Motivation of Secondary School Students in Mathematical Word Problem Solving

ERIC Educational Resources Information Center

Gasco, Javier; Villarroel, Jose-Domingo

2014-01-01

Introduction: Motivation is an important factor in the learning of mathematics. Within this area of education, word problem solving is central in most mathematics curricula of Secondary School. The objective of this research is to detect the differences in motivation in terms of the strategies used to solve word problems. Method: It analyzed the…

Model Drawing Strategy for Fraction Word Problem Solving of Fourth-Grade Students with Learning Disabilities

ERIC Educational Resources Information Center

Sharp, Emily; Shih Dennis, Minyi

2017-01-01

This study used a multiple probe across participants design to examine the effects of a model drawing strategy (MDS) intervention package on fraction comparing and ordering word problem-solving performance of three Grade 4 students. MDS is a form of cognitive strategy instruction for teaching word problem solving that includes explicit instruction…

Young Filipino Students Making Sense of Arithmetic Word Problems in English

ERIC Educational Resources Information Center

Bautista, Debbie; Mulligan, Joanne; Mitchelmore, Michael

2009-01-01

Young Filipino children are expected to solve mathematical word problems in English, a task which they typically encounter only in schools. In this exploratory study, task-based interviews were conducted with seven Filipino children from a public school. The children were asked to read and solve addition and subtraction word problems in English or…

Additive Relations Word Problems in the South African Curriculum and Assessment Policy Standard at Foundation Phase

ERIC Educational Resources Information Center

Roberts, Nicky

2016-01-01

Drawing on a literature review of classifications developed by each of Riley, Verschaffel and Carpenter and their respective research groups, a refined typology of additive relations word problems is proposed and then used as analytical tool to classify the additive relations word problems in South African Curriculum and Assessment Policy Standard…

The Representation of Concrete and Abstract Concepts: Categorical versus Associative Relationships

ERIC Educational Resources Information Center

Geng, Jingyi; Schnur, Tatiana T.

2015-01-01

In 4 word-translation experiments, we examined the different representational frameworks theory (Crutch & Warrington, 2005; 2010) that concrete words are represented primarily by category, whereas abstract words are represented by association. In our experiments, Chinese-English bilingual speakers were presented with an auditory Chinese word…

A Comparative Analysis of Word Problems in Selected United States and Russian First Grade Textbooks

ERIC Educational Resources Information Center

Grishchenko, Svetlana

2009-01-01

The purpose of this study was to explore word problems as a subject matter in mathematics textbook curricula. The motivation for the study derived from the following evidence: (a) American students find some word problems are more difficult than others (Garcia, Jimenez, & Hess, 2006; Riley & Green, 1988; Stern, 2001), and (b) one of the…

Mathematical Word Problem Solving Ability of Children with Autism Spectrum Disorder and Their Typically Developing Peers

ERIC Educational Resources Information Center

Bae, Young Seh; Chiang, Hsu-Min; Hickson, Linda

2015-01-01

This study examined the difference between children with autism spectrum disorders (ASD) and children with typical development (TD) in mathematical word problem solving ability and the factors associated with these children's word problem-solving ability. A total of 20 children with ASD and 20 children with TD participated in this study.…

The Effects of Using Diagramming as a Representational Technique on High School Students' Achievement in Solving Math Word Problems

ERIC Educational Resources Information Center

Banerjee, Banmali

2010-01-01

Methods and procedures for successfully solving math word problems have been, and continue to be a mystery to many U.S. high school students. Previous studies suggest that the contextual and mathematical understanding of a word problem, along with the development of schemas and their related external representations, positively contribute to…

Long-Range Memory in Literary Texts: On the Universal Clustering of the Rare Words

PubMed Central

2016-01-01

A fundamental problem in linguistics is how literary texts can be quantified mathematically. It is well known that the frequency of a (rare) word in a text is roughly inverse proportional to its rank (Zipf’s law). Here we address the complementary question, if also the rhythm of the text, characterized by the arrangement of the rare words in the text, can be quantified mathematically in a similar basic way. To this end, we consider representative classic single-authored texts from England/Ireland, France, Germany, China, and Japan. In each text, we classify each word by its rank. We focus on the rare words with ranks above some threshold Q and study the lengths of the (return) intervals between them. We find that for all texts considered, the probability SQ(r) that the length of an interval exceeds r, follows a perfect Weibull-function, SQ(r) = exp(−b(β)rβ), with β around 0.7. The return intervals themselves are arranged in a long-range correlated self-similar fashion, where the autocorrelation function CQ(s) of the intervals follows a power law, CQ(s) ∼ s−γ, with an exponent γ between 0.14 and 0.48. We show that these features lead to a pronounced clustering of the rare words in the text. PMID:27893737

The Effects of Using Drawings in Developing Young Children's Mathematical Word Problem Solving: A Design Experiment with Third-Grade Hungarian Students

ERIC Educational Resources Information Center

Csikos, Csaba; Szitanyi, Judit; Kelemen, Rita

2012-01-01

The present study aims to investigate the effects of a design experiment developed for third-grade students in the field of mathematics word problems. The main focus of the program was developing students' knowledge about word problem solving strategies with an emphasis on the role of visual representations in mathematical modeling. The experiment…

Coping Strategies Applied to Comprehend Multistep Arithmetic Word Problems by Students with Above-Average Numeracy Skills and Below-Average Reading Skills

ERIC Educational Resources Information Center

Nortvedt, Guri A.

2011-01-01

This article discusses how 13-year-old students with above-average numeracy skills and below-average reading skills cope with comprehending word problems. Compared to other students who are proficient in numeracy and are skilled readers, these students are more disadvantaged when solving single-step and multistep arithmetic word problems. The…

A process for reaching standardization of word processing software for Sandia National Laboratories (Albuquerque) secretaries

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

Hudson, S.R.

1989-04-01

In the summer of 1986, a number of problems being experienced by Sandia secretaries due to multiple word processing packages being used were brought to the attention of Sandia's upper management. This report discusses how these problems evolved, how management chose to correct the problem, and how standardization of word processing for Sandia secretaries was achieved. 11 refs.

The Effects of Differing Presentations of Mathematical Word Problems Upon the Achievement of Tenth Grade Students.

ERIC Educational Resources Information Center

Sherrill, James M.

Described is a study concerned with the mode of presentation of printed mathematical word problems. Tenth grade students were given twenty word problems to solve, presented in one of three ways: (1) prose only, (2) prose with an accurate picture included, or (3) prose with a distorted picture. Experimental results showed that the group with an…

Research and Implementation of Tibetan Word Segmentation Based on Syllable Methods

NASA Astrophysics Data System (ADS)

Jiang, Jing; Li, Yachao; Jiang, Tao; Yu, Hongzhi

2018-03-01

Tibetan word segmentation (TWS) is an important problem in Tibetan information processing, while abbreviated word recognition is one of the key and most difficult problems in TWS. Most of the existing methods of Tibetan abbreviated word recognition are rule-based approaches, which need vocabulary support. In this paper, we propose a method based on sequence tagging model for abbreviated word recognition, and then implement in TWS systems with sequence labeling models. The experimental results show that our abbreviated word recognition method is fast and effective and can be combined easily with the segmentation model. This significantly increases the effect of the Tibetan word segmentation.

Machine-printed Arabic OCR

NASA Astrophysics Data System (ADS)

Hassibi, Khosrow M.

1994-02-01

This paper presents a brief overview of our research in the development of an OCR system for recognition of machine-printed texts in languages that use the Arabic alphabet. The cursive nature of machine-printed Arabic makes the segmentation of words into letters a challenging problem. In our approach, through a novel preliminary segmentation technique, a word is broken into pieces where each piece may not represent a valid letter in general. Neural networks trained on a training sample set of about 500 Arabic text images are used for recognition of these pieces. The rules governing the alphabet and character-level contextual information are used for recombining these pieces into valid letters. Higher-level contextual analysis schemes including the use of an Arabic lexicon and n-grams is also under development and are expected to improve the word recognition accuracy. The segmentation, recognition, and contextual analysis processes are closely integrated using a feedback scheme. The details of preparation of the training set and some recent results on training of the networks will be presented.

Grasping the invisible: semantic processing of abstract words.

PubMed

Zdrazilova, Lenka; Pexman, Penny M

2013-12-01

The problem of how abstract word meanings are represented has been a challenging one. In the present study, we extended the semantic richness approach (e.g., Yap, Tan, Pexman, & Hargreaves in Psychonomic Bulletin & Review 18:742-750, 2011) to abstract words, examining the effects of six semantic richness variables on lexical-semantic processing for 207 abstract nouns. The candidate richness dimensions were context availability (CA), sensory experience rating (SER), valence, arousal, semantic neighborhood (SN), and number of associates (NoA). The behavioral tasks were lexical decision (LDT) and semantic categorization (SCT). Our results showed that the semantic richness variables were significantly related to both LDT and SCT latencies, even after lexical and orthographic factors were controlled. The patterns of richness effects varied across tasks, with CA effects in the LDT, and SER and valence effects in the SCT. These results provide new insight into how abstract meanings may be grounded, and are consistent with a dynamic, multidimensional framework for semantic processing.

Semantic Space as a Metapopulation System: Modelling the Wikipedia Information Flow Network

NASA Astrophysics Data System (ADS)

Masucci, A. Paolo; Kalampokis, Alkiviadis; Eguíluz, Víctor M.; Hernández-García, Emilio

The meaning of a word can be defined as an indefinite set of interpretants, which are other words that circumscribe the semantic content of the word they represent (Derrida 1982). In the same way each interpretant has a set of interpretants representing it and so on. Hence the indefinite chain of meaning assumes a rhizomatic shape that can be represented and analysed via the modern techniques of network theory (Dorogovtsev and Mendes 2013).

Analysis of space telescope data collection system

NASA Technical Reports Server (NTRS)

Ingels, F. M.; Schoggen, W. O.

1982-01-01

An analysis of the expected performance for the Multiple Access (MA) system is provided. The analysis covers the expected bit error rate performance, the effects of synchronization loss, the problem of self-interference, and the problem of phase ambiguity. The problem of false acceptance of a command word due to data inversion is discussed. A mathematical determination of the probability of accepting an erroneous command word due to a data inversion is presented. The problem is examined for three cases: (1) a data inversion only, (2) a data inversion and a random error within the same command word, and a block (up to 256 48-bit words) containing both a data inversion and a random error.

Biomedical literature classification using encyclopedic knowledge: a Wikipedia-based bag-of-concepts approach.

PubMed

Mouriño García, Marcos Antonio; Pérez Rodríguez, Roberto; Anido Rifón, Luis E

2015-01-01

Automatic classification of text documents into a set of categories has a lot of applications. Among those applications, the automatic classification of biomedical literature stands out as an important application for automatic document classification strategies. Biomedical staff and researchers have to deal with a lot of literature in their daily activities, so it would be useful a system that allows for accessing to documents of interest in a simple and effective way; thus, it is necessary that these documents are sorted based on some criteria-that is to say, they have to be classified. Documents to classify are usually represented following the bag-of-words (BoW) paradigm. Features are words in the text-thus suffering from synonymy and polysemy-and their weights are just based on their frequency of occurrence. This paper presents an empirical study of the efficiency of a classifier that leverages encyclopedic background knowledge-concretely Wikipedia-in order to create bag-of-concepts (BoC) representations of documents, understanding concept as "unit of meaning", and thus tackling synonymy and polysemy. Besides, the weighting of concepts is based on their semantic relevance in the text. For the evaluation of the proposal, empirical experiments have been conducted with one of the commonly used corpora for evaluating classification and retrieval of biomedical information, OHSUMED, and also with a purpose-built corpus of MEDLINE biomedical abstracts, UVigoMED. Results obtained show that the Wikipedia-based bag-of-concepts representation outperforms the classical bag-of-words representation up to 157% in the single-label classification problem and up to 100% in the multi-label problem for OHSUMED corpus, and up to 122% in the single-label classification problem and up to 155% in the multi-label problem for UVigoMED corpus.

Biomedical literature classification using encyclopedic knowledge: a Wikipedia-based bag-of-concepts approach

PubMed Central

Pérez Rodríguez, Roberto; Anido Rifón, Luis E.

2015-01-01

Automatic classification of text documents into a set of categories has a lot of applications. Among those applications, the automatic classification of biomedical literature stands out as an important application for automatic document classification strategies. Biomedical staff and researchers have to deal with a lot of literature in their daily activities, so it would be useful a system that allows for accessing to documents of interest in a simple and effective way; thus, it is necessary that these documents are sorted based on some criteria—that is to say, they have to be classified. Documents to classify are usually represented following the bag-of-words (BoW) paradigm. Features are words in the text—thus suffering from synonymy and polysemy—and their weights are just based on their frequency of occurrence. This paper presents an empirical study of the efficiency of a classifier that leverages encyclopedic background knowledge—concretely Wikipedia—in order to create bag-of-concepts (BoC) representations of documents, understanding concept as “unit of meaning”, and thus tackling synonymy and polysemy. Besides, the weighting of concepts is based on their semantic relevance in the text. For the evaluation of the proposal, empirical experiments have been conducted with one of the commonly used corpora for evaluating classification and retrieval of biomedical information, OHSUMED, and also with a purpose-built corpus of MEDLINE biomedical abstracts, UVigoMED. Results obtained show that the Wikipedia-based bag-of-concepts representation outperforms the classical bag-of-words representation up to 157% in the single-label classification problem and up to 100% in the multi-label problem for OHSUMED corpus, and up to 122% in the single-label classification problem and up to 155% in the multi-label problem for UVigoMED corpus. PMID:26468436

Contributions of Domain-General Cognitive Resources and Different Forms of Arithmetic Development to Pre-Algebraic Knowledge

PubMed Central

Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas; Powell, Sarah R.; Schumacher, Robin F.; Hamlett, Carol L.; Vernier, Emily; Namkung, Jessica M.; Vukovic, Rose K.

2012-01-01

The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n=279; mean age=7.59 yrs) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems at start of 2nd grade and on calculations, word problems, and pre-algebraic knowledge at end of 3rd grade. Multilevel path analysis, controlling for instructional effects associated with the sequence of classrooms in which students were nested across grades 2–3, indicated arithmetic calculations and word problems are foundational to pre-algebraic knowledge. Also, results revealed direct contributions of nonverbal reasoning and oral language to pre-algebraic knowledge, beyond indirect effects that are mediated via arithmetic calculations and word problems. By contrast, attentive behavior, phonological processing, and processing speed contributed to pre-algebraic knowledge only indirectly via arithmetic calculations and word problems. PMID:22409764

The Role of Cognitive Processes, Foundational Math Skill, and Calculation Accuracy and Fluency in Word-Problem Solving versus Pre-Algebraic Knowledge

PubMed Central

Fuchs, Lynn S.; Gilbert, Jennifer K.; Powell, Sarah R.; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Tolar, Tammy D.

2016-01-01

The purpose of this study was to examine child-level pathways in development of pre-algebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early calculation, word-problem, and number knowledge at start of grade 2; calculation accuracy and calculation fluency at end of grade 2; and pre-algebraic knowledge and word-problem solving at end of grade 4. Important similarities in pathways were identified, but path analysis also indicated that language comprehension is more critical for later word-problem solving than pre-algebraic knowledge. We conclude that pathways in development of these forms of 4th-grade mathematics performance are more alike than different, but demonstrate the need to fine-tune instruction for strands of the mathematics curriculum in ways that address individual students’ foundational mathematics skills or cognitive processes. PMID:27786534

Working memory components that predict word problem solving: Is it merely a function of reading, calculation, and fluid intelligence?

PubMed

Fung, Wenson; Swanson, H Lee

2017-07-01

The purpose of this study was to assess whether the differential effects of working memory (WM) components (the central executive, phonological loop, and visual-spatial sketchpad) on math word problem-solving accuracy in children (N = 413, ages 6-10) are completely mediated by reading, calculation, and fluid intelligence. The results indicated that all three WM components predicted word problem solving in the nonmediated model, but only the storage component of WM yielded a significant direct path to word problem-solving accuracy in the fully mediated model. Fluid intelligence was found to moderate the relationship between WM and word problem solving, whereas reading, calculation, and related skills (naming speed, domain-specific knowledge) completely mediated the influence of the executive system on problem-solving accuracy. Our results are consistent with findings suggesting that storage eliminates the predictive contribution of executive WM to various measures Colom, Rebollo, Abad, & Shih (Memory & Cognition, 34: 158-171, 2006). The findings suggest that the storage component of WM, rather than the executive component, has a direct path to higher-order processing in children.

Characteristics of Students at Risk for Mathematics Difficulties Predicting Arithmetic Word Problem Solving Performance: The Role of Attention, Behavior, and Reading

ERIC Educational Resources Information Center

Jitendra, Asha K.; Corroy, Kelly Cozine; Dupuis, Danielle N.

2013-01-01

The purposes of this study were (a) to evaluate differences in arithmetic word problem solving between high and low at-risk students for mathematics difficulties (MD) and (b) to assess the influence of attention, behavior, reading, and socio-economic status (SES) in predicting the word problem solving performance of third-grade students with MD.…

A Better Way to Store Energy for Less Cost

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

Darmon, Jonathan M.; Weiss, Charles J.; Hulley, Elliott B.

Representing the Center for Molecular Electrocatalysis (CME), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE energy. The mission of CME to understand, design and develop molecular electrocatalysts for solar fuel production and use.

Word Problem Wizardry.

ERIC Educational Resources Information Center

Cassidy, Jack

1991-01-01

Presents suggestions for teaching math word problems to elementary students. The strategies take into consideration differences between reading in math and reading in other areas. A problem-prediction game and four self-checking activities are included along with a magic password challenge. (SM)

Math and Humane Education.

ERIC Educational Resources Information Center

DeRosa, Bill

1986-01-01

Describes an activity designed to improve students' skills at solving mathematical word problems through an awareness of the pet overpopulation problem. Uses the concept of cumulative female offspring as a focal point in assisting students to analyze and work through word problems. (ML)

Arithmetic Word-Problem-Solving in Huntington's Disease

ERIC Educational Resources Information Center

Allain, P.; Verny, C.; Aubin, G.; Pinon, K.; Bonneau, D.; Dubas, F.; Gall, D.L.

2005-01-01

The purpose of this study was to examine executive functioning in patients with Huntington's disease using an arithmetic word-problem-solving task including eight solvable problems of increasing complexity and four aberrant problems. Ten patients with Huntington's disease and 12 normal control subjects matched by age and education were tested.…

Middle School Children's Problem-Solving Behavior: A Cognitive Analysis from a Reading Comprehension Perspective

ERIC Educational Resources Information Center

Pape, Stephen J.

2004-01-01

Many children read mathematics word problems and directly translate them to arithmetic operations. More sophisticated problem solvers transform word problems into object-based or mental models. Subsequent solutions are often qualitatively different because these models differentially support cognitive processing. Based on a conception of problem…

Language, arithmetic word problems, and deaf students: Linguistic strategies used to solve tasks

NASA Astrophysics Data System (ADS)

Zevenbergen, Robyn; Hyde, Merv; Power, Des

2001-12-01

There has been limited examination of the intersection between language and arithmetic in the performance of deaf students, although some previous research has shown that deaf and hearing-impaired1 students are delayed in both their language acquisition and arithmetic performance. This paper examines the performance of deaf and hearing-impaired students in South-East Queensland, Australia, in solving arithmetic word problems. It was found that the subjects' solutions of word problems confirmed trends for hearing students, but that their performance was delayed in comparison. The results confirm other studies where deaf and hearing-impaired students are delayed in their language acquisition and this impacts on their capacity to successfully undertake the resolution of word problems.

Tense and aspect in word problems about motion: diagram, gesture, and the felt experience of time

NASA Astrophysics Data System (ADS)

de Freitas, Elizabeth; Zolkower, Betina

2015-09-01

Word problems about motion contain various conjugated verb forms. As students and teachers grapple with such word problems, they jointly operationalize diagrams, gestures, and language. Drawing on findings from a 3-year research project examining the social semiotics of classroom interaction, we show how teachers and students use gesture and diagram to make sense of complex verb forms in such word problems. We focus on the grammatical category of "aspect" for how it broadens the concept of verb tense. Aspect conveys duration and completion or frequency of an event. The aspect of a verb defines its temporal flow (or lack thereof) and the location of a vantage point for making sense of this durational process.

Constructing a Coherent Problem Model to Facilitate Algebra Problem Solving in a Chemistry Context

ERIC Educational Resources Information Center

Ngu, Bing Hiong; Yeung, Alexander Seeshing; Phan, Huy P.

2015-01-01

An experiment using a sample of 11th graders compared text editing and worked examples approaches in learning to solve dilution and molarity algebra word problems in a chemistry context. Text editing requires students to assess the structure of a word problem by specifying whether the problem text contains sufficient, missing, or irrelevant…

Distance-Dependent Processing of Pictures and Words

ERIC Educational Resources Information Center

Amit, Elinor; Algom, Daniel; Trope, Yaacov

2009-01-01

A series of 8 experiments investigated the association between pictorial and verbal representations and the psychological distance of the referent objects from the observer. The results showed that people better process pictures that represent proximal objects and words that represent distal objects than pictures that represent distal objects and…

Investigation of learning environment for arithmetic word problems by problem posing as sentence integration in Indonesian language

NASA Astrophysics Data System (ADS)

Hasanah, N.; Hayashi, Y.; Hirashima, T.

2017-02-01

Arithmetic word problems remain one of the most difficult area of teaching mathematics. Learning by problem posing has been suggested as an effective way to improve students’ understanding. However, the practice in usual classroom is difficult due to extra time needed for assessment and giving feedback to students’ posed problems. To address this issue, we have developed a tablet PC software named Monsakun for learning by posing arithmetic word problems based on Triplet Structure Model. It uses the mechanism of sentence-integration, an efficient implementation of problem-posing that enables agent-assessment of posed problems. The learning environment has been used in actual Japanese elementary school classrooms and the effectiveness has been confirmed in previous researches. In this study, ten Indonesian elementary school students living in Japan participated in a learning session of problem posing using Monsakun in Indonesian language. We analyzed their learning activities and show that students were able to interact with the structure of simple word problem using this learning environment. The results of data analysis and questionnaire suggested that the use of Monsakun provides a way of creating an interactive and fun environment for learning by problem posing for Indonesian elementary school students.

Effects of Numerical Surface Form in Arithmetic Word Problems

ERIC Educational Resources Information Center

Orrantia, Josetxu; Múñez, David; San Romualdo, Sara; Verschaffel, Lieven

2015-01-01

Adults' simple arithmetic performance is more efficient when operands are presented in Arabic digit (3 + 5) than in number word (three + five) formats. An explanation provided is that visual familiarity with digits is higher respect to number words. However, most studies have been limited to single-digit addition and multiplication problems. In…

The potential of latent semantic analysis for machine grading of clinical case summaries.

PubMed

Kintsch, Walter

2002-02-01

This paper introduces latent semantic analysis (LSA), a machine learning method for representing the meaning of words, sentences, and texts. LSA induces a high-dimensional semantic space from reading a very large amount of texts. The meaning of words and texts can be represented as vectors in this space and hence can be compared automatically and objectively. A generative theory of the mental lexicon based on LSA is described. The word vectors LSA constructs are context free, and each word, irrespective of how many meanings or senses it has, is represented by a single vector. However, when a word is used in different contexts, context appropriate word senses emerge. Several applications of LSA to educational software are described, involving the ability of LSA to quickly compare the content of texts, such as an essay written by a student and a target essay. An LSA-based software tool is sketched for machine grading of clinical case summaries written by medical students.

Modality dependency of familiarity ratings of Japanese words.

PubMed

Amano, S; Kondo, T; Kakehi, K

1995-07-01

Familiarity ratings for a large number of aurally and visually presented Japanese words wer measured for 11 subjects, in order to investigate the modality dependency of familiarity. The correlation coefficient between auditory and visual ratings was .808, which is lower than that observed for English words, suggesting that a substantial portion of the mental lexicon is modality dependent. It was shown that the modality dependency is greater for low-familiarity words than it is for medium- or high-familiarity words. This difference between the low- and the medium- or high-familiarity words has a relationship to orthography. That is, the dependency is larger in words consisting only of kanji, which may have multiple pronunciations and usually represent meaning, than it is in words consisting only of hiragana or katakana, which have a single pronunciation and usually do not represent meaning. These results indicate that the idiosyncratic characteristics of Japanese orthography contribute to the modality dependency.

The Efficacy of Using Diagrams When Solving Probability Word Problems in College

ERIC Educational Resources Information Center

Beitzel, Brian D.; Staley, Richard K.

2015-01-01

Previous experiments have shown a deleterious effect of visual representations on college students' ability to solve total- and joint-probability word problems. The present experiments used conditional-probability problems, known to be more difficult than total- and joint-probability problems. The diagram group was instructed in how to use tree…

Working Memory Components as Predictors of Children's Mathematical Word Problem Solving

ERIC Educational Resources Information Center

Zheng, Xinhua; Swanson, H. Lee; Marcoulides, George A.

2011-01-01

This study determined the working memory (WM) components (executive, phonological loop, and visual-spatial sketchpad) that best predicted mathematical word problem-solving accuracy of elementary school children in Grades 2, 3, and 4 (N = 310). A battery of tests was administered to assess problem-solving accuracy, problem-solving processes, WM,…

Different Procedures for Solving Mathematical Word Problems in High School

ERIC Educational Resources Information Center

Gasco, Javier; Villarroel, Jose Domingo; Zuazagoitia, Dani

2014-01-01

The teaching and learning of mathematics cannot be understood without considering the resolution of word problems. These kinds of problems not only connect mathematical concepts with language (and therefore with reality) but also promote the learning related to other scientific areas. In primary school, problems are solved by using basic…

The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge.

PubMed

Fuchs, Lynn S; Gilbert, Jennifer K; Powell, Sarah R; Cirino, Paul T; Fuchs, Douglas; Hamlett, Carol L; Seethaler, Pamela M; Tolar, Tammy D

2016-12-01

The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early calculation, word-problem, and number knowledge at start of Grade 2; calculation accuracy and calculation fluency at end of Grade 2; and prealgebraic knowledge and word-problem solving at end of Grade 4. Important similarities in pathways were identified, but path analysis also indicated that language comprehension is more critical for later word-problem solving than prealgebraic knowledge. We conclude that pathways in development of these forms of 4th-grade mathematics performance are more alike than different, but demonstrate the need to fine-tune instruction for strands of the mathematics curriculum in ways that address individual students' foundational mathematics skills or cognitive processes. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

A boy asked his Mom about energy

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

Mutolo, Paul F.; Muller, David; O'Dea, James

Representing the Energy Materials Center (EMC), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE energy. The mission of EMC is advancing the science of energy conversion and storage by understanding and exploiting fundamentalmore » properties of active materials and their interfaces.« less

Moving Energy

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

Rameau, Jon; Crabtree, George; Greene, Laura

Representing the Center for Emergent Superconductivity (CES), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE: energy. The mission of the CES is to discover new high-temperature superconductors and improve the performance of knownmore » superconductors by understanding the fundamental physics of superconductivity.« less

Energy from the Sun

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

Jiang, Chuanqi; Liang, Yan; Sahl, Lars

Representing the Center for Solar Fuels (CSF), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE energy. The mission of the CSF is to provide the basic research to enable a revolution in themore » collection and conversion of sunlight into storable solar fuels.« less

Effects of Picture Size and Placement on Memory for Written Words.

ERIC Educational Resources Information Center

Blischak, Doreen M.; McDaniel, Mark A.

1995-01-01

Normally developing kindergarten children (n=45) were shown written words under 4 conditions representing various size and position relationships between line drawings and orthography. Results showed superior performance for word-only and enhanced-word conditions, over those conditions pairing small or large drawings with written words. Results…

Is It a Noun or Is It a Verb? Resolving the Ambicategoricality Problem

ERIC Educational Resources Information Center

Conwell, Erin; Morgan, James L.

2012-01-01

In many languages, significant numbers of words are used in more than one grammatical category; English, in particular, has many words that can be used as both nouns and verbs. Such "ambicategoricality" potentially poses problems for children trying to learn the grammatical properties of words and has been used to argue against the logical…

Encoding the world around us: motor-related processing influences verbal memory.

PubMed

Madan, Christopher R; Singhal, Anthony

2012-09-01

It is known that properties of words such as their imageability can influence our ability to remember those words. However, it is not known if other object-related properties can also influence our memory. In this study we asked whether a word representing a concrete object that can be functionally interacted with (i.e., high-manipulability word) would enhance the memory representations for that item compared to a word representing a less manipulable object (i.e., low-manipulability word). Here participants incidentally encoded high-manipulability (e.g., CAMERA) and low-manipulability words (e.g., TABLE) while making word judgments. Using a between-subjects design, we varied the depth-of-processing involved in the word judgment task: participants judged the words based on personal experience (deep/elaborative processing), word length (shallow), or functionality (intermediate). Participants were able to remember high-manipulability words better than low-manipulability words in both the personal experience and word length groups; thus presenting the first evidence that manipulability can influence memory. However, we observed better memory for low- than high-manipulability words in the functionality group. We explain this surprising interaction between manipulability and memory as being mediated by automatic vs. controlled motor-related cognition. Copyright © 2012 Elsevier Inc. All rights reserved.

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…

Structuring Word Problems for Diagnostic Teaching: Helping Teachers Meet the Needs of Children with Mild Disabilities.

ERIC Educational Resources Information Center

Parmar, Rene S.; Cawley, John F.

1994-01-01

Matrix organization can be used to construct math word problems for children with mild disabilities. Matrix organization specifies the characteristics of problems, such as problem theme or setting, operations, level of computation complexity, reading vocabulary level, and need for classification. A sample scope and sequence and 16 sample word…

Investigating the Effect of Complexity Factors in Stoichiometry Problems Using Logistic Regression and Eye Tracking

ERIC Educational Resources Information Center

Tang, Hui; Kirk, John; Pienta, Norbert J.

2014-01-01

This paper includes two experiments, one investigating complexity factors in stoichiometry word problems, and the other identifying students' problem-solving protocols by using eye-tracking technology. The word problems used in this study had five different complexity factors, which were randomly assigned by a Web-based tool that we developed. The…

Automated speech understanding: the next generation

NASA Astrophysics Data System (ADS)

Picone, J.; Ebel, W. J.; Deshmukh, N.

1995-04-01

Modern speech understanding systems merge interdisciplinary technologies from Signal Processing, Pattern Recognition, Natural Language, and Linguistics into a unified statistical framework. These systems, which have applications in a wide range of signal processing problems, represent a revolution in Digital Signal Processing (DSP). Once a field dominated by vector-oriented processors and linear algebra-based mathematics, the current generation of DSP-based systems rely on sophisticated statistical models implemented using a complex software paradigm. Such systems are now capable of understanding continuous speech input for vocabularies of several thousand words in operational environments. The current generation of deployed systems, based on small vocabularies of isolated words, will soon be replaced by a new technology offering natural language access to vast information resources such as the Internet, and provide completely automated voice interfaces for mundane tasks such as travel planning and directory assistance.

Effect of Causal Stories in Solving Mathematical Story Problems

ERIC Educational Resources Information Center

Smith, Glenn Gordon; Gerretson, Helen; Olkun, Sinan; Joutsenlahti, Jorma

2010-01-01

This study investigated whether infusing "causal" story elements into mathematical word problems improves student performance. In one experiment in the USA and a second in USA, Finland and Turkey, undergraduate elementary education majors worked word problems in three formats: 1) standard (minimal verbiage), 2) potential causation…

Using speakers' referential intentions to model early cross-situational word learning.

PubMed

Frank, Michael C; Goodman, Noah D; Tenenbaum, Joshua B

2009-05-01

Word learning is a "chicken and egg" problem. If a child could understand speakers' utterances, it would be easy to learn the meanings of individual words, and once a child knows what many words mean, it is easy to infer speakers' intended meanings. To the beginning learner, however, both individual word meanings and speakers' intentions are unknown. We describe a computational model of word learning that solves these two inference problems in parallel, rather than relying exclusively on either the inferred meanings of utterances or cross-situational word-meaning associations. We tested our model using annotated corpus data and found that it inferred pairings between words and object concepts with higher precision than comparison models. Moreover, as the result of making probabilistic inferences about speakers' intentions, our model explains a variety of behavioral phenomena described in the word-learning literature. These phenomena include mutual exclusivity, one-trial learning, cross-situational learning, the role of words in object individuation, and the use of inferred intentions to disambiguate reference.

Variation and Repetition in the Spelling of Young Children

PubMed Central

Treiman, Rebecca; Decker, Kristina; Kessler, Brett; Pollo, Tatiana

2015-01-01

A number of investigators have suggested that young children, even those do not yet represent the phonological forms of words in their spellings, tend to use different strings of letters for different words. However, empirical evidence that children possess a concept of between-word variation has been weak. In a study by Pollo, Kessler, and Treiman (2009), in fact, prephonological spellers were more likely to write different words in the same way than would be expected on the basis of chance, not less likely. In the present study, preschool-age prephonological and phonological spellers showed a tendency to repeat spellings and parts of spellings that they had recently used. However, even prephonological spellers (mean age 4 years, 8 months) showed more repetition when spelling the same word twice in succession than when spelling different words. The results suggest that children who have not yet learned to use writing to represent the sounds of speech show some knowledge that writing represents words and should thus vary to show differences between them. The results further suggest that in spelling, as in other domains, children have a tendency to repeat recent behaviors. PMID:25637713

Word-based Morphology: Some Problems from a Polysynthetic Language.

ERIC Educational Resources Information Center

Axelrod, Melissa

Some of the problems inherent in a word-based hypothesis asserting that the word/stem is taken as the minimal sign not only for syntax but also for morphology are examined in an analysis of a polysynthetic language, Koyukon, an Athabaskan language of Alaska. Data from the Central dialect is considered in the analysis. A brief sketch of the verbal…

How to Store Energy Fast

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

Augustyn, Veronica; Ko, Jesse; Rauda, Iris

Representing the Molecularly Engineered Energy Materials (MEEM), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE energy. The mission of MEEM, using inexpensive custom-designed molecular building blocks, aims to create revolutionary new materials withmore » self-assembled multi-scale architectures that will enable high performing energy generation and storage applications.« less

Caught in the Act

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

Stocks, G. Malcolm; Morris, James; Sproles, Andrew

Representing the Center for Defect Physics (CDP), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE: energy. The mission of the CDP is to enhance our fundamental understanding of defects, defect interactions, and defectmore » dynamics that determine the performance of structural materials in extreme environments.« less

Soft Sun Cells

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

Shastry, Tejas

Representing the Argonne-Northwestern Solar Energy Research (ANSER) Center, this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE: energy. The mission of ANSER is to revolutionize our understanding of molecules, materials and methods necessary tomore » create dramatically more efficient technologies for solar fuels and electricity production.« less

The Influence of English-Korean Bilingualism in Solving Mathematics Word Problems.

ERIC Educational Resources Information Center

Whang, Woo-Hyung

1996-01-01

Purposeful sampling was used to select six English-Korean bilingual students to investigate language difficulties and cognitive processes in solving mathematics word problems. These six case studies revealed distinct patterns of difficulties in solving problems written in English and Korean, especially for students in transition stage. (Author/KMC)

Taking Word Clouds Apart: An Empirical Investigation of the Design Space for Keyword Summaries.

PubMed

Felix, Cristian; Franconeri, Steven; Bertini, Enrico

2018-01-01

In this paper we present a set of four user studies aimed at exploring the visual design space of what we call keyword summaries: lists of words with associated quantitative values used to help people derive an intuition of what information a given document collection (or part of it) may contain. We seek to systematically study how different visual representations may affect people's performance in extracting information out of keyword summaries. To this purpose, we first create a design space of possible visual representations and compare the possible solutions in this design space through a variety of representative tasks and performance metrics. Other researchers have, in the past, studied some aspects of effectiveness with word clouds, however, the existing literature is somewhat scattered and do not seem to address the problem in a sufficiently systematic and holistic manner. The results of our studies showed a strong dependency on the tasks users are performing. In this paper we present details of our methodology, the results, as well as, guidelines on how to design effective keyword summaries based in our discoveries.

Words, words, words!

NASA Astrophysics Data System (ADS)

2015-09-01

Words matter. They are the "atoms" of written and oral communication. Students rely on words in textbooks and other instructional resources and in classroom lectures and discussions. As instructors, there are times when we need to think carefully about the words we use. Sometimes there are problems that may not be initially apparent and we may introduce confusion when we were aiming for clarity.

The Use of a Bar Model Drawing to Teach Word Problem Solving to Students with Mathematics Difficulties

ERIC Educational Resources Information Center

Morin, Lisa L.; Watson, Silvana M. R.; Hester, Peggy; Raver, Sharon

2017-01-01

For students with mathematics difficulties (MD), math word problem solving is especially challenging. The purpose of this study was to examine the effects of a problem-solving strategy, bar model drawing, on the mathematical problem-solving skills of students with MD. The study extended previous research that suggested that schematic-based…

Teaching Problem Solving to Students Receiving Tiered Interventions Using the Concrete-Representational-Abstract Sequence and Schema-Based Instruction

ERIC Educational Resources Information Center

Flores, Margaret M.; Hinton, Vanessa M.; Burton, Megan E.

2016-01-01

Mathematical word problems are the most common form of mathematics problem solving implemented in K-12 schools. Identifying key words is a frequent strategy taught in classrooms in which students struggle with problem solving and show low success rates in mathematics. Researchers show that using the concrete-representational-abstract (CRA)…

The Contributions of Working Memory and Executive Functioning to Problem Representation and Solution Generation in Algebraic Word Problems

ERIC Educational Resources Information Center

Lee, Kerry; Ng, Ee Lynn; Ng, Swee Fong

2009-01-01

Solving algebraic word problems involves multiple cognitive phases. The authors used a multitask approach to examine the extent to which working memory and executive functioning are associated with generating problem models and producing solutions. They tested 255 11-year-olds on working memory (Counting Recall, Letter Memory, and Keep Track),…

Left-frontal brain potentials index conceptual implicit memory for words initially viewed subliminally.

PubMed

Chen, Jason C W; Li, Wen; Lui, Ming; Paller, Ken A

2009-08-18

Neural correlates of explicit and implicit memory tend to co-occur and are therefore difficult to measure independently, posing problems for understanding the unique nature of different types of memory processing. To circumvent this problem, we developed an experimental design wherein subjects acquired information from words presented in a subliminal manner, such that conscious remembering was minimized. Cross-modal word repetition was used so that perceptual implicit memory would also be limited. Healthy human subjects viewed subliminal words six times each and about 2 min later heard the same words interspersed with new words in a category-verification test. Electrophysiological correlates of word repetition included negative brain potentials over left-frontal locations beginning approximately 500 ms after word onset. Behavioral responses were slower for repeated words than for new words. Differential processing of word meaning in the absence of explicit memory was most likely responsible for differential electrical and behavioral responses to old versus new words. Moreover, these effects were distinct from neural correlates of explicit memory observed in prior experiments, and were observed here in two separate experiments, thus providing a foundation for further investigations of relationships and interactions between different types of memory engaged when words repeat.

A Strategy for Improving US Middle School Student Mathematics Word Problem Solving Performance

NASA Technical Reports Server (NTRS)

Thomas, Valerie L.

2004-01-01

U.S. middle school students have difficulty understanding and solving mathematics word problems. Their mathematics performance on the Third International Mathematics and Science Study (TIMMS) is far below their international peers, and minority students are less likely than high socioeconomic status (SES) White/Asian students to be exposed to higher-level mathematics concepts. Research literature also indicates that when students use both In-School and Out-of-School knowledge and experiences to create authentic mathematics word problems, student achievement improves. This researcher developed a Strategy for improving mathematics problem solving performance and a Professional Development Model (PDM) to effectively implement the Strategy.

Process-based Assignment-Setting Change for Support of Overcoming Bottlenecks in Learning by Problem-Posing in Arithmetic Word Problems

NASA Astrophysics Data System (ADS)

Supianto, A. A.; Hayashi, Y.; Hirashima, T.

2017-02-01

Problem-posing is well known as an effective activity to learn problem-solving methods. Monsakun is an interactive problem-posing learning environment to facilitate arithmetic word problems learning for one operation of addition and subtraction. The characteristic of Monsakun is problem-posing as sentence-integration that lets learners make a problem of three sentences. Monsakun provides learners with five or six sentences including dummies, which are designed through careful considerations by an expert teacher as a meaningful distraction to the learners in order to learn the structure of arithmetic word problems. The results of the practical use of Monsakun in elementary schools show that many learners have difficulties in arranging the proper answer at the high level of assignments. The analysis of the problem-posing process of such learners found that their misconception of arithmetic word problems causes impasses in their thinking and mislead them to use dummies. This study proposes a method of changing assignments as a support for overcoming bottlenecks of thinking. In Monsakun, the bottlenecks are often detected as a frequently repeated use of a specific dummy. If such dummy can be detected, it is the key factor to support learners to overcome their difficulty. This paper discusses how to detect the bottlenecks and to realize such support in learning by problem-posing.

Effects of Cognitive Strategy Interventions on Word Problem Solving and Working Memory in Children with Math Disabilities

ERIC Educational Resources Information Center

Swanson, H. Lee; Lussier, Catherine; Orosco, Michael

2011-01-01

Although current categories of learning disabilities include as specific disabilities calculation and mathematical problem solving [see IDEA reauthorization, 2004, Sec. 300.8(c)(10)], the majority of research focuses on calculation disabilities. Previous studies have shown, however, that deficits in word problem solving difficulties are persistent…

The Role of the Updating Function in Solving Arithmetic Word Problems

ERIC Educational Resources Information Center

Mori, Kanetaka; Okamoto, Masahiko

2017-01-01

We investigated how the updating function supports the integration process in solving arithmetic word problems. In Experiment 1, we measured reading time, that is, translation and integration times, when undergraduate and graduate students (n = 78) were asked to solve 2 types of problems: those containing only necessary information and those…

Problem Solving Frameworks for Mathematics and Software Development

ERIC Educational Resources Information Center

McMaster, Kirby; Sambasivam, Samuel; Blake, Ashley

2012-01-01

In this research, we examine how problem solving frameworks differ between Mathematics and Software Development. Our methodology is based on the assumption that the words used frequently in a book indicate the mental framework of the author. We compared word frequencies in a sample of 139 books that discuss problem solving. The books were grouped…

Following the Template: Transferring Modeling Skills to Nonstandard Problems

ERIC Educational Resources Information Center

Tyumeneva, Yu. A.; Goncharova, M. V.

2017-01-01

This study seeks to analyze how students apply a mathematical modeling skill that was previously learned by solving standard word problems to the solution of word problems with nonstandard contexts. During the course of an experiment involving 106 freshmen, we assessed how well they were able to transfer the mathematical modeling skill that is…

Executive Functions Underlying Multiplicative Reasoning: Problem Type Matters

ERIC Educational Resources Information Center

Agostino, Alba; Johnson, Janice; Pascual-Leone, Juan

2010-01-01

We investigated the extent to which inhibition, updating, shifting, and mental-attentional capacity ("M"-capacity) contribute to children's ability to solve multiplication word problems. A total of 155 children in Grades 3-6 (8- to 13-year-olds) completed a set of multiplication word problems at two levels of difficulty: one-step and multiple-step…

Scaffold Seeking: A Reverse Design of Scaffolding in Computer-Supported Word Problem Solving

ERIC Educational Resources Information Center

Cheng, Hercy N. H.; Yang, Euphony F. Y.; Liao, Calvin C. Y.; Chang, Ben; Huang, Yana C. Y.; Chan, Tak-Wai

2015-01-01

Although well-designed scaffolding may assist students to accomplish learning tasks, its insufficient capability to dynamically assess students' abilities and to adaptively support them may result in the problem of overscaffolding. Our previous project has also shown that students using scaffolds to solve mathematical word problems for a long time…

VStops: A Thinking Strategy and Visual Representation Approach in Mathematical Word Problem Solving toward Enhancing STEM Literacy

ERIC Educational Resources Information Center

Abdullah, Nasarudin; Halim, Lilia; Zakaria, Effandi

2014-01-01

This study aimed to determine the impact of strategic thinking and visual representation approaches (VStops) on the achievement, conceptual knowledge, metacognitive awareness, awareness of problem-solving strategies, and student attitudes toward mathematical word problem solving among primary school students. The experimental group (N = 96)…

It's Not a Math Lesson--We're Learning to Draw! Teachers' Use of Visual Representations in Instructing Word Problem Solving in Sixth Grade of Elementary School

ERIC Educational Resources Information Center

Boonen, Anton J. H.; Reed, Helen C.; Schoonenboom, Judith; Jolles, Jelle

2016-01-01

Non-routine word problem solving is an essential feature of the mathematical development of elementary school students worldwide. Many students experience difficulties in solving these problems due to erroneous problem comprehension. These difficulties could be alleviated by instructing students how to use visual representations that clarify the…

Tutoring Mathematical Word Problems Using Solution Trees: Text Comprehension, Situation Comprehension, and Mathematization in Solving Story Problems. Research Report No. 8.

ERIC Educational Resources Information Center

Reusser, Kurt; And Others

The main concern of this paper is on the psychological processes of how students understand and solve mathematical word problems, and on how this knowledge can be applied to computer-based tutoring. It is argued that only a better understanding of the psychological requirements for understanding and solving those problems will lead to…

Making More Light with Less Energy

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

Kuritzky, Leah; Jewell, Jason

Representing the Center for Energy Efficient Materials (CEEM), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE: energy. The mission of the CEEM is to discover and develop materials that control the interactions amongmore » light, electricity, and heat at the nanoscale for improved solar energy conversion, solid-state lighting, and conversion of heat into electricity.« less

Not Your Normal Power Box

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

Okman, Oya; Baginska, Marta; Jones, Elizabeth MC

Representing the Center for Electrical Energy Storage (CEES), this document is one of the entries in the Ten Hundred and One Word Challenge and was awarded "Best Science Lesson." As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE: energy. The mission of the CEES is to acquire a fundamentalmore » understanding of interfacial phenomena controlling electrochemical processes that will enable dramatic improvements in the properties and performance of energy storage devices, notably Li ion batteries.« less

Rocks Filled with Tiny Spaces Can Turn Green Growing Things Into Stuff We Use Every Day

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

Nikbin, Nima; Josephson, Tyler; Courtney, Timothy

Representing the Catalysis Center for Energy Innovation (CCEI), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE: energy. The mission of CCEI is to design and characterize novel catalysts for the efficient conversion ofmore » the complex molecules comprising biomass into chemicals and fuels.« less

The Sun Makes You Number One!

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

Epstein, Marianne; Luckyanova, Maria; Manke, Kara

Representing the Solid-State Solar-Thermal Energy Conversion Center (S3TEC), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE energy. The mission of S3TEC is advancing fundamental science and developing materials to harness heat from themore » sun and convert this heat into electricity via solid-state thermoelectric and thermophotovoltaic technologies.« less

Lighting the World in a Different Way

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

Wilber, Nicole; Houmpheng, Krista; Coltrin, Mike

Representing the Solid State Lighting Science (SSLS), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE: energy. The mission of the SSLS is to help build the scientific foundation that enables solid-state lighting tomore » produce the most light for the least energy, both in the U.S. and, as a side-benefit, throughout the world.« less

Power to the People...Energy for Now and Later

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

Sung, Chih-Jen; Law, Chung K; Brady, Kyle

Representing the Combustion Energy Frontier Research Center (CEFRC), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE: energy. The mission of CEFRC is to develop a validated, predictive, multi-scale combusion modeling capacity which canmore » be used to optimize the design and operation of evolving fuels in advanced engines for transportation applications.« less

Make the World a Better Place

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

Bryant, Steven L; Camacho-Lopez, Tara R; Tenney, Craig M

Representing the Center for Frontiers of Subsurface Energy Security (CFSES), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE: energy. The mission of the CFSES is to pursue the scientific understanding of multiscale, multiphysicsmore » processes and to ensure safe and economically feasible storage of carbon dioxide and other byproducts of energy production without harming the environment.« less

Using Left Overs to Make Energy

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

Steuterman, Sally; Czarnecki, Alicia; Hurley, Paul

Representing the Material Science Antinides (MSA), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE energy. The mission of MSA is to conduct transformative research in the actinide sciences with full integration of experimentalmore » and computational approaches, and an emphasis on research questions that are important to the energy future of the nation.« less

Using all of the Energy from the Sun to Make Power

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

Dapkus, P. Daniel; Povinelli, Michelle

Representing the Center for Energy Nanoscience (CEN), this document is one of the entries in the Ten Hundred and One Word Challenge and was awarded "Overall Winner Runner-up." As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE: energy. The mission of the CEN is to explore the light absorptionmore » and emission in organic and nanostructure materials and their hybrids for solar energy conversion and solid state lighting.« less

Sunlight + Water = Tomorrow's Energy

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

Jones, Anne Katherine

Representing the Center for Bio-Inspired Solar Fuel Production (BISfuel), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE: energy. The mission of BISfuel is to construct a complete system for solar-powered production of hydrogenmore » fuel via water splitting; design principles are drawn from the fundamental concepts that underlie photosynthetic energy conversion.« less

Body in Mind: How Gestures Empower Foreign Language Learning

ERIC Educational Resources Information Center

Macedonia, Manuela; Knosche, Thomas R.

2011-01-01

It has previously been demonstrated that enactment (i.e., performing representative gestures during encoding) enhances memory for concrete words, in particular action words. Here, we investigate the impact of enactment on abstract word learning in a foreign language. We further ask if learning novel words with gestures facilitates sentence…

Parameterizing by the Number of Numbers

NASA Astrophysics Data System (ADS)

Fellows, Michael R.; Gaspers, Serge; Rosamond, Frances A.

The usefulness of parameterized algorithmics has often depended on what Niedermeier has called "the art of problem parameterization". In this paper we introduce and explore a novel but general form of parameterization: the number of numbers. Several classic numerical problems, such as Subset Sum, Partition, 3-Partition, Numerical 3-Dimensional Matching, and Numerical Matching with Target Sums, have multisets of integers as input. We initiate the study of parameterizing these problems by the number of distinct integers in the input. We rely on an FPT result for Integer Linear Programming Feasibility to show that all the above-mentioned problems are fixed-parameter tractable when parameterized in this way. In various applied settings, problem inputs often consist in part of multisets of integers or multisets of weighted objects (such as edges in a graph, or jobs to be scheduled). Such number-of-numbers parameterized problems often reduce to subproblems about transition systems of various kinds, parameterized by the size of the system description. We consider several core problems of this kind relevant to number-of-numbers parameterization. Our main hardness result considers the problem: given a non-deterministic Mealy machine M (a finite state automaton outputting a letter on each transition), an input word x, and a census requirement c for the output word specifying how many times each letter of the output alphabet should be written, decide whether there exists a computation of M reading x that outputs a word y that meets the requirement c. We show that this problem is hard for W[1]. If the question is whether there exists an input word x such that a computation of M on x outputs a word that meets c, the problem becomes fixed-parameter tractable.

Imaginal, semantic, and surface-level processing of concrete and abstract words: an electrophysiological investigation.

PubMed

West, W C; Holcomb, P J

2000-11-01

Words representing concrete concepts are processed more quickly and efficiently than words representing abstract concepts. Concreteness effects have also been observed in studies using event-related brain potentials (ERPs). The aim of this study was to examine concrete and abstract words using both reaction time (RT) and ERP measurements to determine (1) at what point in the stream of cognitive processing concreteness effects emerge and (2) how different types of cognitive operations influence these concreteness effects. Three groups of subjects performed a sentence verification task in which the final word of each sentence was concrete or abstract. For each group the truthfulness judgment required either (1) image generation, (2) semantic decision, or (3) evaluation of surface characteristics. Concrete and abstract words produced similar RTs and ERPs in the surface task, suggesting that postlexical semantic processing is necessary to elicit concreteness effects. In both the semantic and imagery tasks, RTs were shorter for concrete than for abstract words. This difference was greatest in the imagery task. Also, in both of these tasks concrete words elicited more negative ERPs than abstract words between 300 and 550 msec (N400). This effect was widespread across the scalp and may reflect activation in a linguistic semantic system common to both concrete and abstract words. ERPs were also more negative for concrete than abstract words between 550 and 800 msec. This effect was more frontally distributed and was most evident in the imagery task. We propose that this later anterior effect represents a distinct ERP component (N700) that is sensitive to the use of mental imagery. The N700 may reflect the a access of specific characteristics of the imaged item or activation in a working memory system specific to mental imagery. These results also support the extended dual-coding hypothesis that superior associative connections and the use of mental imagery both contribute to processing advantages for concrete words over abstract words.

Representation Learning of Logic Words by an RNN: From Word Sequences to Robot Actions

PubMed Central

Yamada, Tatsuro; Murata, Shingo; Arie, Hiroaki; Ogata, Tetsuya

2017-01-01

An important characteristic of human language is compositionality. We can efficiently express a wide variety of real-world situations, events, and behaviors by compositionally constructing the meaning of a complex expression from a finite number of elements. Previous studies have analyzed how machine-learning models, particularly neural networks, can learn from experience to represent compositional relationships between language and robot actions with the aim of understanding the symbol grounding structure and achieving intelligent communicative agents. Such studies have mainly dealt with the words (nouns, adjectives, and verbs) that directly refer to real-world matters. In addition to these words, the current study deals with logic words, such as “not,” “and,” and “or” simultaneously. These words are not directly referring to the real world, but are logical operators that contribute to the construction of meaning in sentences. In human–robot communication, these words may be used often. The current study builds a recurrent neural network model with long short-term memory units and trains it to learn to translate sentences including logic words into robot actions. We investigate what kind of compositional representations, which mediate sentences and robot actions, emerge as the network's internal states via the learning process. Analysis after learning shows that referential words are merged with visual information and the robot's own current state, and the logical words are represented by the model in accordance with their functions as logical operators. Words such as “true,” “false,” and “not” work as non-linear transformations to encode orthogonal phrases into the same area in a memory cell state space. The word “and,” which required a robot to lift up both its hands, worked as if it was a universal quantifier. The word “or,” which required action generation that looked apparently random, was represented as an unstable space of the network's dynamical system. PMID:29311891

Representation Learning of Logic Words by an RNN: From Word Sequences to Robot Actions.

PubMed

Yamada, Tatsuro; Murata, Shingo; Arie, Hiroaki; Ogata, Tetsuya

2017-01-01

An important characteristic of human language is compositionality. We can efficiently express a wide variety of real-world situations, events, and behaviors by compositionally constructing the meaning of a complex expression from a finite number of elements. Previous studies have analyzed how machine-learning models, particularly neural networks, can learn from experience to represent compositional relationships between language and robot actions with the aim of understanding the symbol grounding structure and achieving intelligent communicative agents. Such studies have mainly dealt with the words (nouns, adjectives, and verbs) that directly refer to real-world matters. In addition to these words, the current study deals with logic words, such as "not," "and," and "or" simultaneously. These words are not directly referring to the real world, but are logical operators that contribute to the construction of meaning in sentences. In human-robot communication, these words may be used often. The current study builds a recurrent neural network model with long short-term memory units and trains it to learn to translate sentences including logic words into robot actions. We investigate what kind of compositional representations, which mediate sentences and robot actions, emerge as the network's internal states via the learning process. Analysis after learning shows that referential words are merged with visual information and the robot's own current state, and the logical words are represented by the model in accordance with their functions as logical operators. Words such as "true," "false," and "not" work as non-linear transformations to encode orthogonal phrases into the same area in a memory cell state space. The word "and," which required a robot to lift up both its hands, worked as if it was a universal quantifier. The word "or," which required action generation that looked apparently random, was represented as an unstable space of the network's dynamical system.

The Measurand: The Problem of Frequency

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

Kirkham, Harold

The conceptual entity that metrologists term the measurand is a model selected to represent the physical entity being measured. In a world of digital measurements, it should be defined first mathematically, and only then put into words. Human linguistic processes lack the precision required when all we do is use labels. In this paper, reactive power and frequency are used as examples. The act of measurement finds the values of the coef-ficients of the model. In other words, it solves an equation. In a digital instrument, information about the quality of the fit between the physical entity being measured andmore » the conceptual model is often available. In essence the instrument can comment on the selection of the model. This comment should be reported as part of the statement of the result of the measurement, along with the declared value and the uncertainty.« less

Care for women involved with drugs: social representations of nurses.

PubMed

Rodrigues, Andreia Silva; Oliveira, Jeane Freitas de; Suto, Cleuma Sueli Santos; Coutinho, Maria da Penha de Lima; Paiva, Mirian Santos; Souza, Simone Santos

2017-01-01

analyze social representations of nurses related to the care for women involved with drugs. qualitative research founded on the theory of social representations, with 42 nurses from a public maternity ward of Salvador-BA, using identification questionnaire, test of free association of words, and semi-structured interview. We analyzed the structure of social representations and the similarity tree of free evocations, and also analyzed the content of interviews. care for women involved with drugs is represented by a set of words that shows theoretical questions and scientific techniques, but faced with experiences in the training, in the daily work and in ideas and values assigned to the consumption of drugs especially in the gravidic-puerperal period. The social representations of nurses show conflicts between social and cultural aspects around the problem of drugs and the health care provided to women involved with drugs.

Rerating the Movie Scores in Douban through Word Embedding

NASA Astrophysics Data System (ADS)

Cui, Mingyu

2018-04-01

The movie scores in the social networking service website such as IMDb, Totten Tomatoes and Douban are important references to evaluate the movies. Always, it will influence the box office directly. However, the public rating has strong bias depended on the types of movies, release time, and ages and background of the audiences. To fix the bias and give a movie a fair judgement is an important problem. In the paper, we focus on the movie scores on Douban, which is one of the most famous Chinese movie network community. We decompose the movie scores into two parts. One is the basis scores based on the basic properties of movies. The other is the extra scores which represent the excess value of the movies. We use the word-embedding technique to reduce the movies in a small dense subspace. Then, in the reduced subspace, we use the k-means method to offer the similar movies a basis scores.

Constructing Meaning: Think-Aloud Protocols of ELLs on English and Spanish Word Problems.

ERIC Educational Resources Information Center

Celedon-Pattichis, Sylvia

This one-year qualitative study analyzed how nine middle school English language learners (ELLs) of Mexican descent constructed meaning on think-aloud protocols of Spanish and English word problems. Strategies used by these students to process information from English to their native language included translating to Spanish, reading the problem at…

Cognitive Benefits and Costs of Bilingualism in Elementary School Students: The Case of Mathematical Word Problems

ERIC Educational Resources Information Center

Kempert, Sebastian; Saalbach, Henrik; Hardy, Ilonca

2011-01-01

Previous research has emphasized the importance of language for learning mathematics. This is especially true when mathematical problems have to be extracted from a meaningful context, as in arithmetic word problems. Bilingual learners with a low command of the instructional language thus may face challenges when dealing with mathematical…

Factors Influencing Filipino Children's Solutions to Addition and Subtraction Word Problems

ERIC Educational Resources Information Center

Bautista, Debbie; Mitchelmore, Michael; Mulligan, Joanne

2009-01-01

Young Filipino children are expected to solve mathematical word problems in English, which is not their mother tongue. Because of this, it is often assumed that Filipino children have difficulties in solving problems because they cannot read or comprehend what they have read. This study tested this assumption by determining whether presenting word…

Students' Mathematics Word Problem-Solving Achievement in a Computer-Based Story

ERIC Educational Resources Information Center

Gunbas, N.

2015-01-01

The purpose of this study was to investigate the effect of a computer-based story, which was designed in anchored instruction framework, on sixth-grade students' mathematics word problem-solving achievement. Problems were embedded in a story presented on a computer as computer story, and then compared with the paper-based version of the same story…

The Surprising Power of Statistical Learning: When Fragment Knowledge Leads to False Memories of Unheard Words

ERIC Educational Resources Information Center

Endress, Ansgar D.; Mehler, Jacques

2009-01-01

Word-segmentation, that is, the extraction of words from fluent speech, is one of the first problems language learners have to master. It is generally believed that statistical processes, in particular those tracking "transitional probabilities" (TPs), are important to word-segmentation. However, there is evidence that word forms are stored in…

Early Word Order Representations: Novel Arguments against Old Contradictions

ERIC Educational Resources Information Center

Franck, Julie; Millotte, Severine; Lassotta, Romy

2011-01-01

One major controversy in the field of language development concerns the nature of children's early representations of word order. While studies using preferential looking methods suggest that children as early as 20 months represent word order as an abstract, grammatical property, experiments using the Weird Word Order (WWO) paradigm suggest that…

The dependence of frequency distributions on multiple meanings of words, codes and signs

NASA Astrophysics Data System (ADS)

Yan, Xiaoyong; Minnhagen, Petter

2018-01-01

The dependence of the frequency distributions due to multiple meanings of words in a text is investigated by deleting letters. By coding the words with fewer letters the number of meanings per coded word increases. This increase is measured and used as an input in a predictive theory. For a text written in English, the word-frequency distribution is broad and fat-tailed, whereas if the words are only represented by their first letter the distribution becomes exponential. Both distribution are well predicted by the theory, as is the whole sequence obtained by consecutively representing the words by the first L = 6 , 5 , 4 , 3 , 2 , 1 letters. Comparisons of texts written by Chinese characters and the same texts written by letter-codes are made and the similarity of the corresponding frequency-distributions are interpreted as a consequence of the multiple meanings of Chinese characters. This further implies that the difference of the shape for word-frequencies for an English text written by letters and a Chinese text written by Chinese characters is due to the coding and not to the language per se.

I see/hear what you mean: semantic activation in visual word recognition depends on perceptual attention.

PubMed

Connell, Louise; Lynott, Dermot

2014-04-01

How does the meaning of a word affect how quickly we can recognize it? Accounts of visual word recognition allow semantic information to facilitate performance but have neglected the role of modality-specific perceptual attention in activating meaning. We predicted that modality-specific semantic information would differentially facilitate lexical decision and reading aloud, depending on how perceptual attention is implicitly directed by each task. Large-scale regression analyses showed the perceptual modalities involved in representing a word's referent concept influence how easily that word is recognized. Both lexical decision and reading-aloud tasks direct attention toward vision, and are faster and more accurate for strongly visual words. Reading aloud additionally directs attention toward audition and is faster and more accurate for strongly auditory words. Furthermore, the overall semantic effects are as large for reading aloud as lexical decision and are separable from age-of-acquisition effects. These findings suggest that implicitly directing perceptual attention toward a particular modality facilitates representing modality-specific perceptual information in the meaning of a word, which in turn contributes to the lexical decision or reading-aloud response.

Sun-to-power cells layer by layer

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

Moseke, Dawn; Richards, Robin; Moseke, Daniel

Representing the Center for Interface Science: Solar Electric Materials (CISSEM), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE: energy. The mission of the CISSEM is to advance the understanding of interface science underlyingmore » solar energy conversion technologies based on organic and organic-inorganic hybrid materials; and to inspire, recruit and train future scientists and leaders in basic science of solar electric conversion.« less

Powering your car with sun light

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

Cosgrove, Daniel; Brown, Nicole; Kiemle, Sarah

Representing the Center for Lignocellulose Structure and Formation (CLSF), this document is one of the entries in the Ten Hundred and One Word Challenge and was awarded "Overall Winner." As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE: energy. The mission of the CLSF is to dramatically increase ourmore » fundamental knowledge of the formation and physical interactions of bio-polymer networks in plant cell walls to provide a basis for improved methods for converting biomass into fuels.« less

Our On-Its-Head-and-In-Your-Dreams Approach Leads to Clean Energy

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

Kazmerski, Lawrence; Gwinner, Don; Hicks, Al

Representing the Center for Inverse Design (CID), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE: energy. The mission of the CID is to revolutionize the discovery of new materials by design with tailoredmore » properties through the development and application of a novel inverse design approach powered by theory guiding experiment with an initial focus on solar energy conversion.« less

Controlling Light to Make the Most Energy From the Sun

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

Callahan, Dennis; Corcoran, Chris; Eisler, Carissa

Representing the Light-Material Interactions in Energy Conversion (LMI), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE energy. The mission of LMI to tailor the morphology, complex dielectric structure, and electronic properties of mattermore » so as to sculpt the flow of sunlight and heat, enabling light conversion to electrical and chemical energy with unprecedented efficiency.« less

Stuff Moving Through Other Stuff - For Energy

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

All EFRC effort,

Representing the Understanding Charge Separation and Transfer at Interfaces in Energy Materials (EFRC:CST), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE energy. Understanding Charge Separation and Transfer at Interfaces in Energy Materials (EFRC:CST),more » is focused on advancing the understanding and design of nanostructured molecular materials for organic photovoltaic (OPV) and electrical energy storage (EES) applications.« less

The Walk Forward of Sun-Grown Green-Thing Energy

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

Huetteman, Carl; Burroff-Murr, Pam; Anderson, Sarah

Representing the Center for Direct Catalytic Conversion of Biomass to Biofuels (C3Bio), this document is one of the entries in the Ten Hundred and One Word Challenge and was awarded "Best Tagline." As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE: energy. The mission of C3Bio at Purdue Universitymore » is to integrate fundamental knowledge and enable technologies for catalytic conversion of engineered biomass to advanced biofuels and value-added products.« less

Is The Same bit of Light Exciting Two (or more) Parts of a Thing at the Same Time?

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

Goodknight, Joey; Aspuru-Guzik, Alan

Representing the Center for Excitonics (CE), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE: energy. The mission of the CE is to understand the transport of charge carriers in synthetic disordered systems, whichmore » hold promise as new materials for conversion of solar energy to electricity and electrical energy storage.« less

An Evaluation of the UMLS in Representing Corpus Derived Clinical Concepts

PubMed Central

Friedlin, Jeff; Overhage, Marc

2011-01-01

We performed an evaluation of the Unified Medical Language System (UMLS) in representing concepts derived from medical narrative documents from three domains: chest x-ray reports, discharge summaries and admission notes. We detected concepts in these documents by identifying noun phrases (NPs) and N-grams, including unigrams (single words), bigrams (word pairs) and trigrams (word triples). After removing NPs and N-grams that did not represent discrete clinical concepts, we processed the remaining with the UMLS MetaMap program. We manually reviewed the results of MetaMap processing to determine whether MetaMap found full, partial or no representation of the concept. For full representations, we determined whether post-coordination was required. Our results showed that a large portion of concepts found in clinical narrative documents are either unrepresented or poorly represented in the current version of the UMLS Metathesaurus and that post-coordination was often required in order to fully represent a concept. PMID:22195097

Visual Cortical Representation of Whole Words and Hemifield-split Word Parts.

PubMed

Strother, Lars; Coros, Alexandra M; Vilis, Tutis

2016-02-01

Reading requires the neural integration of visual word form information that is split between our retinal hemifields. We examined multiple visual cortical areas involved in this process by measuring fMRI responses while observers viewed words that changed or repeated in one or both hemifields. We were specifically interested in identifying brain areas that exhibit decreased fMRI responses as a result of repeated versus changing visual word form information in each visual hemifield. Our method yielded highly significant effects of word repetition in a previously reported visual word form area (VWFA) in occipitotemporal cortex, which represents hemifield-split words as whole units. We also identified a more posterior occipital word form area (OWFA), which represents word form information in the right and left hemifields independently and is thus both functionally and anatomically distinct from the VWFA. Both the VWFA and the OWFA were left-lateralized in our study and strikingly symmetric in anatomical location relative to known face-selective visual cortical areas in the right hemisphere. Our findings are consistent with the observation that category-selective visual areas come in pairs and support the view that neural mechanisms in left visual cortex--especially those that evolved to support the visual processing of faces--are developmentally malleable and become incorporated into a left-lateralized visual word form network that supports rapid word recognition and reading.

Fostering Analogical Transfer: The Multiple Components Approach to Algebra Word Problem Solving in a Chemistry Context

ERIC Educational Resources Information Center

Ngu, Bing Hiong; Yeung, Alexander Seeshing

2012-01-01

Holyoak and Koh (1987) and Holyoak (1984) propose four critical tasks for analogical transfer to occur in problem solving. A study was conducted to test this hypothesis by comparing a multiple components (MC) approach against worked examples (WE) in helping students to solve algebra word problems in chemistry classes. The MC approach incorporated…

A Review of the Effects of Visual-Spatial Representations and Heuristics on Word Problem Solving in Middle School Mathematics

ERIC Educational Resources Information Center

Kribbs, Elizabeth E.; Rogowsky, Beth A.

2016-01-01

Mathematics word-problems continue to be an insurmountable challenge for many middle school students. Educators have used pictorial and schematic illustrations within the classroom to help students visualize these problems. However, the data shows that pictorial representations can be more harmful than helpful in that they only display objects or…

Errors Made by Elementary Fourth Grade Students When Modelling Word Problems and the Elimination of Those Errors through Scaffolding

ERIC Educational Resources Information Center

Ulu, Mustafa

2017-01-01

This study aims to identify errors made by primary school students when modelling word problems and to eliminate those errors through scaffolding. A 10-question problem-solving achievement test was used in the research. The qualitative and quantitative designs were utilized together. The study group of the quantitative design comprises 248…

Effects of Cognitive Strategy Interventions and Cognitive Moderators on Word Problem Solving in Children at Risk for Problem Solving Difficulties

ERIC Educational Resources Information Center

Swanson, H. Lee; Lussier, Cathy; Orosco, Michael

2013-01-01

This study investigated the role of strategy instruction and cognitive abilities on word problem solving accuracy in children with math difficulties (MD). Elementary school children (N = 120) with and without MD were randomly assigned to 1 of 4 conditions: general-heuristic (e.g., underline question sentence), visual-schematic presentation…

A Comparison of Updating Processes in Children Good or Poor in Arithmetic Word Problem-Solving

ERIC Educational Resources Information Center

Passolunghi, Maria Chiara; Pazzaglia, Francesca

2005-01-01

This study examines the updating ability of poor or good problem solvers. Seventy-eight fourth-graders, 43 good and 35 poor arithmetic word problem-solvers, performed the Updating Test used in Palladino et al. [Palladino, P., Cornoldi, C., De Beni, R., and Pazzaglia F. (2002). Working memory and updating processes in reading comprehension. Memory…

Application of Graph Theory in an Intelligent Tutoring System for Solving Mathematical Word Problems

ERIC Educational Resources Information Center

Nabiyev, Vasif V.; Çakiroglu, Ünal; Karal, Hasan; Erümit, Ali K.; Çebi, Ayça

2016-01-01

This study is aimed to construct a model to transform word "motion problems" in to an algorithmic form in order to be processed by an intelligent tutoring system (ITS). First; categorizing the characteristics of motion problems, second; suggesting a model for the categories were carried out. In order to solve all categories of the…

Use of a Mathematics Word Problem Strategy to Improve Achievement for Students with Mild Disabilities

ERIC Educational Resources Information Center

Taber, Mary R.

2013-01-01

Mathematics can be a difficult topic both to teach and to learn. Word problems specifically can be difficult for students with disabilities because they have to conceptualize what the problem is asking for, and they must perform the correct operation accurately. Current trends in mathematics instruction stem from the National Council of Teachers…

Finding Words and Word Structure in Artificial Speech: The Development of Infants' Sensitivity to Morphosyntactic Regularities

ERIC Educational Resources Information Center

Marchetto, Erika; Bonatti, Luca L.

2015-01-01

To achieve language proficiency, infants must find the building blocks of speech and master the rules governing their legal combinations. However, these problems are linked: words are also built according to rules. Here, we explored early morphosyntactic sensitivity by testing when and how infants could find either words or within-word structure…

Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties.

PubMed

Fuchs, Lynn S; Seethaler, Pamela M; Powell, Sarah R; Fuchs, Douglas; Hamlett, Carol L; Fletcher, Jack M

2008-01-01

This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students (n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks. Schema-broadening tutoring taught students to (a) focus on the mathematical structure of 3 problem types; (b) recognize problems as belonging to those 3 problem-type schemas; (c) solve the 3 word-problem types; and (d) transfer solution methods to problems that include irrelevant information, 2-digit operands, missing information in the first or second positions in the algebraic equation, or relevant information in charts, graphs, and pictures. Also, students were taught to perform the calculation and algebraic skills foundational for problem solving. Analyses of variance revealed statistically significant effects on a wide range of word problems, with large effect sizes. Findings support the efficacy of the tutoring protocol for preventing word-problem deficits among third-grade students with math and reading deficits.

Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties

PubMed Central

Fuchs, Lynn S.; Seethaler, Pamela M.; Powell, Sarah R.; Fuchs, Douglas; Hamlett, Carol L.; Fletcher, Jack M.

2009-01-01

This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students (n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks. Schema-broadening tutoring taught students to (a) focus on the mathematical structure of 3 problem types; (b) recognize problems as belonging to those 3 problem-type schemas; (c) solve the 3 word-problem types; and (d) transfer solution methods to problems that include irrelevant information, 2-digit operands, missing information in the first or second positions in the algebraic equation, or relevant information in charts, graphs, and pictures. Also, students were taught to perform the calculation and algebraic skills foundational for problem solving. Analyses of variance revealed statistically significant effects on a wide range of word problems, with large effect sizes. Findings support the efficacy of the tutoring protocol for preventing word-problem deficits among third-grade students with math and reading deficits. PMID:20209074

NASA Taxonomies for Searching Problem Reports and FMEAs

NASA Technical Reports Server (NTRS)

Malin, Jane T.; Throop, David R.

2006-01-01

Many types of hazard and risk analyses are used during the life cycle of complex systems, including Failure Modes and Effects Analysis (FMEA), Hazard Analysis, Fault Tree and Event Tree Analysis, Probabilistic Risk Assessment, Reliability Analysis and analysis of Problem Reporting and Corrective Action (PRACA) databases. The success of these methods depends on the availability of input data and the analysts knowledge. Standard nomenclature can increase the reusability of hazard, risk and problem data. When nomenclature in the source texts is not standard, taxonomies with mapping words (sets of rough synonyms) can be combined with semantic search to identify items and tag them with metadata based on a rich standard nomenclature. Semantic search uses word meanings in the context of parsed phrases to find matches. The NASA taxonomies provide the word meanings. Spacecraft taxonomies and ontologies (generalization hierarchies with attributes and relationships, based on terms meanings) are being developed for types of subsystems, functions, entities, hazards and failures. The ontologies are broad and general, covering hardware, software and human systems. Semantic search of Space Station texts was used to validate and extend the taxonomies. The taxonomies have also been used to extract system connectivity (interaction) models and functions from requirements text. Now the Reconciler semantic search tool and the taxonomies are being applied to improve search in the Space Shuttle PRACA database, to discover recurring patterns of failure. Usual methods of string search and keyword search fall short because the entries are terse and have numerous shortcuts (irregular abbreviations, nonstandard acronyms, cryptic codes) and modifier words cannot be used in sentence context to refine the search. The limited and fixed FMEA categories associated with the entries do not make the fine distinctions needed in the search. The approach assigns PRACA report titles to problem classes in the taxonomy. Each ontology class includes mapping words - near-synonyms naming different manifestations of that problem class. The mapping words for Problems, Entities and Functions are converted to a canonical form plus any of a small set of modifier words (e.g. non-uniformity NOT + UNIFORM.) The report titles are parsed as sentences if possible, or treated as a flat sequence of word tokens if parsing fails. When canonical forms in the title match mapping words, the PRACA entry is associated with the corresponding Problem, Entity or Function in the ontology. The user can search for types of failures associated with types of equipment, clustering by type of problem (e.g., all bearings found with problems of being uneven: rough, irregular, gritty ). The results could also be used for tagging PRACA report entries with rich metadata. This approach could also be applied to searching and tagging failure modes, failure effects and mitigations in FMEAs. In the pilot work, parsing 52K+ truncated titles (the test cases that were available), has resulted in identification of both a type of equipment and type of problem in about 75% of the cases. The results are displayed in a manner analogous to Google search results. The effort has also led to the enrichment of the taxonomy, adding some new categories and many new mapping words. Further work would make enhancements that have been identified for improving the clustering and further reducing the false alarm rate. (In searching for recurring problems, good clustering is more important than reducing false alarms). Searching complete PRACA reports should lead to immediate improvement.

Interference Effects on the Recall of Pictures, Printed Words and Spoken Words.

ERIC Educational Resources Information Center

Burton, John K.; Bruning, Roger H.

Thirty college undergraduates participated in a study of the effects of acoustic and visual interference on the recall of word and picture triads in both short-term and long-term memory. The subjects were presented 24 triads of monosyllabic nouns representing all of the possible combinations of presentation types: pictures, printed words, and…

Children's Orthographic Representations and Linguistic Transparency: Nonsense Word Reading in English, French, and Spanish.

ERIC Educational Resources Information Center

Goswami, Usha; Gombert, Jean Emile; de Barrera, Lucia Fraca

1998-01-01

Three studies compared development of orthographic representations in children learning to read English, French, and Spanish, using nonsense words rhyming with real words, similar in phonology only, or unlike real words. Results are interpreted in terms of the level of phonology represented in the orthographic recognition units being developed by…

Twenty-Four-Month-Olds' Perception of Word-Medial Onsets and Codas

ERIC Educational Resources Information Center

Wang, Yuanyuan; Seidl, Amanda

2016-01-01

Recent work has shown that children have detailed phonological representations of consonants at both word-initial and word-final edges. Nonetheless, it remains unclear whether onsets and codas are equally represented by young learners since word edges are isomorphic with syllable edges in this work. The current study sought to explore toddler's…

Lexical Retuning of Children's Speech Perception: Evidence for Knowledge about Words' Component Sounds

ERIC Educational Resources Information Center

McQueen, James M.; Tyler, Michael D.; Cutler, Anne

2012-01-01

Children hear new words from many different talkers; to learn words most efficiently, they should be able to represent them independently of talker-specific pronunciation detail. However, do children know what the component sounds of words should be, and can they use that knowledge to deal with different talkers' phonetic realizations? Experiment…

Emotion and Emotion-Laden Words in the Bilingual Lexicon

ERIC Educational Resources Information Center

Pavlenko, Aneta

2008-01-01

The purpose of this paper is to draw on recent studies of bilingualism and emotions to argue for three types of modifications to the current models of the bilingual lexicon. The first modification involves word categories: I will show that emotion words need to be considered as a separate class of words in the mental lexicon, represented and…

Acquiring Word Class Distinctions in American Sign Language: Evidence from Handshape

ERIC Educational Resources Information Center

Brentari, Diane; Coppola, Marie; Jung, Ashley; Goldin-Meadow, Susan

2013-01-01

Handshape works differently in nouns versus a class of verbs in American Sign Language (ASL) and thus can serve as a cue to distinguish between these two word classes. Handshapes representing characteristics of the object itself ("object" handshapes) and handshapes representing how the object is handled ("handling" handshapes)…

Building a Road from Light to Energy

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

Li, Anton; Bilby, David; Barito, Adam

Representing the Center for Solar and Thermal Energy Conversion (CSTEC), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE energy. The mission of the Center for Solar and Thermal Energy Conversion (CSTEC) is tomore » design and to synthesize new materials for high efficiency photovoltaic (PV) and thermoelectric (TE) devices, predicated on new fundamental insights into equilibrium and non-equilibrium processes, including quantum phenomena, that occur in materials over various spatial and temporal scales.« less

Putting more power in your pocket

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

Chapman, Karena

Representing the Northeastern Center for Chemical Energy Storage (NECCES), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE energy. The mission of NECCEC is to identify the key atomic-scale processes which govern electrode functionmore » in rechargeable batteries, over a wide range of time and length scales, via the development and use of novel characterization and theoretical tools, and to use this information to identify and design new battery systems.« less

When small is better than BIG

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

McDaniel, Hunter; Beard, Matthew C; Wheeler, Lance M

Representing the Center for Advanced Solar Photophysics (CASP), this document is one of the entries in the Ten Hundred and One Word Challenge and was awarded “Overall Winner Runner-up and People’s Choice Winner.” As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE: energy. The mission of CASP is tomore » explore and exploit the unique physics of nanostructured materials to boost the efficiency of solar energy conversion through novel light-matter interactions, controlled excited-state dynamics, and engineered carrier-carrier coupling.« less

How are the energy waves blocked on the way from hot to cold?

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

Bai, Xianming; He, Lingfeng; Khafizov, Marat

Representing the Center for Materials Science of Nuclear Fuel (CMSNF), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE energy. The mission of CMSNF to develop an experimentally validated multi-scale computational capability for themore » predictive understanding of the impact of microstructure on thermal transport in nuclear fuel under irradiation, with ultimate application to UO2 as a model system« less

Cleaner Energy for Cars

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

Cropley, Cecelia

Representing the Center for Catalytic Hydrocarbon Functionalization (CCHF), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE: energy. The mission of CCHF is to develop, validate, and optimize new methods to rearrange the bondsmore » of hydrocarbons, implement enzymatic strategies into synthetic systems, and design optimal environments for catalysts that can be used to reversibly functionalize hydrocarbons, especially for more efficient use of natural gas including low temperature conversion to liquid fuels.« less

Fracture Mechanics Method for Word Embedding Generation of Neural Probabilistic Linguistic Model.

PubMed

Bi, Size; Liang, Xiao; Huang, Ting-Lei

2016-01-01

Word embedding, a lexical vector representation generated via the neural linguistic model (NLM), is empirically demonstrated to be appropriate for improvement of the performance of traditional language model. However, the supreme dimensionality that is inherent in NLM contributes to the problems of hyperparameters and long-time training in modeling. Here, we propose a force-directed method to improve such problems for simplifying the generation of word embedding. In this framework, each word is assumed as a point in the real world; thus it can approximately simulate the physical movement following certain mechanics. To simulate the variation of meaning in phrases, we use the fracture mechanics to do the formation and breakdown of meaning combined by a 2-gram word group. With the experiments on the natural linguistic tasks of part-of-speech tagging, named entity recognition and semantic role labeling, the result demonstrated that the 2-dimensional word embedding can rival the word embeddings generated by classic NLMs, in terms of accuracy, recall, and text visualization.

An effective content-based image retrieval technique for image visuals representation based on the bag-of-visual-words model

PubMed Central

Jabeen, Safia; Mehmood, Zahid; Mahmood, Toqeer; Saba, Tanzila; Rehman, Amjad; Mahmood, Muhammad Tariq

2018-01-01

For the last three decades, content-based image retrieval (CBIR) has been an active research area, representing a viable solution for retrieving similar images from an image repository. In this article, we propose a novel CBIR technique based on the visual words fusion of speeded-up robust features (SURF) and fast retina keypoint (FREAK) feature descriptors. SURF is a sparse descriptor whereas FREAK is a dense descriptor. Moreover, SURF is a scale and rotation-invariant descriptor that performs better in the case of repeatability, distinctiveness, and robustness. It is robust to noise, detection errors, geometric, and photometric deformations. It also performs better at low illumination within an image as compared to the FREAK descriptor. In contrast, FREAK is a retina-inspired speedy descriptor that performs better for classification-based problems as compared to the SURF descriptor. Experimental results show that the proposed technique based on the visual words fusion of SURF-FREAK descriptors combines the features of both descriptors and resolves the aforementioned issues. The qualitative and quantitative analysis performed on three image collections, namely Corel-1000, Corel-1500, and Caltech-256, shows that proposed technique based on visual words fusion significantly improved the performance of the CBIR as compared to the feature fusion of both descriptors and state-of-the-art image retrieval techniques. PMID:29694429

An effective content-based image retrieval technique for image visuals representation based on the bag-of-visual-words model.

PubMed

Jabeen, Safia; Mehmood, Zahid; Mahmood, Toqeer; Saba, Tanzila; Rehman, Amjad; Mahmood, Muhammad Tariq

2018-01-01

For the last three decades, content-based image retrieval (CBIR) has been an active research area, representing a viable solution for retrieving similar images from an image repository. In this article, we propose a novel CBIR technique based on the visual words fusion of speeded-up robust features (SURF) and fast retina keypoint (FREAK) feature descriptors. SURF is a sparse descriptor whereas FREAK is a dense descriptor. Moreover, SURF is a scale and rotation-invariant descriptor that performs better in the case of repeatability, distinctiveness, and robustness. It is robust to noise, detection errors, geometric, and photometric deformations. It also performs better at low illumination within an image as compared to the FREAK descriptor. In contrast, FREAK is a retina-inspired speedy descriptor that performs better for classification-based problems as compared to the SURF descriptor. Experimental results show that the proposed technique based on the visual words fusion of SURF-FREAK descriptors combines the features of both descriptors and resolves the aforementioned issues. The qualitative and quantitative analysis performed on three image collections, namely Corel-1000, Corel-1500, and Caltech-256, shows that proposed technique based on visual words fusion significantly improved the performance of the CBIR as compared to the feature fusion of both descriptors and state-of-the-art image retrieval techniques.

Scoring nuclear pleomorphism using a visual BoF modulated by a graph structure

NASA Astrophysics Data System (ADS)

Moncayo-Martínez, Ricardo; Romo-Bucheli, David; Arias, Viviana; Romero, Eduardo

2017-11-01

Nuclear pleomorphism has been recognized as a key histological criterium in breast cancer grading systems (such as Bloom Richardson and Nothingham grading systems). However, the nuclear pleomorphism assessment is subjective and presents high inter-reader variability. Automatic algorithms might facilitate quantitative estimation of nuclear variations in shape and size. Nevertheless, the automatic segmentation of the nuclei is difficult and still and open research problem. This paper presents a method using a bag of multi-scale visual features, modulated by a graph structure, to grade nuclei in breast cancer microscopical fields. This strategy constructs hematoxylin-eosin image patches, each containing a nucleus that is represented by a set of visual words in the BoF. The contribution of each visual word is computed by examining the visual words in an associated graph built when projecting the multi-dimensional BoF to a bi-dimensional plane where local relationships are conserved. The methodology was evaluated using 14 breast cancer cases of the Cancer Genome Atlas database. From these cases, a set of 134 microscopical fields was extracted, and under a leave-one-out validation scheme, an average F-score of 0.68 was obtained.

Bag-of-visual-ngrams for histopathology image classification

NASA Astrophysics Data System (ADS)

López-Monroy, A. Pastor; Montes-y-Gómez, Manuel; Escalante, Hugo Jair; Cruz-Roa, Angel; González, Fabio A.

2013-11-01

This paper describes an extension of the Bag-of-Visual-Words (BoVW) representation for image categorization (IC) of histophatology images. This representation is one of the most used approaches in several high-level computer vision tasks. However, the BoVW representation has an important limitation: the disregarding of spatial information among visual words. This information may be useful to capture discriminative visual-patterns in specific computer vision tasks. In order to overcome this problem we propose the use of visual n-grams. N-grams based-representations are very popular in the field of natural language processing (NLP), in particular within text mining and information retrieval. We propose building a codebook of n-grams and then representing images by histograms of visual n-grams. We evaluate our proposal in the challenging task of classifying histopathology images. The novelty of our proposal lies in the fact that we use n-grams as attributes for a classification model (together with visual-words, i.e., 1-grams). This is common practice within NLP, although, to the best of our knowledge, this idea has not been explored yet within computer vision. We report experimental results in a database of histopathology images where our proposed method outperforms the traditional BoVWs formulation.

Use of Common-Sense Knowledge, Language and Reality in Mathematical Word Problem Solving

ERIC Educational Resources Information Center

Sepeng, Percy

2014-01-01

The study reported in this article sought to explore and observe how grade 9 learners solve real-wor(l)d problems (a) without real context and (b) without real meaning. Learners' abilities to make sense of the decontextualised word problems set in the real world were investigated with regard to learners' use of common sense in relation to problem…

The Effect of Using the TI-92 on Basic College Algebra Students' Ability To Solve Word Problems.

ERIC Educational Resources Information Center

Runde, Dennis C.

As part of an effort to improve community college algebra students' ability to solve word problems, a study was undertaken at Florida's Manatee Community College to determine the effects of using heuristic instruction (i.e., providing general rules for solving different types of math problems) in combination with the TI-92 calculator. The TI-92…

The Case for an Open Data Model

DTIC Science & Technology

1998-08-01

Microsoft Word, Pagemaker, and Framemaker , and the drawing programs MacDraw, Adobe Illustrator, and Microsoft PowerPoint, use their own proprietary...needs a custom word counting tool, since no utility could work in Word and other word processors. Framemaker for Windows does not have a word counting...supplied in 2 At least none that I could find in Framemaker 5.5 for Windows. Another problem with

Limitations of the Dual-Process-Theory regarding the Writing of Words and Non-Words to Dictation

ERIC Educational Resources Information Center

Tucha, Oliver; Trumpp, Christian; Lange, Klaus W.

2004-01-01

It is generally assumed that the lexical and phonological systems are involved in writing to dictation. In an experiment concerned with the writing of words and non-words to dictation, the handwriting of female students was registered using a digitising tablet. The data contradict the assumption that the phonological system represents an alexical…

How Linearity and Structural Complexity Interact and Affect the Recognition of Italian Derived Words

ERIC Educational Resources Information Center

Bridgers, Franca Ferrari; Kacinik, Natalie

2017-01-01

The majority of words in most languages consist of derived poly-morphemic words but a cross-linguistic review of the literature (Amenta and Crepaldi in Front Psychol 3:232-243, 2012) shows a contradictory picture with respect to how such words are represented and processed. The current study examined the effects of linearity and structural…

Get Your Head into the Clouds: Using Word Clouds for Analyzing Qualitative Assessment Data

ERIC Educational Resources Information Center

DePaolo, Concetta A.; Wilkinson, Kelly

2014-01-01

Word clouds (or tag clouds) are popular, fun ways to display text data in graphical form; however, we contend that they can also be useful tools in assessment. Using word clouds, instructors can quickly and easily produce graphical depictions of text representing student knowledge. By investigating the patterns of words or phrases, or lack…

Semantic Similarity Graphs of Mathematics Word Problems: Can Terminology Detection Help?

ERIC Educational Resources Information Center

John, Rogers Jeffrey Leo; Passonneau, Rebecca J.; McTavish, Thomas S.

2015-01-01

Curricula often lack metadata to characterize the relatedness of concepts. To investigate automatic methods for generating relatedness metadata for a mathematics curriculum, we first address the task of identifying which terms in the vocabulary from mathematics word problems are associated with the curriculum. High chance-adjusted interannotator…

A Design To Improve Children's Competencies in Solving Mathematical Word Problems.

ERIC Educational Resources Information Center

Zimmerman, Helene

A discrepancy exists between children's ability to compute and their ability to solve mathematical word problems. The literature suggests a variety of methods that have been attempted to improve this skill with varying success. The utilization of manipulatives, visualization, illustration, and emphasis on improving listening skills all were…

Work in Society and in Montessori Classrooms

ERIC Educational Resources Information Center

Chattin-McNichols, John

2013-01-01

Montessori educators follow Montessori's lead and use the word "work" to describe the child's concentrated attention with a hands-on material. But this word may lead to communication problems with parents and those in the non-Montessori world: educators, administrators, accreditors, and so on. These communication problems are…

Can Group Discussions and Individualized Assignments Help More Students Succeed in Developmental Mathematics?

ERIC Educational Resources Information Center

Jaafar, Reem

2015-01-01

Students taking developmental mathematics courses resist attempting word problems when they are presented to them. Although word problems can help students contextualize learning, develop better understanding of the concepts and apply world knowledge, they constitute an impediment to students' progress in developmental mathematics courses. A…

Raise the Bar on Problem Solving

ERIC Educational Resources Information Center

Englard, Lisa

2010-01-01

In a 1981 diagnostic test, the Ministry of Education in Singapore found its country facing a challenge: Only 46 percent of students in grades 2-4 could solve word problems that were presented without such key words as "altogether" or "left." Yet today, according to results from the Trends in International Mathematics and…

Teaching Students with Moderate Intellectual Disability to Solve Word Problems

ERIC Educational Resources Information Center

Browder, Diane M.; Spooner, Fred; Lo, Ya-yu; Saunders, Alicia F.; Root, Jenny R.; Ley Davis, Luann; Brosh, Chelsi R.

2018-01-01

This study evaluated an intervention developed through an Institute of Education Sciences-funded Goal 2 research project to teach students with moderate intellectual disability (moderate ID) to solve addition and subtraction word problems. The intervention involved modified schema-based instruction that embedded effective practices (e.g.,…

Word Fluency: A Task Analysis.

ERIC Educational Resources Information Center

Laine, Matti

It is suggested that models of human problem solving are useful in the analysis of word fluency (WF) test performance. In problem-solving terms, WF tasks would require the subject to define and clarify the conditions of the task (task acquisition), select and employ appropriate strategies, and monitor one's performance. In modern neuropsychology,…

Semantic Structures of One-Step Word Problems Involving Multiplication or Division.

ERIC Educational Resources Information Center

Schmidt, Siegbert; Weiser, Werner

1995-01-01

Proposes a four-category classification of semantic structures of one-step word problems involving multiplication and division: forming the n-th multiple of measures, combinatorial multiplication, composition of operators, and multiplication by formula. This classification is compatible with semantic structures of addition and subtraction word…

Guiding Preservice Teachers to Adapt Mathematics Word Problems through Interactions with ELLs

ERIC Educational Resources Information Center

Kurz, Terri L.; Gómez, Conrado; Jimenez-Silva, Margarita

2017-01-01

In this article, the authors present a framework for guiding elementary preservice teachers in adapting mathematics word problems to better meet English language learners' (ELLs) needs. They analyze preservice teachers' ELL adaptations implemented in a one-on-one setting. Through qualitative methods, four themes regarding implemented adaptations…

People Considerations in Word Processing.

ERIC Educational Resources Information Center

Diamond, Marion L.

1984-01-01

Business educators preparing students for jobs in business and industry should become aware of the problems faced by workers in a typical large office environment. Word processor operators face many of the same problems as factory assembly line workers--lack of personalization, lack of incentive, and removal from the mainstream. (JOW)

Specific Reaction Patterns to Distinct Positive Emotional Cues Related to Incentive Motivation in Dependence of the Taq1A-Polymorphism: Molecular Genetic Associations of Early and Late Event-Related Potentials.

PubMed

Munk, Aisha J L; Wielpuetz, Catrin; Osinsky, Roman; Müller, Erik M; Grant, Phillip; Hennig, Jürgen

2016-01-01

Early and late event-related potential (ERP) responses, representing early subconscious and late motivational processes, were recorded for positive emotional words related to 'wanting' and 'liking', in dependence of the dopamine-related Taq1A genotype (ANKK1/DRD2). Research suggests that 'wanting' as opposed to 'liking' is related to dopaminergic processes. Therefore, it was hypothesized that risk allele carriers of the Taq1A polymorphism exhibit late ERP changes in reaction to words representing incentive motivation, i.e. 'wanting' (word categories 'lust' and 'anticipation'), but not to words representing 'liking' ('closeness'). Seventy-two male participants performed an emotional-word Stroop task during EEG recording and were genotyped according to the Taq1A polymorphism of ANKK1/DRD2. Positive emotional words related to anticipation and lust revealed blunted responses in the late positive potential (LPP) in carriers of the A1 allele, an effect absent in response to 'liking'-related words. These differences were not evident in the earlier posterior negativity (EPN). As no differences in dependence of the Taq1A genotype were observed in reaction to 'wanting'- and 'liking'-related words in the EPN, but merely in the LPP, it can be assumed that incentive-motivational stimuli only modify motivation-related ERP responses in carriers of the A1 allele of the Taq1A polymorphism, indicating the role of dopamine in late ERP components. © 2016 S. Karger AG, Basel.

Patterns of Hierarchical Structure in the Medical Lexicon

PubMed Central

Michael, Patricia A.; Cole, William G.; Stewart, James; Blois, Marsden S.

1987-01-01

Concepts in basic and clinical medical science cover a wide range of levels of description, from the subatomic level to the level of the patient as a whole. Medical language may have usage regularities consistent with this hierarchical nature of medical knowledge. Preliminary studies of word occurrence in abstracts drawn from three medical journals representing three broadly defined levels of description (chemical system, physiologic system, and patient as a whole) demonstrated a nonuniform word usage, with many words unique to one or another journal. In this present study, word occurrence was examined in an expanded pool of medical text consisting of sixteen textbooks representing ten different levels of description: atom/ion, micromolecule, macromolecule, organelle, cell, tissue, organ, physiologic system, major body part (or multiple physiologic systems) and patient as a whole. Word usage was found to be nonuniform, with many words unique to specific levels. The presence of such usage regularities may provide a basis for facilitating the automatic classification and retrieval of medical text.

Video-Based Intervention in Teaching Fraction Problem-Solving to Students with Autism Spectrum Disorder.

PubMed

Yakubova, Gulnoza; Hughes, Elizabeth M; Hornberger, Erin

2015-09-01

The purpose of this study was to determine the effectiveness of a point-of-view video modeling intervention to teach mathematics problem-solving when working on word problems involving subtracting mixed fractions with uncommon denominators. Using a multiple-probe across students design of single-case methodology, three high school students with ASD completed the study. All three students demonstrated greater accuracy in solving fraction word problems and maintained accuracy levels at a 1-week follow-up.

Neural pattern similarity underlies the mnemonic advantages for living words.

PubMed

Xiao, Xiaoqian; Dong, Qi; Chen, Chuansheng; Xue, Gui

2016-06-01

It has been consistently shown that words representing living things are better remembered than words representing nonliving things, yet the underlying cognitive and neural mechanisms have not been clearly elucidated. The present study used both univariate and multivariate pattern analyses to examine the hypotheses that living words are better remembered because (1) they draw more attention and/or (2) they share more overlapping semantic features. Subjects were asked to study a list of living and nonliving words during a semantic judgment task. An unexpected recognition test was administered 30 min later. We found that subjects recognized significantly more living words than nonliving words. Results supported the overlapping semantic feature hypothesis by showing that (a) semantic ratings showed greater semantic similarity for living words than for nonliving words, (b) there was also significantly greater neural global pattern similarity (nGPS) for living words than for nonliving words in the posterior portion of left parahippocampus (LpPHG), (c) the nGPS in the LpPHG reflected the rated semantic similarity, and also mediated the memory differences between two semantic categories, and (d) greater univariate activation was found for living words than for nonliving words in the left hippocampus (LHIP), which mediated the better memory performance for living words and might reflect greater semantic context binding. In contrast, although living words were processed faster and elicited a stronger activity in the dorsal attention network, these differences did not mediate the animacy effect in memory. Taken together, our results provide strong support to the overlapping semantic features hypothesis, and emphasize the important role of semantic organization in episodic memory encoding. Copyright © 2016 Elsevier Ltd. All rights reserved.

Reconsidering the role of temporal order in spoken word recognition.

PubMed

Toscano, Joseph C; Anderson, Nathaniel D; McMurray, Bob

2013-10-01

Models of spoken word recognition assume that words are represented as sequences of phonemes. We evaluated this assumption by examining phonemic anadromes, words that share the same phonemes but differ in their order (e.g., sub and bus). Using the visual-world paradigm, we found that listeners show more fixations to anadromes (e.g., sub when bus is the target) than to unrelated words (well) and to words that share the same vowel but not the same set of phonemes (sun). This contrasts with the predictions of existing models and suggests that words are not defined as strict sequences of phonemes.

Basic reading skills in Swedish children with late developing language and with or without autism spectrum disorder or ADHD.

PubMed

Miniscalco, Carmela; Dahlgren Sandberg, Annika

2010-01-01

Reading skills at age 7-8 years were examined in a community-representative sample of 21 screened and clinically examined children with language delay (LD) followed prospectively from 2.5 years of age. The present study aimed to (1) determine whether these children with a history of LD had deficits in basic reading skills, i.e. decoding and comprehension, compared to the age norms of standardized tests, (2) analyze if there was a relationship between reading outcome and neuropsychiatric diagnosis by comparing three subgroups of children, LD pure, LD+ASD (autism spectrum disorder) and LD+ADHD, and, (3) determine what language measures at age 6 years were associated with the 7-8-year reading outcome. Both decoding and comprehension of single word reading were significantly below the norm for the whole LD group, where children with LD+ASD scored lowest, and children with LD highest. However, the differences between the three groups did not reach significance. Two reader groups were identified according to the results of word decoding and comprehension, respectively, resulting in the same 7 children. ANOVA revealed that the only differences on the 6-year language tests between the two groups were found on color naming and word memory. This study has shown that children with LD and subsequently identified neurodevelopmental problems such as ASD and ADHD experience continued deficits, demonstrated also in reading skills and that the picture of the reading problems seemed to resemble those of typically developing children. Copyright (c) 2010 Elsevier Ltd. All rights reserved.

Slow Mapping: Color Word Learning as a Gradual Inductive Process

ERIC Educational Resources Information Center

Wagner, Katie; Dobkins, Karen; Barner, David

2013-01-01

Most current accounts of color word acquisition propose that the delay between children's first production of color words and adult-like understanding is due to problems abstracting color as a domain of meaning. Here we present evidence against this hypothesis, and show that, from the time children produce color words in a labeling task they use…

The effect of polysemy on lexical decision time: now you see it, now you don't.

PubMed

Millis, M L; Button, S B

1989-03-01

Gernsbacher (1984) found that number of word meanings (polysemy) did not influence lexical decision time when it was operationalized as number of dictionary definitions. This finding supports her contention that subjects do not store all possible dictionary meanings for words in memory. The present experiments extended Gernsbacher's research by determining whether more psychologically valid measures of polysemy affect lexical decision time. Three metrics were used to represent the meanings that subjects actually access from memory (accessible polysemy): (1) the first meanings subjects think of when asked to define stimulus words, (2) all the meanings subjects generate for words, and (3) the average number of meanings subjects generate. The results showed that the second and third metrics of polysemy influenced lexical decision time, whereas the first metric (representing mostly the access to dominant meanings for words) only approached significance.

An Investigation into the Processing of Lexicalized English Blend Words: Evidence from Lexical Decisions and Eye Movements during Reading

ERIC Educational Resources Information Center

Juhasz, Barbara J.; Johnson, Rebecca L.; Brewer, Jennifer

2017-01-01

New words enter the language through several word formation processes [see Simonini ("Engl J" 55:752-757, 1966)]. One such process, blending, occurs when two source words are combined to represent a new concept (e.g., SMOG, BRUNCH, BLOG, and INFOMERCIAL). While there have been examinations of the structure of blends [see Gries…

Lexical Characteristics of Spanish and English Words and the Development of Phonological Awareness Skills in Spanish-Speaking Language-Minority Children

ERIC Educational Resources Information Center

Goodrich, J. Marc; Lonigan, Christopher J.

2016-01-01

The lexical restructuring model (LRM) is a theory that attempts to explain the developmental origins of phonological awareness (PA). According to the LRM, various characteristics of words should be related to the extent to which words are segmentally represented in the lexicon. Segmental representations of words allow children to access the parts…

Primary School Text Comprehension Predicts Mathematical Word Problem-Solving Skills in Secondary School

ERIC Educational Resources Information Center

Björn, Piia Maria; Aunola, Kaisa; Nurmi, Jari-Erik

2016-01-01

This longitudinal study aimed to investigate the extent to which primary school text comprehension predicts mathematical word problem-solving skills in secondary school among Finnish students. The participants were 224 fourth graders (9-10 years old at the baseline). The children's text-reading fluency, text comprehension and basic calculation…

Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty

ERIC Educational Resources Information Center

Powell, Sarah R.; Fuchs, Lynn S.

2010-01-01

Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol. Such misunderstanding is problematic because solving equations with missing numbers may be important for the development of higher order mathematics skills, including solving word problems. Research indicates equal-sign instruction…

Effects of Graphic Organiser on Students' Achievement in Algebraic Word Problems

ERIC Educational Resources Information Center

Owolabi, Josiah; Adaramati, Tobiloba Faith

2015-01-01

This study investigated the effects of graphic organiser and gender on students' academic achievement in algebraic word problem. Three research questions and three null hypotheses were used in guiding this study. Quasi experimental research was employed and Non-equivalent pre and post test design was used. The study involved the Senior Secondary…

Automatic Item Generation via Frame Semantics: Natural Language Generation of Math Word Problems.

ERIC Educational Resources Information Center

Deane, Paul; Sheehan, Kathleen

This paper is an exploration of the conceptual issues that have arisen in the course of building a natural language generation (NLG) system for automatic test item generation. While natural language processing techniques are applicable to general verbal items, mathematics word problems are particularly tractable targets for natural language…

Diagramming Word Problems: A Strategic Approach for Instruction

ERIC Educational Resources Information Center

van Garderen, Delinda; Scheuermann, Amy M.

2015-01-01

While often recommended as a strategy to use in order to solve word problems, drawing a diagram is a complex process that requires a good depth of understanding. Many middle school students with learning disabilities (LD) often struggle to use diagrams in an effective and efficient manner. This article presents information for teaching middle…

Is Word-Problem Solving a Form of Text Comprehension?

ERIC Educational Resources Information Center

Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Hamlett, Carol L.; Wang, Amber Y.

2015-01-01

This study's hypotheses were that (a) word-problem (WP) solving is a form of text comprehension that involves language comprehension processes, working memory, and reasoning, but (b) WP solving differs from other forms of text comprehension by requiring WP-specific language comprehension as well as general language comprehension. At the start of…

Effects of Three Modes of Personalisation on Students' Achievement in Mathematical Word Problems in Nigeria

ERIC Educational Resources Information Center

Awofala, A. O. A.; Balogun, T. A.; Olagunju, M. A.

2011-01-01

This study investigated the effects of modes of personalisation of instruction crossed with two levels each of verbal ability and cognitive style as moderator variables on the mathematical word problems achievement of 450 junior secondary Nigerian students. Personalisation was accomplished by incorporating selected information with students'…

Amphetamine primes motivation to gamble and gambling-related semantic networks in problem gamblers.

PubMed

Zack, Martin; Poulos, Constantine X

2004-01-01

Previous research suggests that gambling can induce effects that closely resemble a psychostimulant drug effect. Modest doses of addictive drugs can prime motivation for drugs with similar properties. Together, these findings imply that a dose of a psychostimulant drug could prime motivation to gamble in problem gamblers. This study assessed priming effects of oral D-amphetamine (AMPH) (30 mg) in a within-subject, counter-balanced, placebo-controlled design in problem gamblers (n=10), comorbid gamblerdrinkers (n=6), problem drinkers (n=8), and healthy controls (n=12). Modified visual analog scales assessed addictive motivation and subjective effects. A modified rapid reading task assessed pharmacological activation of words from motivationally relevant and irrelevant semantic domains (Gambling, Alcohol, Positive Affect, Negative Affect, Neutral). AMPH increased self-reported motivation for gambling in problem gamblers. Severity of problem gambling predicted positive subjective effects of AMPH and motivation to gamble under the drug. There was little evidence that AMPH directly primed motivation for alcohol in problem drinkers. On the reading task, AMPH produced undifferentiated improvement in reading speed to all word classes in Nongamblers. By contrast, in the two problem gambler groups, AMPH improved reading speed to Gambling words while profoundly slowing reading speed to motivationally irrelevant Neutral words. The latter finding was interpreted as directly congruent with models, which contend that priming of addictive motivation involves a linked suppression of motivationally irrelevant stimuli. This study provides experimental evidence that psychostimulant-like neurochemical activation is an important component of gambling addiction.

Word/Information Processing with Microcomputers in Business Education. Final Narrative Report for the Exemplary Project.

ERIC Educational Resources Information Center

Ascension Parish School Board, Donaldsonville, LA.

This demonstration introduced microcomputers into St. Amant High School in Louisiana by instituting a word/information processing program. Microcomputers, printers, and necessary software were purchased, and the manufacturer's educational representative instructed the word/information processing teacher on the operation of the equipment. The…

Line fitting based feature extraction for object recognition

NASA Astrophysics Data System (ADS)

Li, Bing

2014-06-01

Image feature extraction plays a significant role in image based pattern applications. In this paper, we propose a new approach to generate hierarchical features. This new approach applies line fitting to adaptively divide regions based upon the amount of information and creates line fitting features for each subsequent region. It overcomes the feature wasting drawback of the wavelet based approach and demonstrates high performance in real applications. For gray scale images, we propose a diffusion equation approach to map information-rich pixels (pixels near edges and ridge pixels) into high values, and pixels in homogeneous regions into small values near zero that form energy map images. After the energy map images are generated, we propose a line fitting approach to divide regions recursively and create features for each region simultaneously. This new feature extraction approach is similar to wavelet based hierarchical feature extraction in which high layer features represent global characteristics and low layer features represent local characteristics. However, the new approach uses line fitting to adaptively focus on information-rich regions so that we avoid the feature waste problems of the wavelet approach in homogeneous regions. Finally, the experiments for handwriting word recognition show that the new method provides higher performance than the regular handwriting word recognition approach.

Reading through a Noisy Channel: Why There's Nothing Special about the Perception of Orthography

ERIC Educational Resources Information Center

Norris, Dennis; Kinoshita, Sachiko

2012-01-01

The goal of research on how letter identity and order are perceived during reading is often characterized as one of "cracking the orthographic code." Here, we suggest that there is no orthographic code to crack: Words are perceived and represented as sequences of letters, just as in a dictionary. Indeed, words are perceived and represented in…

Number word structure in first and second language influences arithmetic skills

PubMed Central

Prior, Anat; Katz, Michal; Mahajna, Islam; Rubinsten, Orly

2015-01-01

Languages differ in how they represent numerical information, and specifically whether the verbal notation of numbers follows the same order as the symbolic notation (in non-inverted languages, e.g., Hebrew, “25, twenty-five”) or whether the two notations diverge (in inverted languages, e.g., Arabic, “25, five-and-twenty”). We examined how the structure of number–words affects how arithmetic operations are processed by bilingual speakers of an inverted and a non-inverted language. We examined Arabic–Hebrew bilinguals’ performance in the first language, L1 (inverted) and in the second language, L2 (non-inverted). Their performance was compared to that of Hebrew L1 speakers, who do not speak an inverted language. Participants judged the accuracy of addition problems presented aurally in L1, aurally in L2 or in visual symbolic notation. Problems were presented such that they matched or did not match the structure of number words in the language. Arabic–Hebrew bilinguals demonstrated both flexibility in processing and adaptation to the language of aural–verbal presentation – they were more accurate for the inverted order of presentation in Arabic, but more accurate for non-inverted order of presentation in Hebrew, thus exhibiting the same pattern found for native Hebrew speakers. In addition, whereas native Hebrew speakers preferred the non-inverted order in visual symbolic presentation as well, the Arabic–Hebrew bilinguals showed enhanced flexibility, without a significant preference for one order over the other, in either speed or accuracy. These findings suggest that arithmetic processing is sensitive to the linguistic representations of number words. Moreover, bilinguals exposed to inverted and non-inverted languages showed influence of both systems, and enhanced flexibility in processing. Thus, the L1 does not seem to have exclusive power in shaping numerical mental representations, but rather the system remains open to influences from a later learned L2. PMID:25852591

What is the evidence for retrieval problems in the elderly?

PubMed

White, N; Cunningham, W R

1982-01-01

To determine whether older adults experience particular problems with retrieval, groups of young and elderly adults were given free recall and recognition tests of supraspan lists of unrelated words. Analysis of number of words correctly recalled and recognized yielded a significant age by retention test interaction: greater age differences were observed for recall than for recognition. In a second analysis of words recalled and recognized, corrected for guessing, the interaction disappeared. It was concluded that previous interpretations that age by retention test interactions are indicative of retrieval problems of the elderly may have been confounded by methodological problems. Furthermore, it was suggested that researchers in aging and memory need to be explicit in identifying their underlying models of error processes when analyzing recognition scores: different error models may lead to different results and interpretations.

Strategies for searching medical natural language text. Distribution of words in the anatomic diagnoses of 7000 autopsy subjects.

PubMed Central

Moore, G. W.; Hutchins, G. M.; Miller, R. E.

1984-01-01

Computerized indexing and retrieval of medical records is increasingly important; but the use of natural language versus coded languages (SNOP, SNOMED) for this purpose remains controversial. In an effort to develop search strategies for natural language text, the authors examined the anatomic diagnosis reports by computer for 7000 consecutive autopsy subjects spanning a 13-year period at The Johns Hopkins Hospital. There were 923,657 words, 11,642 of them distinct. The authors observed an average of 1052 keystrokes, 28 lines, and 131 words per autopsy report, with an average 4.6 words per line and 7.0 letters per word. The entire text file represented 921 hours of secretarial effort. Words ranged in frequency from 33,959 occurrences of "and" to one occurrence for each of 3398 different words. Searches for rare diseases with unique names or for representative examples of common diseases were most readily performed with the use of computer-printed key word in context (KWIC) books. For uncommon diseases designated by commonly used terms (such as "cystic fibrosis"), needs were best served by a computerized search for logical combinations of key words. In an unbalanced word distribution, each conjunction (logical and) search should be performed in ascending order of word frequency; but each alternation (logical inclusive or) search should be performed in descending order of word frequency. Natural language text searches will assume a larger role in medical records analysis as the labor-intensive procedure of translation into a coded language becomes more costly, compared with the computer-intensive procedure of text searching. PMID:6546837

Putting Two and Two Together: Middle School Students' Morphological Problem-Solving Strategies for Unknown Words

ERIC Educational Resources Information Center

Pacheco, Mark B.; Goodwin, Amanda P.

2013-01-01

Adolescents often use root word and affix knowledge to figure out unknown words. Anglin (1993) found that younger readers favor the Part-to-Whole strategy, and Tyler and Nagy (1989) confirmed the importance of root-word knowledge for middle school students. This study seeks to understand the different strategies middle school readers use so that…

The Effects of Three Types of Verbal Cues on the Accuracy and Latency of Aphasic Subjects' Naming Responses.

ERIC Educational Resources Information Center

Teubner-Rhodes, Louise A.

This study deals with word retrieval problems of aphasic patients. This word-finding difficulty is a common characteristic of aphasics and many methods have been used by aphasia clinicians to attempt to remediate word retrieval skills. Cueing, one of the methods used, presumably facilitates word-finding by supplying additional information to the…

Improving Students' Word Analysis Skills by Implementing "Working with Words" from the Four Blocks of Literacy Program.

ERIC Educational Resources Information Center

Velasco, Kelly; Zizak, Amanda

This report describes a program for improving word analysis skills in order to increase sight reading, reading accuracy, and fluency. The targeted population consisted of second and third graders in a suburban area close to a large metropolitan city in a Midwestern state. The problems of low word analysis skills were documented through Qualitative…

Limitations of the dual-process-theory regarding the writing of words and non-words to dictation.

PubMed

Tucha, Oliver; Trumpp, Christian; Lange, Klaus W

2004-12-01

It is generally assumed that the lexical and phonological systems are involved in writing to dictation. In an experiment concerned with the writing of words and non-words to dictation, the handwriting of female students was registered using a digitising tablet. The data contradict the assumption that the phonological system represents an alexical process. Both words and non-words which were acoustically presented to the subjects were lexically parsed. The analysis of kinematic data revealed significant differences between the subjects' writing of words and non-words. The findings reveal gross disturbances of handwriting fluency during the writing of non-words. The findings of the experiment cannot be explained by the dual-process-theory.

Behavioural Difficulties That Co‐occur With Specific Word Reading Difficulties: A UK Population‐ Based Cohort Study

PubMed Central

Ryder, Denise; Norwich, Brahm; Ford, Tamsin

2015-01-01

This study aimed to examine the association between specific word reading difficulties (SWRD) identified at age 7 years using a discrepancy approach and subsequent dimensional measures of behavioural difficulties reported by teachers and parents at age 11 years. Behavioural problems were assessed using the Strengths and Difficulties Questionnaire. Secondary analysis of a UK representative population‐based sample of children (n = 12 631) was conducted using linear regression models. There were 284 children (2.2%) identified with SWRD at age 7 years. Children with SWRD had significantly higher scores on all measures of behavioural difficulties in unadjusted analysis. SWRD was associated with elevated behavioural difficulties at age 11 years according to parent report, and with greater emotional problems, hyperactivity and conduct issues according to teachers, even after having controlled for baseline difficulties. These results were replicated for children with low reading attainment, but no cognitive ability discrepancy. Categories of special educational need into which children with SWRD were classed at school were varied. Given high rates of co‐occurring behavioural difficulties, assessment that identifies each individual child's specific functional, rather than categorical, difficulties is likely to be the most effective way of providing classroom support. © 2015 The Authors. Dyslexia published by John Wiley & Sons Ltd. PMID:25693052

Using network science in the language sciences and clinic.

PubMed

Vitevitch, Michael S; Castro, Nichol

2015-02-01

A number of variables—word frequency, word length—have long been known to influence language processing. This study briefly reviews the effects in speech perception and production of two more recently examined variables: phonotactic probability and neighbourhood density. It then describes a new approach to study language, network science, which is an interdisciplinary field drawing from mathematics, computer science, physics and other disciplines. In this approach, nodes represent individual entities in a system (i.e. phonological word-forms in the lexicon), links between nodes represent relationships between nodes (i.e. phonological neighbours) and various measures enable researchers to assess the micro-level (i.e. the individual word), the macro-level (i.e. characteristics about the whole system) and the meso-level (i.e. how an individual fits into smaller sub-groups in the larger system). Although research on individual lexical characteristics such as word-frequency has increased understanding of language processing, these measures only assess the "micro-level". Using network science, researchers can examine words at various levels in the system and how each word relates to the many other words stored in the lexicon. Several new findings using the network science approach are summarized to illustrate how this approach can be used to advance basic research as well as clinical practice.

Using network science in the language sciences and clinic

PubMed Central

Vitevitch, Michael S.; Castro, Nichol

2017-01-01

A number of variables—word frequency, word length—have long been known to influence language processing. We briefly review the effects in speech perception and production of two more recently examined variables: phonotactic probability and neighborhood density. We then describe a new approach to study language, network science, which is an interdisciplinary field drawing from mathematics, computer science, physics, and other disciplines. In this approach, nodes represent individual entities in a system (i.e., phonological word-forms in the lexicon), links between nodes represent relationships between nodes (i.e., phonological neighbors), and various measures enable researchers to assess the micro-level (i.e., the individual word), the macro-level (i.e., characteristics about the whole system), and the meso-level (i.e., how an individual fits into smaller sub-groups in the larger system). Although research on individual lexical characteristics such as word-frequency has increased our understanding of language processing, these measures only assess the “micro-level.” Using network science, researchers can examine words at various levels in the system, and how each word relates to the many other words stored in the lexicon. Several new findings using the network science approach are summarized to illustrate how this approach can be used to advance basic research as well as clinical practice. PMID:25539473

Multiple Regions of a Cortical Network Commonly Encode the Meaning of Words in Multiple Grammatical Positions of Read Sentences.

PubMed

Anderson, Andrew James; Lalor, Edmund C; Lin, Feng; Binder, Jeffrey R; Fernandino, Leonardo; Humphries, Colin J; Conant, Lisa L; Raizada, Rajeev D S; Grimm, Scott; Wang, Xixi

2018-05-16

Deciphering how sentence meaning is represented in the brain remains a major challenge to science. Semantically related neural activity has recently been shown to arise concurrently in distributed brain regions as successive words in a sentence are read. However, what semantic content is represented by different regions, what is common across them, and how this relates to words in different grammatical positions of sentences is weakly understood. To address these questions, we apply a semantic model of word meaning to interpret brain activation patterns elicited in sentence reading. The model is based on human ratings of 65 sensory/motor/emotional and cognitive features of experience with words (and their referents). Through a process of mapping functional Magnetic Resonance Imaging activation back into model space we test: which brain regions semantically encode content words in different grammatical positions (e.g., subject/verb/object); and what semantic features are encoded by different regions. In left temporal, inferior parietal, and inferior/superior frontal regions we detect the semantic encoding of words in all grammatical positions tested and reveal multiple common components of semantic representation. This suggests that sentence comprehension involves a common core representation of multiple words' meaning being encoded in a network of regions distributed across the brain.

Choose and choose again: appearance-reality errors, pragmatics and logical ability.

PubMed

Deák, Gedeon O; Enright, Brian

2006-05-01

In the Appearance/Reality (AR) task some 3- and 4-year-old children make perseverative errors: they choose the same word for the appearance and the function of a deceptive object. Are these errors specific to the AR task, or signs of a general question-answering problem? Preschoolers completed five tasks: AR; simple successive forced-choice question pairs (QP); flexible naming of objects (FN); working memory (WM) span; and indeterminacy detection (ID). AR errors correlated with QP errors. Insensitivity to indeterminacy predicted perseveration in both tasks. Neither WM span nor flexible naming predicted other measures. Age predicted sensitivity to indeterminacy. These findings suggest that AR tests measure a pragmatic understanding; specifically, different questions about a topic usually call for different answers. This understanding is related to the ability to detect indeterminacy of each question in a series. AR errors are unrelated to the ability to represent an object as belonging to multiple categories, to working memory span, or to inhibiting previously activated words.

Authorship attribution based on Life-Like Network Automata.

PubMed

Machicao, Jeaneth; Corrêa, Edilson A; Miranda, Gisele H B; Amancio, Diego R; Bruno, Odemir M

2018-01-01

The authorship attribution is a problem of considerable practical and technical interest. Several methods have been designed to infer the authorship of disputed documents in multiple contexts. While traditional statistical methods based solely on word counts and related measurements have provided a simple, yet effective solution in particular cases; they are prone to manipulation. Recently, texts have been successfully modeled as networks, where words are represented by nodes linked according to textual similarity measurements. Such models are useful to identify informative topological patterns for the authorship recognition task. However, there is no consensus on which measurements should be used. Thus, we proposed a novel method to characterize text networks, by considering both topological and dynamical aspects of networks. Using concepts and methods from cellular automata theory, we devised a strategy to grasp informative spatio-temporal patterns from this model. Our experiments revealed an outperformance over structural analysis relying only on topological measurements, such as clustering coefficient, betweenness and shortest paths. The optimized results obtained here pave the way for a better characterization of textual networks.

Mapping higher-order relations between brain structure and function with embedded vector representations of connectomes.

PubMed

Rosenthal, Gideon; Váša, František; Griffa, Alessandra; Hagmann, Patric; Amico, Enrico; Goñi, Joaquín; Avidan, Galia; Sporns, Olaf

2018-06-05

Connectomics generates comprehensive maps of brain networks, represented as nodes and their pairwise connections. The functional roles of nodes are defined by their direct and indirect connectivity with the rest of the network. However, the network context is not directly accessible at the level of individual nodes. Similar problems in language processing have been addressed with algorithms such as word2vec that create embeddings of words and their relations in a meaningful low-dimensional vector space. Here we apply this approach to create embedded vector representations of brain networks or connectome embeddings (CE). CE can characterize correspondence relations among brain regions, and can be used to infer links that are lacking from the original structural diffusion imaging, e.g., inter-hemispheric homotopic connections. Moreover, we construct predictive deep models of functional and structural connectivity, and simulate network-wide lesion effects using the face processing system as our application domain. We suggest that CE offers a novel approach to revealing relations between connectome structure and function.

An associative account of the development of word learning.

PubMed

Sloutsky, Vladimir M; Yim, Hyungwook; Yao, Xin; Dennis, Simon

2017-09-01

Word learning is a notoriously difficult induction problem because meaning is underdetermined by positive examples. How do children solve this problem? Some have argued that word learning is achieved by means of inference: young word learners rely on a number of assumptions that reduce the overall hypothesis space by favoring some meanings over others. However, these approaches have difficulty explaining how words are learned from conversations or text, without pointing or explicit instruction. In this research, we propose an associative mechanism that can account for such learning. In a series of experiments, 4-year-olds and adults were presented with sets of words that included a single nonsense word (e.g. dax). Some lists were taxonomic (i.,e., all items were members of a given category), some were associative (i.e., all items were associates of a given category, but not members), and some were mixed. Participants were asked to indicate whether the nonsense word was an animal or an artifact. Adults exhibited evidence of learning when lists consisted of either associatively or taxonomically related items. In contrast, children exhibited evidence of word learning only when lists consisted of associatively related items. These results present challenges to several extant models of word learning, and a new model based on the distinction between syntagmatic and paradigmatic associations is proposed. Copyright © 2017 Elsevier Inc. All rights reserved.

Impact of Authenticity on Sense Making in Word Problem Solving

ERIC Educational Resources Information Center

Palm, Torulf

2008-01-01

The study presented in this paper seeks to investigate the impact of authenticity on the students' disposition to make necessary real world considerations in their word problem solving. The aim is also to gather information about the extent to which different reasons for the students' behaviors are responsible for not providing solutions that are…

Word-Problem-Solving Strategy for Minority Students at Risk for Math Difficulties

ERIC Educational Resources Information Center

Kong, Jennifer E.; Orosco, Michael J.

2016-01-01

Minority students at risk for math difficulties (MD) struggle with word problems for various reasons beyond procedural or calculation challenges. As a result, these students require support in reading and language development in addition to math. The purpose of this study was to assess the effectiveness of a math comprehension strategy based on a…

Examining Personalisation of Instruction, Attitudes toward and Achievement in Mathematics Word Problems among Nigerian Senior Secondary School Students

ERIC Educational Resources Information Center

Awofala, Adeneye O. A.

2014-01-01

This study investigated the effect of a personalised print-based instruction versus a non-personalised print-based instruction on the attitudes toward mathematics word problems of 350 senior secondary school year one Nigerian students within the blueprint of a quantitative research of pre-treatment-intervention-post-treatment non-equivalent…

Using Explicit C-R-A Instruction to Teach Fraction Word Problem Solving to Low-Performing Asian English Learners

ERIC Educational Resources Information Center

Kim, Sun A.; Wang, Peishi; Michaels, Craig A.

2015-01-01

This article investigates the effects of fraction word problem-solving instruction involving explicit teaching of the concrete-representational-abstract sequence with culturally relevant teaching examples for 3 low-performing Asian immigrant English learners who spoke a language other than English at home. We used a multiple probe design across…

"Seeing It on the Screen Isn't Really Seeing It": Reading Problems of Writers Using Word Processing.

ERIC Educational Resources Information Center

Haas, Christina

An observational study examined computer writers' use of hard copy for reading. The study begins with a description, based on interviews, of four kinds of reading problems encountered by writers using word processing; formatting, proofreading, reorganizing, and critical reading ("getting a sense of the text"). Subjects, six freshmen…

Occupations and the Printed Word: A Workbook.

ERIC Educational Resources Information Center

Educational Testing Service, Princeton, NJ. Policy Information Center.

One of the problems common to efforts to set skill standards for various occupations is deciding on the facility needed for dealing with the printed word. A similar problem faces those trying to define "workplace literacy." This workbook brings together resources to make them available to those who are trying to deal with this education issue. The…

Proportional Reasoning Word Problem Performance for Middle School Students with High-Incidence Disabilities (HID)

ERIC Educational Resources Information Center

Brawand, Anne Eichorn

2013-01-01

Schema-based instruction (SBI) was used to examine the solving of proportional reasoning word problems for middle school students with high-incidence disabilities (HID). Seventh- and eighth-grade students with HID participated in the study. Students were randomly assigned to one of three groups. A multiple-baseline-across-groups design was…

Teacher-Designed Software for Interactive Linear Equations: Concepts, Interpretive Skills, Applications & Word-Problem Solving.

ERIC Educational Resources Information Center

Lawrence, Virginia

No longer just a user of commercial software, the 21st century teacher is a designer of interactive software based on theories of learning. This software, a comprehensive study of straightline equations, enhances conceptual understanding, sketching, graphic interpretive and word problem solving skills as well as making connections to real-life and…

Is the Role of Equations in the Doing of Word Problems in School Algebra Changing? Initial Indications from Teacher Study Groups

ERIC Educational Resources Information Center

Chazan, Daniel; Sela, Hagit; Herbst, Patricio

2012-01-01

We illustrate a method, which is modeled on "breaching experiments," for studying tacit norms that govern classroom interaction around particular mathematical content. Specifically, this study explores norms that govern teachers' expectations for the doing of word problems in school algebra. Teacher study groups discussed representations of…

Exploring the Learning of Mathematics Word Problems by African Immigrant Early Learners

ERIC Educational Resources Information Center

Mahofa, Ernest; Adendorff, Stanley; Kwenda, Chiwimbiso

2018-01-01

The aim of this study was to explore the learning of mathematics word problems by African immigrant early learners in the Western Cape Province of South Africa (SA). Phenomenology was used as the philosophical underpinning for this study and also informed the research method. Purposive sampling methods were used to select 10 African immigrant…

Cognitive Correlates of Mathematical Achievement in Children with Cerebral Palsy and Typically Developing Children

ERIC Educational Resources Information Center

Jenks, Kathleen M.; van Lieshout, Ernest C. D. M.; de Moor, Jan M. H.

2012-01-01

Background: Remarkably few studies have investigated the nature and origin of learning difficulties in children with cerebral palsy (CP). Aims: To investigate math achievement in terms of word-problem solving ability in children with CP and controls. Because of the potential importance of reading for word-problem solving, we investigated reading…

Cognitive Skills Used to Solve Mathematical Word Problems and Numerical Operations: A Study of 6- to 7-Year-Old Children

ERIC Educational Resources Information Center

Bjork, Isabel Maria; Bowyer-Crane, Claudine

2013-01-01

This study investigates the relationship between skills that underpin mathematical word problems and those that underpin numerical operations, such as addition, subtraction, division and multiplication. Sixty children aged 6-7 years were tested on measures of mathematical ability, reading accuracy, reading comprehension, verbal intelligence and…

Preservice Teachers' Algebraic Reasoning and Symbol Use on a Multistep Fraction Word Problem

ERIC Educational Resources Information Center

Cullen, Amanda L.; Tobias, Jennifer M.; Safak, Elif; Kirwan, J. Vince; Wessman-Enzinger, Nicole M.; Wickstrom, Megan H.; Baek, Jae M.

2017-01-01

Previous research on preservice teachers' understanding of fractions and algebra has focused on one or the other. To extend this research, we examined 85 undergraduate elementary education majors and middle school mathematics education majors' solutions and solution paths (i.e., the ways or methods in which preservice teachers solve word problems)…

Learning to Solve Addition and Subtraction Word Problems in English as an Imported Language

ERIC Educational Resources Information Center

Verzosa, Debbie Bautista; Mulligan, Joanne

2013-01-01

This paper reports an intervention phase of a design study aimed to assist second-grade Filipino children in solving addition word problems in English, a language they primarily encounter only in school. With Filipino as the medium of instruction, an out-of-school pedagogical intervention providing linguistic and representational scaffolds was…

Syntactic Awareness and Arithmetic Word Problem Solving in Children with and without Learning Disabilities

ERIC Educational Resources Information Center

Peake, Christian; Jiménez, Juan E.; Rodríguez, Cristina; Bisschop, Elaine; Villarroel, Rebeca

2015-01-01

Arithmetic word problem (AWP) solving is a highly demanding task for children with learning disabilities (LD) since verbal and mathematical information have to be integrated. This study examines specifically how syntactic awareness (SA), the ability to manage the grammatical structures of language, affects AWP solving. Three groups of children in…

Predicting First Graders' Development of Calculation versus Word-Problem Performance: The Role of Dynamic Assessment

ERIC Educational Resources Information Center

Seethaler, Pamela M.; Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.

2012-01-01

The purpose of this study was to assess the value of dynamic assessment (DA; degree of scaffolding required to learn unfamiliar mathematics content) for predicting 1st-grade calculations (CAs) and word problems (WPs) development, while controlling for the role of traditional assessments. Among 184 1st graders, predictors (DA, Quantity…

Secondary School Students' Construction and Use of Mathematical Models in Solving Word Problems

ERIC Educational Resources Information Center

Llinares, Salvador; Roig, Ana Isabel

2008-01-01

This study focussed on how secondary school students construct and use mathematical models as conceptual tools when solving word problems. The participants were 511 secondary-school students who were in the final year of compulsory education (15-16 years old). Four levels of the development of constructing and using mathematical models were…

The Development of Students' Use of Additive and Proportional Methods along Primary and Secondary School

ERIC Educational Resources Information Center

Fernandez, Ceneida; Llinares, Salvador; Van Dooren, Wim; De Bock, Dirk; Verschaffel, Lieven

2012-01-01

This study investigates the development of proportional and additive methods along primary and secondary school. In particular, it simultaneously investigates the use of additive methods in proportional word problems and the use of proportional methods in additive word problems. We have also studied the role played by integer and non-integer…

The blocked-random effect in pictures and words.

PubMed

Toglia, M P; Hinman, P J; Dayton, B S; Catalano, J F

1997-06-01

Picture and word recall was examined in conjunction with list organization. 60 subjects studied a list of 30 items, either words or their pictorial equivalents. The 30 words/pictures, members of five conceptual categories, each represented by six exemplars, were presented either blocked by category or in a random order. While pictures were recalled better than words and a standard blocked-random effect was observed, the interaction indicated that the recall advantage of a blocked presentation was restricted to the word lists. A similar pattern emerged for clustering. These findings are discussed in terms of limitations upon the pictorial superiority effect.

Jointly learning word embeddings using a corpus and a knowledge base

PubMed Central

Bollegala, Danushka; Maehara, Takanori; Kawarabayashi, Ken-ichi

2018-01-01

Methods for representing the meaning of words in vector spaces purely using the information distributed in text corpora have proved to be very valuable in various text mining and natural language processing (NLP) tasks. However, these methods still disregard the valuable semantic relational structure between words in co-occurring contexts. These beneficial semantic relational structures are contained in manually-created knowledge bases (KBs) such as ontologies and semantic lexicons, where the meanings of words are represented by defining the various relationships that exist among those words. We combine the knowledge in both a corpus and a KB to learn better word embeddings. Specifically, we propose a joint word representation learning method that uses the knowledge in the KBs, and simultaneously predicts the co-occurrences of two words in a corpus context. In particular, we use the corpus to define our objective function subject to the relational constrains derived from the KB. We further utilise the corpus co-occurrence statistics to propose two novel approaches, Nearest Neighbour Expansion (NNE) and Hedged Nearest Neighbour Expansion (HNE), that dynamically expand the KB and therefore derive more constraints that guide the optimisation process. Our experimental results over a wide-range of benchmark tasks demonstrate that the proposed method statistically significantly improves the accuracy of the word embeddings learnt. It outperforms a corpus-only baseline and reports an improvement of a number of previously proposed methods that incorporate corpora and KBs in both semantic similarity prediction and word analogy detection tasks. PMID:29529052

Inference and Association in Children's Early Numerical Estimation

ERIC Educational Resources Information Center

Sullivan, Jessica; Barner, David

2014-01-01

How do children map number words to the numerical magnitudes they represent? Recent work in adults has shown that two distinct mechanisms--structure mapping and associative mapping--connect number words to nonlinguistic numerical representations (Sullivan, J., 2012). This study investigated the development of number word mappings, and the roles of…

Role of Gender and Linguistic Diversity in Word Decoding Development

ERIC Educational Resources Information Center

Verhoeven, Ludo; van Leeuwe, Jan

2011-01-01

The purpose of the present study was to investigate the role of gender and linguistic diversity in the growth of Dutch word decoding skills throughout elementary school for a representative sample of children living in the Netherlands. Following a longitudinal design, the children's decoding abilities for (1) regular CVC words, (2) complex…

Syntactic Complexity and Ambiguity Resolution in a Free Word Order Language: Behavioral and Electrophysiological Evidences from Basque

ERIC Educational Resources Information Center

Erdocia, Kepa; Laka, Itziar; Mestres-Misse, Anna; Rodriguez-Fornells, Antoni

2009-01-01

In natural languages some syntactic structures are simpler than others. Syntactically complex structures require further computation that is not required by syntactically simple structures. In particular, canonical, basic word order represents the simplest sentence-structure. Natural languages have different canonical word orders, and they vary in…

Computer-Based Learning of Spelling Skills in Children with and without Dyslexia

ERIC Educational Resources Information Center

Kast, Monika; Baschera, Gian-Marco; Gross, Markus; Jancke, Lutz; Meyer, Martin

2011-01-01

Our spelling training software recodes words into multisensory representations comprising visual and auditory codes. These codes represent information about letters and syllables of a word. An enhanced version, developed for this study, contains an additional phonological code and an improved word selection controller relying on a phoneme-based…

Reading speed and phonological awareness deficits among Arabic-speaking children with dyslexia.

PubMed

Layes, Smail; Lalonde, Robert; Rebaï, Mohamed

2015-02-01

Although reading accuracy of isolated words and phonological awareness represent the main criteria of subtyping developmental dyslexia, there is increasing evidence that reduced reading speed also represents a defining characteristic. In the present study, reading speed and accuracy were measured in Arabic-speaking phonological and mixed dyslexic children matched with controls of the same age. Participants in third and fourth grades, aged from 9-10 to 9-8 years, were given single frequent and infrequent word and pseudo-word reading and phonological awareness tasks. Results showed that the group with dyslexia scored significantly lower than controls in accuracy and speed in reading tasks. Phonological and mixed dyslexic subgroups differed in infrequent and frequent word reading accuracy, the latter being worse. In contrast, the subgroups were comparable in pseudo-word identification and phonological awareness. Delayed phonological and recognition processes of infrequent and frequent words, respectively, were placed in the context of the dual route model of reading and the specific orthographic features of the Arabic language. Copyright © 2014 John Wiley & Sons, Ltd.

Emotion words and categories: evidence from lexical decision.

PubMed

Scott, Graham G; O'Donnell, Patrick J; Sereno, Sara C

2014-05-01

We examined the categorical nature of emotion word recognition. Positive, negative, and neutral words were presented in lexical decision tasks. Word frequency was additionally manipulated. In Experiment 1, "positive" and "negative" categories of words were implicitly indicated by the blocked design employed. A significant emotion-frequency interaction was obtained, replicating past research. While positive words consistently elicited faster responses than neutral words, only low frequency negative words demonstrated a similar advantage. In Experiments 2a and 2b, explicit categories ("positive," "negative," and "household" items) were specified to participants. Positive words again elicited faster responses than did neutral words. Responses to negative words, however, were no different than those to neutral words, regardless of their frequency. The overall pattern of effects indicates that positive words are always facilitated, frequency plays a greater role in the recognition of negative words, and a "negative" category represents a somewhat disparate set of emotions. These results support the notion that emotion word processing may be moderated by distinct systems.

Summary Report of National Study of Word Processing Installations in Selected Business Organizations. A Summary of a Report on the National Word Processing Research Study of Delta Pi Epsilon.

ERIC Educational Resources Information Center

Scriven, Jolene D.; And Others

A study sought to determine current practices in word processing installations located in selected organizations throughout the United States. A related problem was to ascertain anticipated future developments in word processing to provide information for educational institutions preparing workers for the business office. Six interview instruments…

Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities?

PubMed

Fuchs, Lynn S; Geary, David C; Compton, Donald L; Fuchs, Douglas; Hamlett, Carol L; Seethaler, Pamela M; Bryant, Joan D; Schatschneider, Christopher

2010-11-01

The purpose of this study was to examine the interplay between basic numerical cognition and domain-general abilities (such as working memory) in explaining school mathematics learning. First graders (N = 280; mean age = 5.77 years) were assessed on 2 types of basic numerical cognition, 8 domain-general abilities, procedural calculations, and word problems in fall and then reassessed on procedural calculations and word problems in spring. Development was indexed by latent change scores, and the interplay between numerical and domain-general abilities was analyzed by multiple regression. Results suggest that the development of different types of formal school mathematics depends on different constellations of numerical versus general cognitive abilities. When controlling for 8 domain-general abilities, both aspects of basic numerical cognition were uniquely predictive of procedural calculations and word problems development. Yet, for procedural calculations development, the additional amount of variance explained by the set of domain-general abilities was not significant, and only counting span was uniquely predictive. By contrast, for word problems development, the set of domain-general abilities did provide additional explanatory value, accounting for about the same amount of variance as the basic numerical cognition variables. Language, attentive behavior, nonverbal problem solving, and listening span were uniquely predictive.

Problem Solving Concretely with the Word "Like"

ERIC Educational Resources Information Center

Yee, Sean

2013-01-01

While the average teenager's conversation may seem inundated with the word "like", in the mathematics classroom, teenagers use it with purpose. Linguists study the word "like" to understand and categorize comparative statements. By overlapping linguistics and mathematics education within the frame of cognitive science, this study found that high…

Case Study: Students’ Symbolic Manipulation in Calculus Among UTHM Students

NASA Astrophysics Data System (ADS)

Ali, Maselan; Sufahani, Suliadi; Ahmad, Wan N. A. W.; Ghazali Kamardan, M.; Saifullah Rusiman, Mohd; Che-Him, Norziha

2018-04-01

Words are symbols representing certain aspects of mathematics. The main purpose of this study is to gain insight into students’ symbolic manipulation in calculus among UTHM students. This study make use the various methods in collecting data which are documentation, pilot study, written test and follow up individual interviews. Hence, the results analyzed and interpreted based on action-process-object-schema framework which is based on Piaget’s ideas of reflective abstraction, the concept of relational and instrumental understanding and the zone of proximal development idea. The students’ reply in the interview session is analyzed and then the overall performance is discussed briefly to relate with the students flexibility in symbolic manipulation in linking to the graphical idea, the students interpretation towards different symbolic structure in calculus and the problem that related to overgeneralization in their calculus problems solving.

Student’s thinking process in solving word problems in geometry

NASA Astrophysics Data System (ADS)

Khasanah, V. N.; Usodo, B.; Subanti, S.

2018-05-01

This research aims to find out the thinking process of seventh grade of Junior High School in solve word problem solving of geometry. This research was descriptive qualitative research. The subject of the research was selected based on sex and differences in mathematical ability. Data collection was done based on student’s work test, interview, and observation. The result of the research showed that there was no difference of thinking process between male and female with high mathematical ability, and there were differences of thinking process between male and female with moderate and low mathematical ability. Also, it was found that male with moderate mathematical ability took a long time in the step of making problem solving plans. While female with moderate mathematical ability took a long time in the step of understanding the problems. The importance of knowing the thinking process of students in solving word problem solving were that the teacher knows the difficulties faced by students and to minimize the occurrence of the same error in problem solving. Teacher could prepare the right learning strategies which more appropriate with student’s thinking process.

Bayesian Recurrent Neural Network for Language Modeling.

PubMed

Chien, Jen-Tzung; Ku, Yuan-Chu

2016-02-01

A language model (LM) is calculated as the probability of a word sequence that provides the solution to word prediction for a variety of information systems. A recurrent neural network (RNN) is powerful to learn the large-span dynamics of a word sequence in the continuous space. However, the training of the RNN-LM is an ill-posed problem because of too many parameters from a large dictionary size and a high-dimensional hidden layer. This paper presents a Bayesian approach to regularize the RNN-LM and apply it for continuous speech recognition. We aim to penalize the too complicated RNN-LM by compensating for the uncertainty of the estimated model parameters, which is represented by a Gaussian prior. The objective function in a Bayesian classification network is formed as the regularized cross-entropy error function. The regularized model is constructed not only by calculating the regularized parameters according to the maximum a posteriori criterion but also by estimating the Gaussian hyperparameter by maximizing the marginal likelihood. A rapid approximation to a Hessian matrix is developed to implement the Bayesian RNN-LM (BRNN-LM) by selecting a small set of salient outer-products. The proposed BRNN-LM achieves a sparser model than the RNN-LM. Experiments on different corpora show the robustness of system performance by applying the rapid BRNN-LM under different conditions.

A New Data Representation Based on Training Data Characteristics to Extract Drug Name Entity in Medical Text

PubMed Central

Basaruddin, T.

2016-01-01

One essential task in information extraction from the medical corpus is drug name recognition. Compared with text sources come from other domains, the medical text mining poses more challenges, for example, more unstructured text, the fast growing of new terms addition, a wide range of name variation for the same drug, the lack of labeled dataset sources and external knowledge, and the multiple token representations for a single drug name. Although many approaches have been proposed to overwhelm the task, some problems remained with poor F-score performance (less than 0.75). This paper presents a new treatment in data representation techniques to overcome some of those challenges. We propose three data representation techniques based on the characteristics of word distribution and word similarities as a result of word embedding training. The first technique is evaluated with the standard NN model, that is, MLP. The second technique involves two deep network classifiers, that is, DBN and SAE. The third technique represents the sentence as a sequence that is evaluated with a recurrent NN model, that is, LSTM. In extracting the drug name entities, the third technique gives the best F-score performance compared to the state of the art, with its average F-score being 0.8645. PMID:27843447

Match graph generation for symbolic indirect correlation

NASA Astrophysics Data System (ADS)

Lopresti, Daniel; Nagy, George; Joshi, Ashutosh

2006-01-01

Symbolic indirect correlation (SIC) is a new approach for bringing lexical context into the recognition of unsegmented signals that represent words or phrases in printed or spoken form. One way of viewing the SIC problem is to find the correspondence, if one exists, between two bipartite graphs, one representing the matching of the two lexical strings and the other representing the matching of the two signal strings. While perfect matching cannot be expected with real-world signals and while some degree of mismatch is allowed for in the second stage of SIC, such errors, if they are too numerous, can present a serious impediment to a successful implementation of the concept. In this paper, we describe a framework for evaluating the effectiveness of SIC match graph generation and examine the relatively simple, controlled cases of synthetic images of text strings typeset, both normally and in highly condensed fashion. We quantify and categorize the errors that arise, as well as present a variety of techniques we have developed to visualize the intermediate results of the SIC process.

The Big Group of People Looking at How to Control Putting the Parts of the Air That Are the Same as What You Breathe Out Into Small Spaces in Rocks

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

Stack, Andrew

Representing the Nanoscale Control of Geologic CO2 (NCGC), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE energy. The mission of NCGC is to build a fundamental understanding of molecular-to-pore-scale processes in fluid-rock systems,more » and to demonstrate the ability to control critical aspects of flow, transport, and mineralization in porous rock media as applied to the injection and storage of carbon dioxide (CO2) in subsurface reservoirs.« less

The Effects of Dynamic Strategic Math on English Language Learners' Word Problem Solving

ERIC Educational Resources Information Center

Orosco, Michael J.; Swanson, H. Lee; O'Connor, Rollanda; Lussier, Cathy

2013-01-01

English language learners (ELLs) struggle with solving word problems for a number of reasons beyond math procedures or calculation challenges. As a result, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a math comprehension strategy called Dynamic Strategic…

Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance among At-Risk Learners

ERIC Educational Resources Information Center

Powell, Sarah R.; Fuchs, Lynn S.; Cirino, Paul T.; Fuchs, Douglas; Compton, Donald L.; Changas, Paul C.

2015-01-01

The focus of the present study was enhancing word problem and calculation achievement in ways that support prealgebraic thinking among second-grade students at risk for mathematics difficulty. Intervention relied on a multitier support system (i.e., responsiveness to intervention, or RTI) in which at-risk students participate in general classroom…

Word Problems and Make-Believe: Using Frame Analysis and Ethnomethodology to Explore Aspects of the Culture of Schooling

ERIC Educational Resources Information Center

Benincasa, Luciana

2017-01-01

The paper applies Goffman's frame analysis and ethnomethodology to student performance on mathematical word problems. In educational research, frame analysis has usually been limited to primary frames. Instead, in this paper I focus on the kind of secondary frame that Goffman calls 'utilitarian make-believe'. The data consist of a fragment of…

Mathematics Word Problem Solving: An Investigation into Schema-Based Instruction in a Computer-Mediated Setting and a Teacher-Mediated Setting with Mathematically Low-Performing Students

ERIC Educational Resources Information Center

Leh, Jayne

2011-01-01

Substantial evidence indicates that teacher-delivered schema-based instruction (SBI) facilitates significant increases in mathematics word problem solving (WPS) skills for diverse students; however research is unclear whether technology affordances facilitate superior gains in computer-mediated (CM) instruction in mathematics WPS when compared to…

Does Cognitive Strategy Training on Word Problems Compensate for Working Memory Capacity in Children with Math Difficulties?

ERIC Educational Resources Information Center

Swanson, H. Lee

2014-01-01

Cognitive strategies are important tools for children with math difficulties (MD) in learning to solve word problems. The effectiveness of strategy training, however, depends on working memory capacity (WMC). Thus, children with MD but with relatively higher WMC are more likely to benefit from strategy training, whereas children with lower WMC may…

Experimental Intervention Studies on Word Problem Solving and Math Disabilities: A Selective Analysis of the Literature

ERIC Educational Resources Information Center

Zheng, Xinhua; Flynn, Lindsay J.; Swanson, H. Lee

2013-01-01

This article provides a quantitative synthesis of the published literature on word problem solving intervention studies for children with math disabilities (MD). Seven group and eight single-subject design studies met inclusion criteria. Mean effect sizes ("ES"s) for solution accuracy for group design studies were 0.95 (SE = 0.19) for…

From Addition to Multiplication ... and Back: The Development of Students' Additive and Multiplicative Reasoning Skills

ERIC Educational Resources Information Center

Van Dooren, Wim; De Bock, Dirk; Verschaffel, Lieven

2010-01-01

This study builds on two lines of research that have so far developed largely separately: the use of additive methods to solve proportional word problems and the use of proportional methods to solve additive word problems. We investigated the development with age of both kinds of erroneous solution methods. We gave a test containing missing-value…

The Effects of Cognitive Style and Piagetian Logical Reasoning on Solving a Propositional Relation Algebra Word Problem.

ERIC Educational Resources Information Center

Nasser, Ramzi; Carifio, James

The purpose of this study was to find out whether students perform differently on algebra word problems that have certain key context features and entail proportional reasoning, relative to their level of logical reasoning and their degree of field dependence/independence. Field-independent students tend to restructure and break stimuli into parts…

Regressive Imagery in Creative Problem-Solving: Comparing Verbal Protocols of Expert and Novice Visual Artists and Computer Programmers

ERIC Educational Resources Information Center

Kozbelt, Aaron; Dexter, Scott; Dolese, Melissa; Meredith, Daniel; Ostrofsky, Justin

2015-01-01

We applied computer-based text analyses of regressive imagery to verbal protocols of individuals engaged in creative problem-solving in two domains: visual art (23 experts, 23 novices) and computer programming (14 experts, 14 novices). Percentages of words involving primary process and secondary process thought, plus emotion-related words, were…

The Role of Cognitive Processes, Foundational Math Skill, and Calculation Accuracy and Fluency in Word-Problem Solving versus Prealgebraic Knowledge

ERIC Educational Resources Information Center

Fuchs, Lynn S.; Gilbert, Jennifer K.; Powell, Sarah R.; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Tolar, Tammy D.

2016-01-01

The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…

Effectiveness of Mathematical Word Problem Solving Interventions for Students with Learning Disabilities and Mathematics Difficulties: A Meta-Analysis

ERIC Educational Resources Information Center

Lein, Amy E.

2016-01-01

This meta-analysis synthesized the findings from 23 published and five unpublished experimental or quasi-experimental group design studies on word problem-solving instruction for K-12 students with learning disabilities (LD) and mathematics difficulties (MD). A secondary purpose of this meta-analysis was to analyze the relation between treatment…

Remediating Number Combination and Word Problem Deficits Among Students With Mathematics Difficulties: A Randomized Control Trial

PubMed Central

Fuchs, Lynn S.; Powell, Sarah R.; Seethaler, Pamela M.; Cirino, Paul T.; Fletcher, Jack M.; Fuchs, Douglas; Hamlett, Carol L.; Zumeta, Rebecca O.

2009-01-01

The purposes of this study were to assess the efficacy of remedial tutoring for 3rd graders with mathematics difficulty, to investigate whether tutoring is differentially efficacious depending on students’ math difficulty status (mathematics difficulty alone vs. mathematics plus reading difficulty), to explore transfer from number combination (NC) remediation, and to examine the transportability of the tutoring protocols. At 2 sites, 133 students were stratified on mathematics difficulty status and site and then randomly assigned to 3 conditions: control (no tutoring), tutoring on automatic retrieval of NCs (i.e., Math Flash), or tutoring on word problems with attention to the foundational skills of NCs, procedural calculations, and algebra (i.e., Pirate Math). Tutoring occurred for 16 weeks, 3 sessions per week and 20–30 min per session. Math Flash enhanced fluency with NCs with transfer to procedural computation but without transfer to algebra or word problems. Pirate Math enhanced word problem skill as well as fluency with NCs, procedural computation, and algebra. Tutoring was not differentially efficacious as a function of students’ mathematics difficulty status. The tutoring protocols proved transportable across sites. PMID:19865600

75 FR 7648 - Agency Information Collection Activities: Emergency Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-22

..., recipients, and representative payees: Braille and Microsoft Word files (on data compact discs). Current...) Braille, or (5) Microsoft Word. This call did not require OMB clearance. However, there may be respondents...

Abstract Conceptual Feature Ratings Predict Gaze within Written Word Arrays: Evidence from a Visual Wor(l)d Paradigm

ERIC Educational Resources Information Center

Primativo, Silvia; Reilly, Jamie; Crutch, Sebastian J

2017-01-01

The Abstract Conceptual Feature (ACF) framework predicts that word meaning is represented within a high-dimensional semantic space bounded by weighted contributions of perceptual, affective, and encyclopedic information. The ACF, like latent semantic analysis, is amenable to distance metrics between any two words. We applied predictions of the ACF…

Prefix Identification in the Reading of Dutch Bisyllabic Words

ERIC Educational Resources Information Center

Verhoeven, Ludo; Schreuder, Robert; Haarman, Vera

2006-01-01

Two experiments were conducted in order to explore the role of prefix identification in the reading of Dutch bisyllabic words. Although Dutch orthography is highly regular, several deviations from a one-to-one correspondence exist. A case in point is the grapheme E which can represent the vowels epsilon, e and oe in polysyllabic words. In…

When a Picture Isn't Worth 1000 Words: Learners Struggle to Find Meaning in Data Visualizations

ERIC Educational Resources Information Center

Stofer, Kathryn A.

2016-01-01

The oft-repeated phrase "a picture is worth a thousand words" supposes that an image can replace a profusion of words to more easily express complex ideas. For scientific visualizations that represent profusions of numerical data, however, an untranslated academic visualization suffers the same pitfalls untranslated jargon does. Previous…

Recurrent Word Combinations in EAP Test-Taker Writing: Differences between High- and Low-Proficiency Levels

ERIC Educational Resources Information Center

Appel, Randy; Wood, David

2016-01-01

The correct use of frequently occurring word combinations represents an important part of language proficiency in spoken and written discourse. This study investigates the use of English-language recurrent word combinations in low-level and high-level L2 English academic essays sourced from the Canadian Academic English Language (CAEL) assessment.…

Cognitive Control Influences the Use of Meaning Relations during Spoken Sentence Comprehension

ERIC Educational Resources Information Center

Boudewyn, Megan A.; Long, Debra L.; Swaab, Tamara Y.

2012-01-01

The aim of this study was to investigate individual differences in the influence of lexical association on word recognition during auditory sentence processing. Lexical associations among individual words (e.g. salt and pepper) represent one type of semantic information that is available during the processing of words in context. We predicted that…

Real-time multiplicity counter

DOEpatents

Rowland, Mark S [Alamo, CA; Alvarez, Raymond A [Berkeley, CA

2010-07-13

A neutron multi-detector array feeds pulses in parallel to individual inputs that are tied to individual bits in a digital word. Data is collected by loading a word at the individual bit level in parallel. The word is read at regular intervals, all bits simultaneously, to minimize latency. The electronics then pass the word to a number of storage locations for subsequent processing, thereby removing the front-end problem of pulse pileup.

Arabic word recognizer for mobile applications

NASA Astrophysics Data System (ADS)

Khanna, Nitin; Abdollahian, Golnaz; Brame, Ben; Boutin, Mireille; Delp, Edward J.

2011-03-01

When traveling in a region where the local language is not written using a "Roman alphabet," translating written text (e.g., documents, road signs, or placards) is a particularly difficult problem since the text cannot be easily entered into a translation device or searched using a dictionary. To address this problem, we are developing the "Rosetta Phone," a handheld device (e.g., PDA or mobile telephone) capable of acquiring an image of the text, locating the region (word) of interest within the image, and producing both an audio and a visual English interpretation of the text. This paper presents a system targeted for interpreting words written in Arabic script. The goal of this work is to develop an autonomous, segmentation-free Arabic phrase recognizer, with computational complexity low enough to deploy on a mobile device. A prototype of the proposed system has been deployed on an iPhone with a suitable user interface. The system was tested on a number of noisy images, in addition to the images acquired from the iPhone's camera. It identifies Arabic words or phrases by extracting appropriate features and assigning "codewords" to each word or phrase. On a dictionary of 5,000 words, the system uniquely mapped (word-image to codeword) 99.9% of the words. The system has a 82% recognition accuracy on images of words captured using the iPhone's built-in camera.

The use of multiple representations and visualizations in student learning of introductory physics: An example from work and energy

NASA Astrophysics Data System (ADS)

Zou, Xueli

In the past three decades, physics education research has primarily focused on student conceptual understanding; little work has been conducted to investigate student difficulties in problem solving. In cognitive science and psychology, however, extensive studies have explored the differences in problem solving between experts and naive students. A major finding indicates that experts often apply qualitative representations in problem solving, but that novices use an equation-centered method. This dissertation describes investigations into the use of multiple representations and visualizations in student understanding and problem solving with the concepts of work and energy. A multiple-representation strategy was developed to help students acquire expertise in solving work-energy problems. In this approach, a typical work-energy problem is considered as a physical process. The process is first described in words-the verbal representation of the process. Next, a sketch or a picture, called a pictorial representation, is used to represent the process. This is followed by work-energy bar charts-a physical representation of the same processes. Finally, this process is represented mathematically by using a generalized work-energy equation. In terms of the multiple representations, the goal of solving a work- energy problem is to represent the physical process the more intuitive pictorial and diagrammatic physical representations. Ongoing assessment of student learning indicates that this multiple-representation technique is more effective than standard instruction methods in student problem solving. visualize this difficult-to-understand concept, a guided- inquiry learning activity using a pair of model carts and an experiment problem using a sandbag were developed. Assessment results have shown that these research-based materials are effective in helping students visualize this concept and give a pictorial idea of ``where the kinetic energy goes'' during inelastic collisions. The research and curriculum development was conducted in the context of the introductory calculus-based physics course. Investigations were carried out using common physics education research tools, including open-ended surveys, written test questions, and individual student interviews.

Factor Structure and Item Level Psychometrics of the Social Problem Solving Inventory Revised-Short Form in Traumatic Brain Injury

PubMed Central

Li, Chih-Ying; Waid-Ebbs, Julia; Velozo, Craig A.; Heaton, Shelley C.

2016-01-01

Primary Objective Social problem solving deficits characterize individuals with traumatic brain injury (TBI). Poor social problem solving interferes with daily functioning and productive lifestyles. Therefore, it is of vital importance to use the appropriate instrument to identify deficits in social problem solving for individuals with TBI. This study investigates factor structure and item-level psychometrics of the Social Problem Solving Inventory-Revised Short Form (SPSI-R:S), for adults with moderate and severe TBI. Research Design Secondary analysis of 90 adults with moderate and severe TBI who completed the SPSI-R:S. Methods and Procedures An exploratory factor analysis (EFA), principal components analysis (PCA) and Rasch analysis examined the factor structure and item-level psychometrics of the SPSI-R:S. Main Outcomes and Results The EFA showed three dominant factors, with positively worded items represented as the most definite factor. The other two factors are negative problem solving orientation and skills; and negative problem solving emotion. Rasch analyses confirmed the three factors are each unidimensional constructs. Conclusions The total score interpretability of the SPSI-R:S may be challenging due to the multidimensional structure of the total measure. Instead, we propose using three separate SPSI-R:S subscores to measure social problem solving for the TBI population. PMID:26052731

Factor structure and item level psychometrics of the Social Problem Solving Inventory-Revised: Short Form in traumatic brain injury.

PubMed

Li, Chih-Ying; Waid-Ebbs, Julia; Velozo, Craig A; Heaton, Shelley C

2016-01-01

Social problem-solving deficits characterise individuals with traumatic brain injury (TBI), and poor social problem solving interferes with daily functioning and productive lifestyles. Therefore, it is of vital importance to use the appropriate instrument to identify deficits in social problem solving for individuals with TBI. This study investigates factor structure and item-level psychometrics of the Social Problem Solving Inventory-Revised: Short Form (SPSI-R:S), for adults with moderate and severe TBI. Secondary analysis of 90 adults with moderate and severe TBI who completed the SPSI-R:S was performed. An exploratory factor analysis (EFA), principal components analysis (PCA) and Rasch analysis examined the factor structure and item-level psychometrics of the SPSI-R:S. The EFA showed three dominant factors, with positively worded items represented as the most definite factor. The other two factors are negative problem-solving orientation and skills; and negative problem-solving emotion. Rasch analyses confirmed the three factors are each unidimensional constructs. It was concluded that the total score interpretability of the SPSI-R:S may be challenging due to the multidimensional structure of the total measure. Instead, we propose using three separate SPSI-R:S subscores to measure social problem solving for the TBI population.

Abstract conceptual feature ratings predict gaze within written word arrays: evidence from a Visual Wor(l)d paradigm

PubMed Central

Primativo, Silvia; Reilly, Jamie; Crutch, Sebastian J

2016-01-01

The Abstract Conceptual Feature (ACF) framework predicts that word meaning is represented within a high-dimensional semantic space bounded by weighted contributions of perceptual, affective, and encyclopedic information. The ACF, like latent semantic analysis, is amenable to distance metrics between any two words. We applied predictions of the ACF framework to abstract words using eye tracking via an adaptation of the classical ‘visual word paradigm’. Healthy adults (N=20) selected the lexical item most related to a probe word in a 4-item written word array comprising the target and three distractors. The relation between the probe and each of the four words was determined using the semantic distance metrics derived from ACF ratings. Eye-movement data indicated that the word that was most semantically related to the probe received more and longer fixations relative to distractors. Importantly, in sets where participants did not provide an overt behavioral response, the fixation rates were none the less significantly higher for targets than distractors, closely resembling trials where an expected response was given. Furthermore, ACF ratings which are based on individual words predicted eye fixation metrics of probe-target similarity at least as well as latent semantic analysis ratings which are based on word co-occurrence. The results provide further validation of Euclidean distance metrics derived from ACF ratings as a measure of one facet of the semantic relatedness of abstract words and suggest that they represent a reasonable approximation of the organization of abstract conceptual space. The data are also compatible with the broad notion that multiple sources of information (not restricted to sensorimotor and emotion information) shape the organization of abstract concepts. Whilst the adapted ‘visual word paradigm’ is potentially a more metacognitive task than the classical visual world paradigm, we argue that it offers potential utility for studying abstract word comprehension. PMID:26901571

Word-Finding Abilities in Language-Impaired Children: ASHA Monographs Number 25.

ERIC Educational Resources Information Center

Kail, Robert; Leonard, Laurence B.

Four samples of language-impaired and control children (N=233, ages from 4 to 14) participated in seven experiments to determine the specific conditions under which retrieval deficits play a role in language-impaired children's word finding problems. Experiments 1-5 dealt with recall, retrieval, and similarity judgments of words presented…

One Language, Two Number-Word Systems and Many Problems: Numerical Cognition in the Czech Language

ERIC Educational Resources Information Center

Pixner, S.; Zuber, J.; Hermanova, V.; Kaufmann, L.; Nuerk, H.-C.; Moeller, K.

2011-01-01

Comparing numerical performance between different languages does not only mean comparing different number-word systems, but also implies a comparison of differences regarding culture or educational systems. The Czech language provides the remarkable opportunity to disentangle this confound as there exist two different number-word systems within…

Technology and the Oops! Effect: Finding a Bias against Word Processing.

ERIC Educational Resources Information Center

Roblyer, M. D.

1997-01-01

Introduced to aid writing, word processing can cause unexpected problems for those who use it. Describes four studies in which raters gave word-processed essays consistently lower scores than handwritten essays. Reasons for the discrepancies were higher expectations for typed essays, ease of spotting text errors in typed text, and more difficulty…

Complex Word Reading in Dutch Deaf Children and Adults

ERIC Educational Resources Information Center

van Hoogmoed, Anne H.; Knoors, Harry; Schreuder, Robert; Verhoeven, Ludo

2013-01-01

Children who are deaf are often delayed in reading comprehension. This delay could be due to problems in morphological processing during word reading. In this study, we investigated whether 6th grade deaf children and adults are delayed in comparison to their hearing peers in reading complex derivational words and compounds compared to…

Investigation of a New Intervention for Children with Word-Finding Problems

ERIC Educational Resources Information Center

Best, Wendy

2005-01-01

Background: Around one-quarter of children attending language support services have difficulty in retrieving words. Therapy studies with such children have shown that both semantic and phonological techniques can improve word finding. A new approach to intervention is described using a computerized aid that converts letters into sound cues. Aims:…

Normative data for Chinese compound remote associate problems.

PubMed

Wu, Ching-Lin; Chen, Hsueh-Chih

2017-12-01

The Remote Associates Test (RAT) is a well-known measure of creativity, with each item on the RAT is composed of three unrelated stimulus words. The participant's task is to find an answer in the form of a word that could combine with each of the stimulus words, thus forming three new actual nouns. Researchers have modified the RAT to develop compound remote associate problems that emphasize combining vocabulary to form compound words. In the field of creativity research for Mandarin speakers, the Chinese RAT has been widely applied for over 10 years. The original RAT, compound remote associate problems, and Chinese RAT have various common advantages, such as being convenient to use and having objective scoring; additionally, the development of items for certain tests is easy and satisfies the requirements of psychological assessments in terms of the quantity of items. Currently, many language editions of the RAT and compound remote associate problems already exist. In particular, the English and Italian versions of these tests already have derived normative data. Because approximately 20% of the world's population are native Mandarin speakers, and because increasing numbers of people are choosing Mandarin as a second language, the need to increase Mandarin-language resources is growing; however, normative data for the Chinese RAT still do not exist. To address this issue, in the present study we developed Chinese compound remote associate problems and analyzed the passing rates by items, problem solving times, and various normative data, using the responses of 253 subjects in three experiments.

Linguistic Challenges in the Mathematical Register for EFL Learners: Linguistic and Multimodal Strategies to Help Learners Tackle Mathematics Word Problems

ERIC Educational Resources Information Center

Chan, Simon

2015-01-01

In learning mathematics through English, one of the major challenges facing English as a Foreign Language (EFL) learners is understanding the language used to present word problems in mathematics texts. Without comprehending such language, learners are not able to carry out the targeted calculations no matter how familiar they are with the…

"I like It Instead of Maths": How Pupils with Moderate Learning Difficulties in Scottish Primary Special Schools Intuitively Solved Mathematical Word Problems

ERIC Educational Resources Information Center

Moscardini, Lio

2010-01-01

This study by Lio Moscardini of the University of Strathclyde shows how a group of 24 children in three Scottish primary schools for pupils with moderate learning difficulties responded to word problems following their teachers' introduction to the principles of Cognitively Guided Instruction (CGI). CGI is a professional development programme in…

Effects of Intervention to Improve At-Risk Fourth Graders' Understanding, Calculations, and Word Problems with Fractions

ERIC Educational Resources Information Center

Fuchs, Lynn S.; Schumacher, Robin F.; Long, Jessica; Namkung, Jessica; Malone, Amelia S.; Wang, Amber; Hamlett, Carol L.; Jordan, Nancy C.; Siegler, Robert S.; Changas, Paul

2016-01-01

The purposes of this study were to (a) investigate the efficacy of a core fraction intervention program on understanding and calculation skill and (b) isolate the effects of different forms of fraction word-problem (WP) intervention delivered as part of the larger program. At-risk 4th graders (n = 213) were randomly assigned at the individual…

Effects of Intervention to Improve At-Risk Fourth Graders' Understanding, Calculations, and Word Problems with Fractions

ERIC Educational Resources Information Center

Fuchs, Lynn S.; Schumacher, Robin F.; Long, Jessica; Namkung, Jessica; Malone, Amelia S.; Wang, Amber; Hamlett, Carol L.; Jordan, Nancy C.; Siegler, Robert S.; Changas, Paul

2016-01-01

The purposes of this study were to (a) investigate the efficacy of a core fraction intervention program on understanding and calculation skill and (b) isolate the effects of different forms of fraction word-problem (WP) intervention. At-risk fourth graders (n = 213) were randomly assigned to the school's business-as-usual program, or one of two…

An Evaluation of Curriculum-Based Measurement of Mathematics Word Problem--Solving Measures for Monitoring Third-Grade Students' Mathematics Competence

ERIC Educational Resources Information Center

Leh, Jayne M.; Jitendra, Asha K.; Caskie, Grace I. L.; Griffin, Cynthia C.

2007-01-01

The purpose of this study was to examine the tenability of a curriculum-based mathematical word problem-solving (WPS) measure as a progress-monitoring tool to index students' rate of growth or slope of achievement over time. Participants consisted of 58 third-grade students, who were assessed repeatedly over 16 school weeks. Students were measured…

Achievement of First-, Second-, and Third-Grade Students on Multiplication and Division Word Problems in Two Different Solution Environments.

ERIC Educational Resources Information Center

O'Brien, Aileen; Cabral, Sheryl Ann

This is a project in an emerging line of research investigating children's informed knowledge of mathematics questions. The purpose of this study was to analyze the ability of students who had not received multiplication or division instruction to solve multiplication and division word problems. The study consisted of videotaped interviews with 89…

Genetic Influences on Early Word Recognition Abilities and Disabilities: A Study of 7-Year-Old Twins

ERIC Educational Resources Information Center

Harlaar, Nicole; Spinath, Frank M.; Dale, Philip S.; Plomin, Robert

2005-01-01

Background: A fundamental issue for child psychology concerns the origins of individual differences in early reading development. Method: A measure of word recognition, the Test of Word Reading Efficiency (TOWRE), was administered by telephone to a representative population sample of 3,909 same-sex and opposite-sex pairs of 7-year-old twins.…

Neural Correlates of Written Emotion Word Processing: A Review of Recent Electrophysiological and Hemodynamic Neuroimaging Studies

ERIC Educational Resources Information Center

Citron, Francesca M. M.

2012-01-01

A growing body of literature investigating the neural correlates of emotion word processing has emerged in recent years. Written words have been shown to represent a suitable means to study emotion processing and most importantly to address the distinct and interactive contributions of the two dimensions of emotion: valence and arousal. The aim of…

Word and Number Reading in the Brain: Evidence from a Voxel-Based Lesion-Symptom Mapping Study

ERIC Educational Resources Information Center

Piras, Fabrizio; Marangolo, Paola

2009-01-01

The high incidence of number transcoding deficits in aphasic subjects suggests there is a strong similarity between language and number domains. However, recent single case studies of subjects who showed a dissociation between word and number word transcoding led us to hypothesize that the two types of stimuli are represented independently in the…

Effects of Phonological Feedback on the Selection of Syntax: Evidence from Between-Language Syntactic Priming

ERIC Educational Resources Information Center

Bernolet, Sarah; Hartsuiker, Robert J.; Pickering, Martin J.

2012-01-01

Research on word production in bilinguals has often shown an advantage for cognate words. According to some accounts, this cognate effect is caused by feedback from a level that represents information about phonemes (or graphemes) to a level concerned with the word. In order to investigate whether phonological feedback influences the selection of…

Young Children's Knowledge of the Symbolic Nature of Writing

ERIC Educational Resources Information Center

Treiman, Rebecca; Hompluem, Lana; Gordon, Jessica; Decker, Kristina; Markson, Lori

2016-01-01

Two experiments with one hundred and fourteen 3- to 5-year-old children examined whether children understand that a printed word represents a specific spoken word and that it differs in this way from a drawing. When an experimenter read a word to children and then a puppet used a different but related label for it, such as "dog" for the…

In favor of general probability distributions: lateral prefrontal and insular cortices respond to stimulus inherent, but irrelevant differences.

PubMed

Mestres-Missé, Anna; Trampel, Robert; Turner, Robert; Kotz, Sonja A

2016-04-01

A key aspect of optimal behavior is the ability to predict what will come next. To achieve this, we must have a fairly good idea of the probability of occurrence of possible outcomes. This is based both on prior knowledge about a particular or similar situation and on immediately relevant new information. One question that arises is: when considering converging prior probability and external evidence, is the most probable outcome selected or does the brain represent degrees of uncertainty, even highly improbable ones? Using functional magnetic resonance imaging, the current study explored these possibilities by contrasting words that differ in their probability of occurrence, namely, unbalanced ambiguous words and unambiguous words. Unbalanced ambiguous words have a strong frequency-based bias towards one meaning, while unambiguous words have only one meaning. The current results reveal larger activation in lateral prefrontal and insular cortices in response to dominant ambiguous compared to unambiguous words even when prior and contextual information biases one interpretation only. These results suggest a probability distribution, whereby all outcomes and their associated probabilities of occurrence--even if very low--are represented and maintained.

[The issue of death drawn by children].

PubMed

Touhami, Fatima; Rizzi, Alice Titia; Moro, Marie Rose

2016-01-01

Embracing death and finding the right words to represent it is a dangerous exercise when the death is traumatic and when it remains suspended on emotions and affects. The cross-cultural consultation enables the trauma to be developed and makes room for rituals and words. The children's drawings come to represent the traumatic transfer of the connections and fears, and the need to reconstruct a cultural cocoon. Copyright © 2016. Published by Elsevier Masson SAS.

Safety words inventory and literacy screener: standardization and validation.

PubMed

Glascoe, Frances Page

2002-01-01

When evaluating a school-aged patient, particularly for such issues as attention deficit disorder, or learning disabilities, health-care providers are encouraged to appraise children's school performance. Although some clinicians seek teachers' comments, recent research suggests that teachers' appraisals have limited value. As a consequence, health-care providers need brief methods, functional for busy primary care clinics, for detecting school problems. Because well-visits also include other services such as anticipatory guidance and safety and injury counseling, it would be helpful for detection tools to facilitate delivery of more than one aspect of well-child care. This study was undertaken to develop a brief method for evaluating school performance for elementary-age children and test its accuracy in identifying children with reading and other academic problems. By using common safety signs as the test stimuli, such a tool should also serve as a springboard to injury prevention counseling. Data were drawn from the standardization and validation data of an individually administered wide-range diagnostic achievement test using a geographically diverse, nationally representative sample of 934 children between 5 and 13 years of age. Children were administered the Comprehensive Inventory of Basic Skills-Revised (CIBS-R), which includes among its 10 subtests a 57-item measure of safety word recognition. Data were collected from previously administered measures of academics and intelligence. Forty-one children were administered the measure twice to assess inter-rater reliability. Logistic regression analyses were deployed using children's performance on the nine other subtests of the CIBS-R as the grouping variable, and as predictors, recognition of 57 safety words/phrases. Of these, 22 safety signs (e.g., "Keep out," "No Trespassing," "Danger") were significant predictors of overall academic performance. An additional seven safety words were added due to their ecological significance (e.g., "High Voltage," "Beware of Dog," "Poison," etc.). Receiver operating characteristic was used to determine cut scores based on children's ages in relation to overall academic performance. Cut scores increased with age and produced sensitivity of 78% (range, 73%-88%) and specificity of 84% (range, 77%-87%) to academic performance above and below the 25th percentile--the point where children typically fail to benefit from group instruction and become eligible for remedial reading programs (such as Title I). Children with performance below cut scores were 11 times more likely to have been retained in grade and five times more likely to receive a teacher rating of below average than were children performing above cut scores. Nevertheless, 72% of children with poor performance were not receiving special education or Title I services. Interrater reliability coefficients were high and ranged from .64 to .98. Extrapolating administration times from data on the CIBS-R as a whole suggests the reduced safety words measure takes 3 to 4 minutes to administer and score. The new measure, called the Safety Word Inventory and Literacy Screener (SWILS), consists of 29 words, takes little time to administer and score, and has a high degree of sensitivity and specificity to academic deficits. Use of the SWILS in primary care should enable clinicians to provide focused safety counseling while also screening for school problems.

Are middle school mathematics teachers able to solve word problems without using variable?

NASA Astrophysics Data System (ADS)

Gökkurt Özdemir, Burçin; Erdem, Emrullah; Örnek, Tuğba; Soylu, Yasin

2018-01-01

Many people consider problem solving as a complex process in which variables such as x, y are used. Problems may not be solved by only using 'variable.' Problem solving can be rationalized and made easier using practical strategies. When especially the development of children at younger ages is considered, it is obvious that mathematics teachers should solve problems through concrete processes. In this context, middle school mathematics teachers' skills to solve word problems without using variables were examined in the current study. Through the case study method, this study was conducted with 60 middle school mathematics teachers who have different professional experiences in five provinces in Turkey. A test consisting of five open-ended word problems was used as the data collection tool. The content analysis technique was used to analyze the data. As a result of the analysis, it was seen that the most of the teachers used trial-and-error strategy or area model as the solution strategy. On the other hand, the teachers who solved the problems using variables such as x, a, n or symbols such as Δ, □, ○, * and who also felt into error by considering these solutions as without variable were also seen in the study.

Preschool children master the logic of number word meanings.

PubMed

Lipton, Jennifer S; Spelke, Elizabeth S

2006-01-01

Although children take over a year to learn the meanings of the first three number words, they eventually master the logic of counting and the meanings of all the words in their count list. Here, we ask whether children's knowledge applies to number words beyond those they have mastered: Does a child who can only count to 20 infer that number words above 'twenty' refer to exact cardinal values? Three experiments provide evidence for this understanding in preschool children. Before beginning formal education or gaining counting skill, children possess a productive symbolic system for representing number.

Cognitive Abilities Explain Wording Effects in the Rosenberg Self-Esteem Scale.

PubMed

Gnambs, Timo; Schroeders, Ulrich

2017-12-01

There is consensus that the 10 items of the Rosenberg Self-Esteem Scale (RSES) reflect wording effects resulting from positively and negatively keyed items. The present study examined the effects of cognitive abilities on the factor structure of the RSES with a novel, nonparametric latent variable technique called local structural equation models. In a nationally representative German large-scale assessment including 12,437 students competing measurement models for the RSES were compared: a bifactor model with a common factor and a specific factor for all negatively worded items had an optimal fit. Local structural equation models showed that the unidimensionality of the scale increased with higher levels of reading competence and reasoning, while the proportion of variance attributed to the negatively keyed items declined. Wording effects on the factor structure of the RSES seem to represent a response style artifact associated with cognitive abilities.

Phonological and Semantic Cues to Learning from Word-Types

PubMed Central

Richtsmeier, Peter

2017-01-01

Word-types represent the primary form of data for many models of phonological learning, and they often predict performance in psycholinguistic tasks. Word-types are often tacitly defined as phonologically unique words. Yet, an explicit test of this definition is lacking, and natural language patterning suggests that word meaning could also act as a cue to word-type status. This possibility was tested in a statistical phonotactic learning experiment in which phonological and semantic properties of word-types varied. During familiarization, the learning targets—word-medial consonant sequences—were instantiated either by four related word-types or by just one word-type (the experimental frequency factor). The expectation was that more word-types would lead participants to generalize the target sequences. Regarding semantic cues, related word-types were either associated with different referents or all with a single referent. Regarding phonological cues, related word-types differed from each other by one, two, or more phonemes. At test, participants rated novel wordforms for their similarity to the familiarization words. When participants heard four related word-types, they gave higher ratings to test words with the same consonant sequences, irrespective of the phonological and semantic manipulations. The results support the existing phonological definition of word-types. PMID:29187914

Entering Freshmen Hindered by Functional Illiteracy.

ERIC Educational Resources Information Center

Sainz, JoAnn; Biggins, Catherine M.

Research has specifically linked dropping out of school to reading disabilities and related problems. Research on reading as a cognitive task has focused on reading as an active process with three questions of concern: (1) How does the learner learn to identify the printed word?; (2) How does he or she discriminate one word from another word?; and…

Boggle Logic Puzzles: Minimal Solutions

ERIC Educational Resources Information Center

Needleman, Jonathan

2013-01-01

Boggle logic puzzles are based on the popular word game Boggle played backwards. Given a list of words, the problem is to recreate the board. We explore these puzzles on a 3 x 3 board and find the minimum number of three-letter words needed to create a puzzle with a unique solution. We conclude with a series of open questions.

Modeling the Contribution of Phonotactic Cues to the Problem of Word Segmentation

ERIC Educational Resources Information Center

Blanchard, Daniel; Heinz, Jeffrey; Golinkoff, Roberta

2010-01-01

How do infants find the words in the speech stream? Computational models help us understand this feat by revealing the advantages and disadvantages of different strategies that infants might use. Here, we outline a computational model of word segmentation that aims both to incorporate cues proposed by language acquisition researchers and to…

An Action Research on Deep Word Processing Strategy Instruction

ERIC Educational Resources Information Center

Zhang, Limei

2010-01-01

For too long a time, how to memorize more words and keep them longer in mind has been a primary and everlasting problem for vocabulary teaching and learning. This study focused on deep processing as a word memorizing strategy in contextualizing, de- and re- contextualizing learning stages. It also examined possible effects of such pedagogy on…

Never Trust Your Word Processor

ERIC Educational Resources Information Center

Linke, Dirk

2009-01-01

In this article, the author talks about the auto correction mode of word processors that leads to a number of problems and describes an example in biochemistry exams that shows how word processors can lead to mistakes in databases and in papers. The author contends that, where this system is applied, spell checking should not be left to a word…

LEARNING SEMANTICS-ENHANCED LANGUAGE MODELS APPLIED TO UNSUEPRVISED WSD

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

VERSPOOR, KARIN; LIN, SHOU-DE

An N-gram language model aims at capturing statistical syntactic word order information from corpora. Although the concept of language models has been applied extensively to handle a variety of NLP problems with reasonable success, the standard model does not incorporate semantic information, and consequently limits its applicability to semantic problems such as word sense disambiguation. We propose a framework that integrates semantic information into the language model schema, allowing a system to exploit both syntactic and semantic information to address NLP problems. Furthermore, acknowledging the limited availability of semantically annotated data, we discuss how the proposed model can be learnedmore » without annotated training examples. Finally, we report on a case study showing how the semantics-enhanced language model can be applied to unsupervised word sense disambiguation with promising results.« less

Chinese Text Summarization Algorithm Based on Word2vec

NASA Astrophysics Data System (ADS)

Chengzhang, Xu; Dan, Liu

2018-02-01

In order to extract some sentences that can cover the topic of a Chinese article, a Chinese text summarization algorithm based on Word2vec is used in this paper. Words in an article are represented as vectors trained by Word2vec, the weight of each word, the sentence vector and the weight of each sentence are calculated by combining word-sentence relationship with graph-based ranking model. Finally the summary is generated on the basis of the final sentence vector and the final weight of the sentence. The experimental results on real datasets show that the proposed algorithm has a better summarization quality compared with TF-IDF and TextRank.

Neurophysiological evidence for the interplay of speech segmentation and word-referent mapping during novel word learning.

PubMed

François, Clément; Cunillera, Toni; Garcia, Enara; Laine, Matti; Rodriguez-Fornells, Antoni

2017-04-01

Learning a new language requires the identification of word units from continuous speech (the speech segmentation problem) and mapping them onto conceptual representation (the word to world mapping problem). Recent behavioral studies have revealed that the statistical properties found within and across modalities can serve as cues for both processes. However, segmentation and mapping have been largely studied separately, and thus it remains unclear whether both processes can be accomplished at the same time and if they share common neurophysiological features. To address this question, we recorded EEG of 20 adult participants during both an audio alone speech segmentation task and an audiovisual word-to-picture association task. The participants were tested for both the implicit detection of online mismatches (structural auditory and visual semantic violations) as well as for the explicit recognition of words and word-to-picture associations. The ERP results from the learning phase revealed a delayed learning-related fronto-central negativity (FN400) in the audiovisual condition compared to the audio alone condition. Interestingly, while online structural auditory violations elicited clear MMN/N200 components in the audio alone condition, visual-semantic violations induced meaning-related N400 modulations in the audiovisual condition. The present results support the idea that speech segmentation and meaning mapping can take place in parallel and act in synergy to enhance novel word learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

Arithmetic learning with the use of graphic organiser

NASA Astrophysics Data System (ADS)

Sai, F. L.; Shahrill, M.; Tan, A.; Han, S. H.

2018-01-01

For this study, Zollman’s four corners-and-a-diamond mathematics graphic organiser embedded with Polya’s Problem Solving Model was used to investigate secondary school students’ performance in arithmetic word problems. This instructional learning tool was used to help students break down the given information into smaller units for better strategic planning. The participants were Year 7 students, comprised of 21 male and 20 female students, aged between 11-13 years old, from a co-ed secondary school in Brunei Darussalam. This study mainly adopted a quantitative approach to investigate the types of differences found in the arithmetic word problem pre- and post-tests results from the use of the learning tool. Although the findings revealed slight improvements in the overall comparisons of the students’ test results, the in-depth analysis of the students’ responses in their activity worksheets shows a different outcome. Some students were able to make good attempts in breaking down the key points into smaller information in order to solve the word problems.

Efficient automatic OCR word validation using word partial format derivation and language model

NASA Astrophysics Data System (ADS)

Chen, Siyuan; Misra, Dharitri; Thoma, George R.

2010-01-01

In this paper we present an OCR validation module, implemented for the System for Preservation of Electronic Resources (SPER) developed at the U.S. National Library of Medicine.1 The module detects and corrects suspicious words in the OCR output of scanned textual documents through a procedure of deriving partial formats for each suspicious word, retrieving candidate words by partial-match search from lexicons, and comparing the joint probabilities of N-gram and OCR edit transformation corresponding to the candidates. The partial format derivation, based on OCR error analysis, efficiently and accurately generates candidate words from lexicons represented by ternary search trees. In our test case comprising a historic medico-legal document collection, this OCR validation module yielded the correct words with 87% accuracy and reduced the overall OCR word errors by around 60%.

Strategy Choice in Solving Arithmetic Word Problems: Are There Differences between Students with Learning Disabilities, G-V Poor Performance, and Typical Achievement Students?

ERIC Educational Resources Information Center

Gonzalez, Juan E. Jimenez; Espinel, Ana Isabel Garcia

2002-01-01

A study was designed to test whether there are differences between Spanish children (ages 7-9) with arithmetic learning disabilities (n=60), garden-variety (G-V) poor performance (n=44), and typical children (n=44) in strategy choice when solving arithmetic word problems. No significant differences were found between children with dyscalculia and…

Using Psychometric Technology in Educational Assessment: The Case of a Schema-Based Isomorphic Approach to the Automatic Generation of Quantitative Reasoning Items

ERIC Educational Resources Information Center

Arendasy, Martin; Sommer, Markus

2007-01-01

This article deals with the investigation of the psychometric quality and constructs validity of algebra word problems generated by means of a schema-based version of the automatic min-max approach. Based on review of the research literature in algebra word problem solving and automatic item generation this new approach is introduced as a…

Experiments in automatic word class and word sense identification for information retrieval

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

Gauch, S.; Futrelle, R.P.

Automatic identification of related words and automatic detection of word senses are two long-standing goals of researchers in natural language processing. Word class information and word sense identification may enhance the performance of information retrieval system4ms. Large online corpora and increased computational capabilities make new techniques based on corpus linguisitics feasible. Corpus-based analysis is especially needed for corpora from specialized fields for which no electronic dictionaries or thesauri exist. The methods described here use a combination of mutual information and word context to establish word similarities. Then, unsupervised classification is done using clustering in the word space, identifying word classesmore » without pretagging. We also describe an extension of the method to handle the difficult problems of disambiguation and of determining part-of-speech and semantic information for low-frequency words. The method is powerful enough to produce high-quality results on a small corpus of 200,000 words from abstracts in a field of molecular biology.« less

An English-French-German-Spanish Word Frequency Dictionary: A Correlation of the First Six Thousand Words in Four Single-Language Frequency Lists.

ERIC Educational Resources Information Center

Eaton, Helen S., Comp.

This semantic frequency list for English, French, German, and Spanish correlates 6,474 concepts represented by individual words in an order of diminishing occurrence. Designed as a research tool, the work is segmented into seven comparative "Thousand Concepts" lists with 115 sectional subdivisions, each of which begins with the key English word…

Compound Words: A Problem in Post-Coordinate Retrieval Systems

ERIC Educational Resources Information Center

Jones, Kevin P.

1971-01-01

Compound words cause some difficulty in post-coordinate indexing systems: if too many are fractured, or the wrong categories are selected for fracturing noise will be produced at unacceptable levels on retrieval. (Author/MM)

What is Dyslexia? | NIH MedlinePlus the Magazine

MedlinePlus

... words Difficulty understanding text that is read (poor comprehension) Problems with spelling Delayed speech (learning to talk ... of technology. Children with dyslexia may benefit from listening to books on tape or using word-processing ...

Incorporating linguistic knowledge for learning distributed word representations.

PubMed

Wang, Yan; Liu, Zhiyuan; Sun, Maosong

2015-01-01

Combined with neural language models, distributed word representations achieve significant advantages in computational linguistics and text mining. Most existing models estimate distributed word vectors from large-scale data in an unsupervised fashion, which, however, do not take rich linguistic knowledge into consideration. Linguistic knowledge can be represented as either link-based knowledge or preference-based knowledge, and we propose knowledge regularized word representation models (KRWR) to incorporate these prior knowledge for learning distributed word representations. Experiment results demonstrate that our estimated word representation achieves better performance in task of semantic relatedness ranking. This indicates that our methods can efficiently encode both prior knowledge from knowledge bases and statistical knowledge from large-scale text corpora into a unified word representation model, which will benefit many tasks in text mining.

Incorporating Linguistic Knowledge for Learning Distributed Word Representations

PubMed Central

Wang, Yan; Liu, Zhiyuan; Sun, Maosong

2015-01-01

Combined with neural language models, distributed word representations achieve significant advantages in computational linguistics and text mining. Most existing models estimate distributed word vectors from large-scale data in an unsupervised fashion, which, however, do not take rich linguistic knowledge into consideration. Linguistic knowledge can be represented as either link-based knowledge or preference-based knowledge, and we propose knowledge regularized word representation models (KRWR) to incorporate these prior knowledge for learning distributed word representations. Experiment results demonstrate that our estimated word representation achieves better performance in task of semantic relatedness ranking. This indicates that our methods can efficiently encode both prior knowledge from knowledge bases and statistical knowledge from large-scale text corpora into a unified word representation model, which will benefit many tasks in text mining. PMID:25874581

Toward a theory of distributed word expert natural language parsing

NASA Technical Reports Server (NTRS)

Rieger, C.; Small, S.

1981-01-01

An approach to natural language meaning-based parsing in which the unit of linguistic knowledge is the word rather than the rewrite rule is described. In the word expert parser, knowledge about language is distributed across a population of procedural experts, each representing a word of the language, and each an expert at diagnosing that word's intended usage in context. The parser is structured around a coroutine control environment in which the generator-like word experts ask questions and exchange information in coming to collective agreement on sentence meaning. The word expert theory is advanced as a better cognitive model of human language expertise than the traditional rule-based approach. The technical discussion is organized around examples taken from the prototype LISP system which implements parts of the theory.

What relates newspaper, definite, and clothing? An article describing deficits in convergent problem solving and creativity following hippocampal damage

PubMed Central

Warren, David E.; Kurczek, Jake; Duff, Melissa C.

2016-01-01

Creativity relies on a diverse set of cognitive processes associated with distinct neural correlates, and one important aspect of creativity, divergent thinking, has been associated with the hippocampus. However, hippocampal contributions to another important aspect of creativity, convergent problem solving, have not been investigated. We tested the necessity of hippocampus for convergent problem solving using a neuropsychological method. Participants with amnesia due to hippocampal damage (N=5) and healthy normal comparison participants (N=5) were tested using a task that promoted solutions based on existing knowledge (Bowden and Jung-Beeman, 2003). During each trial, participants were given a list of three words (e.g., fly, man, place) and asked to respond with a word that could be combined with each of the three words (e.g., fire). The amnesic group produced significantly fewer correct responses than the healthy comparison group. These findings indicate that the hippocampus is necessary for normal convergent problem solving and that changes in the status of the hippocampus should affect convergent problem solving in the context of creative problem-solving across short intervals. This proposed contribution of the hippocampus to convergent problem solving is consistent with an expanded perspective on hippocampal function that acknowledges its role in cognitive processes beyond declarative memory. PMID:27010751

A Case Study of a Reluctant Word Processor: A Look at One Student in a Word Processing Classroom.

ERIC Educational Resources Information Center

Sloane, Sarah

A case study examined the writing problems of Jay, a freshman composition student at the University of Massachusetts, to determine how teachers should handle students whose composing styles are not suited to writing with word processors. Interviews, classroom observation, and careful analyses of Jay's essays in progress and logsheets were…

Teaching Word Stress to Turkish EFL (English as a Foreign Language) Learners through Internet-Based Video Lessons

ERIC Educational Resources Information Center

Hismanoglu, Murat

2012-01-01

The purpose of this study is to elicit problem causing word stress patterns for Turkish EFL (English as a foreign language) learners and investigate whether Internet-based pronunciation lesson is superior to traditional pronunciation lesson in terms of enhancing Turkish EFL learners' accurate production of stressed syllables in English words. A…

Words and Pictures: An Electrophysiological Investigation of Domain Specific Processing in Native Chinese and English Speakers

ERIC Educational Resources Information Center

Yum, Yen Na; Holcomb, Phillip J.; Grainger, Jonathan

2011-01-01

Comparisons of word and picture processing using event-related potentials (ERPs) are contaminated by gross physical differences between the two types of stimuli. In the present study, we tackle this problem by comparing picture processing with word processing in an alphabetic and a logographic script, that are also characterized by gross physical…

Word Class Distinctions in Second Language Acquisition: An Experimental Study of L2 Spanish

ERIC Educational Resources Information Center

Zyzik, Eve; Azevedo, Clara

2009-01-01

Although the problem of word class has been explored in numerous first language studies, relatively little is known about this process in SLA. The present study measures second language (L2) learners' knowledge of word class distinctions (e.g., noun vs. adjective) in a variety of syntactic contexts. English-speaking learners of Spanish from…

Thinking can cause forgetting: memory dynamics in creative problem solving.

PubMed

Storm, Benjamin C; Angello, Genna; Bjork, Elizabeth Ligon

2011-09-01

Research on retrieval-induced forgetting has shown that retrieval can cause the forgetting of related or competing items in memory (Anderson, Bjork, & Bjork, 1994). In the present research, we examined whether an analogous phenomenon occurs in the context of creative problem solving. Using the Remote Associates Test (RAT; Mednick, 1962), we found that attempting to generate a novel common associate to 3 cue words caused the forgetting of other strong associates related to those cue words. This problem-solving-induced forgetting effect occurred even when participants failed to generate a viable solution, increased in magnitude when participants spent additional time problem solving, and was positively correlated with problem-solving success on a separate set of RAT problems. These results implicate a role for forgetting in overcoming fixation in creative problem solving. (c) 2011 APA, all rights reserved.

Rhinoplasty: The Asymmetric Crooked Nose-An Overview.

PubMed

Kosins, Aaron M; Daniel, Rollin K; Nguyen, Dananh P

2016-08-01

There are three reasons why the asymmetric crooked nose is one of the greatest challenges in rhinoplasty surgery. First, the complexity of the problem is not appreciated by the patient nor understood by the surgeon. Patients often see the obvious deviation of the nose, but not the distinct differences between the right and left sides. Surgeons fail to understand and to emphasize to the patient that each component of the nose is asymmetric. Second, these deformities can be improved, but rarely made flawless. For this reason, patients are told that the result will be all "-er words," better, straighter, cuter, but no "t-words," there is no perfect nor straight. Most surgeons fail to realize that these cases represent asymmetric noses on asymmetric faces with the variable of ipsilateral and contralateral deviations. Third, these cases demand a wide range of sophisticated surgical techniques, some of which have a minimal margin of error. This article offers an in-depth look at analysis, preoperative planning, and surgical techniques available for dealing with the asymmetric crooked nose. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Authorship attribution based on Life-Like Network Automata

PubMed Central

Machicao, Jeaneth; Corrêa, Edilson A.; Miranda, Gisele H. B.; Amancio, Diego R.

2018-01-01

The authorship attribution is a problem of considerable practical and technical interest. Several methods have been designed to infer the authorship of disputed documents in multiple contexts. While traditional statistical methods based solely on word counts and related measurements have provided a simple, yet effective solution in particular cases; they are prone to manipulation. Recently, texts have been successfully modeled as networks, where words are represented by nodes linked according to textual similarity measurements. Such models are useful to identify informative topological patterns for the authorship recognition task. However, there is no consensus on which measurements should be used. Thus, we proposed a novel method to characterize text networks, by considering both topological and dynamical aspects of networks. Using concepts and methods from cellular automata theory, we devised a strategy to grasp informative spatio-temporal patterns from this model. Our experiments revealed an outperformance over structural analysis relying only on topological measurements, such as clustering coefficient, betweenness and shortest paths. The optimized results obtained here pave the way for a better characterization of textual networks. PMID:29566100

Can multilinguality improve Biomedical Word Sense Disambiguation?

PubMed

Duque, Andres; Martinez-Romo, Juan; Araujo, Lourdes

2016-12-01

Ambiguity in the biomedical domain represents a major issue when performing Natural Language Processing tasks over the huge amount of available information in the field. For this reason, Word Sense Disambiguation is critical for achieving accurate systems able to tackle complex tasks such as information extraction, summarization or document classification. In this work we explore whether multilinguality can help to solve the problem of ambiguity, and the conditions required for a system to improve the results obtained by monolingual approaches. Also, we analyze the best ways to generate those useful multilingual resources, and study different languages and sources of knowledge. The proposed system, based on co-occurrence graphs containing biomedical concepts and textual information, is evaluated on a test dataset frequently used in biomedicine. We can conclude that multilingual resources are able to provide a clear improvement of more than 7% compared to monolingual approaches, for graphs built from a small number of documents. Also, empirical results show that automatically translated resources are a useful source of information for this particular task. Copyright © 2016 Elsevier Inc. All rights reserved.

Fundamentals of the Design and the Operation of an Intelligent Tutoring System for the Learning of the Arithmetical and Algebraic Way of Solving Word Problems

ERIC Educational Resources Information Center

Arnau, David; Arevalillo-Herraez, Miguel; Puig, Luis; Gonzalez-Calero, Jose Antonio

2013-01-01

Designers of interactive learning environments with a focus on word problem solving usually have to compromise between the amount of resolution paths that a user is allowed to follow and the quality of the feedback provided. We have built an intelligent tutoring system (ITS) that is able to both track the user's actions and provide adequate…

Identifying Children in Middle Childhood Who Are at Risk for Reading Problems.

PubMed

Speece, Deborah L; Ritchey, Kristen D; Silverman, Rebecca; Schatschneider, Christopher; Walker, Caroline Y; Andrusik, Katryna N

2010-06-01

The purpose of this study was to identify and evaluate a universal screening battery for reading that is appropriate for older elementary students in a response to intervention model. Multiple measures of reading and reading correlates were administered to 230 fourth-grade children. Teachers rated children's reading skills, academic competence, and attention. Children were classified as not-at-risk or at-risk readers based on a three-factor model reflecting reading comprehension, word recognition/decoding, and word fluency. Predictors of reading status included group-administered tests of reading comprehension, silent word reading fluency, and teacher ratings of reading problems. Inclusion of individually administered tests and growth estimates did not add substantial variance. The receiver-operator characteristic curve analysis yielded an area under the curve index of 0.90, suggesting this model may both accurately and efficiently screen older elementary students with reading problems.

What You Learn is What You See: Using Eye Movements to Study Infant Cross-Situational Word Learning

PubMed Central

Smith, Linda

2016-01-01

Recent studies show that both adults and young children possess powerful statistical learning capabilities to solve the word-to-world mapping problem. However, the underlying mechanisms that make statistical learning possible and powerful are not yet known. With the goal of providing new insights into this issue, the research reported in this paper used an eye tracker to record the moment-by-moment eye movement data of 14-month-old babies in statistical learning tasks. Various measures are applied to such fine-grained temporal data, such as looking duration and shift rate (the number of shifts in gaze from one visual object to the other) trial by trial, showing different eye movement patterns between strong and weak statistical learners. Moreover, an information-theoretic measure is developed and applied to gaze data to quantify the degree of learning uncertainty trial by trial. Next, a simple associative statistical learning model is applied to eye movement data and these simulation results are compared with empirical results from young children, showing strong correlations between these two. This suggests that an associative learning mechanism with selective attention can provide a cognitively plausible model of cross-situational statistical learning. The work represents the first steps to use eye movement data to infer underlying real-time processes in statistical word learning. PMID:22213894

Optical character recognition of handwritten Arabic using hidden Markov models

NASA Astrophysics Data System (ADS)

Aulama, Mohannad M.; Natsheh, Asem M.; Abandah, Gheith A.; Olama, Mohammed M.

2011-04-01

The problem of optical character recognition (OCR) of handwritten Arabic has not received a satisfactory solution yet. In this paper, an Arabic OCR algorithm is developed based on Hidden Markov Models (HMMs) combined with the Viterbi algorithm, which results in an improved and more robust recognition of characters at the sub-word level. Integrating the HMMs represents another step of the overall OCR trends being currently researched in the literature. The proposed approach exploits the structure of characters in the Arabic language in addition to their extracted features to achieve improved recognition rates. Useful statistical information of the Arabic language is initially extracted and then used to estimate the probabilistic parameters of the mathematical HMM. A new custom implementation of the HMM is developed in this study, where the transition matrix is built based on the collected large corpus, and the emission matrix is built based on the results obtained via the extracted character features. The recognition process is triggered using the Viterbi algorithm which employs the most probable sequence of sub-words. The model was implemented to recognize the sub-word unit of Arabic text raising the recognition rate from being linked to the worst recognition rate for any character to the overall structure of the Arabic language. Numerical results show that there is a potentially large recognition improvement by using the proposed algorithms.

Optical character recognition of handwritten Arabic using hidden Markov models

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

Aulama, Mohannad M.; Natsheh, Asem M.; Abandah, Gheith A.

2011-01-01

The problem of optical character recognition (OCR) of handwritten Arabic has not received a satisfactory solution yet. In this paper, an Arabic OCR algorithm is developed based on Hidden Markov Models (HMMs) combined with the Viterbi algorithm, which results in an improved and more robust recognition of characters at the sub-word level. Integrating the HMMs represents another step of the overall OCR trends being currently researched in the literature. The proposed approach exploits the structure of characters in the Arabic language in addition to their extracted features to achieve improved recognition rates. Useful statistical information of the Arabic language ismore » initially extracted and then used to estimate the probabilistic parameters of the mathematical HMM. A new custom implementation of the HMM is developed in this study, where the transition matrix is built based on the collected large corpus, and the emission matrix is built based on the results obtained via the extracted character features. The recognition process is triggered using the Viterbi algorithm which employs the most probable sequence of sub-words. The model was implemented to recognize the sub-word unit of Arabic text raising the recognition rate from being linked to the worst recognition rate for any character to the overall structure of the Arabic language. Numerical results show that there is a potentially large recognition improvement by using the proposed algorithms.« less

Linguistic Knowledge at Early Stage I; Evidence from Successive Single Word Utterances. Papers and Reports on Child Language Development, No. 12.

ERIC Educational Resources Information Center

Horgan, Dianne

A study was conducted to determine whether the child expresses linguistic knowledge during the single-word period. The order of mention in 65 sets of successive single-word utterances from five children at Stage 1, two to four years old, were analyzed. To elicit speech, the children were shown line drawings representing such situations as animate…

A Bridge between Pictures and Print.

ERIC Educational Resources Information Center

Jeffree, Dorothy

1981-01-01

The experiment investigated the feasibility of bridging the gap between the recognition of pictures and the recognition of words in four mentally handicapped adolescents by adapting a modified version of symbol accentuation (in which a printed word looks like the object it represents). (SB)

Lexical ambiguity resolution

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

Small, S.; Cottrell, G.; Tanenhaus, M.

1987-01-01

This book collects much of the best research currently available on the problem of lexical ambiguity resolution in the processing of human language. When taken out of context, sentences are usually ambiguous. When actually uttered in a dialogue or written in text, these same sentences often have unique interpretations. The inherent ambiguity of isolated sentences, becomes obvious in the attempt to write a computer program to understand them. Different views have emerged on the nature of context and the mechanisms by which it directs unambiguous understanding of words and sentences. These perspectives are represented and discussed. Eighteen original papers frommore » a valuable source book for cognitive scientists in AI, psycholinguistics, neuropsychology, or theoretical linguistics.« less

Modeling operation of mechanism of holistic management of technological processes at enterprise

NASA Astrophysics Data System (ADS)

Igorevich Shanin, Igor; Aleksandrovna Boris, Olga

2018-03-01

Enterprises applying modeling and technological process management approaches represent a sector of a new innovative economic system. First of all, they are innovators using innovative proposals and various resources to solve practical problems. Their work leads to balanced positive technological changes. In other words, they constitute industrial entrepreneurship with innovative goals and vice versa - innovative entrepreneurship with industrial objectives. It should be noted that the mechanism of holistic management of technological processes at the enterprise combines a traditional industrial organization of production, an innovative and technological enterprise. The enterprise borrows industrial targets from the latter one, an innovative component - from innovative activity and entrepreneurial approaches to holistic management - from a commercial firm.

Users guide: The LaRC human-operator-simulator-based pilot model

NASA Technical Reports Server (NTRS)

Bogart, E. H.; Waller, M. C.

1985-01-01

A Human Operator Simulator (HOS) based pilot model has been developed for use at NASA LaRC for analysis of flight management problems. The model is currently configured to simulate piloted flight of an advanced transport airplane. The generic HOS operator and machine model was originally developed under U.S. Navy sponsorship by Analytics, Inc. and through a contract with LaRC was configured to represent a pilot flying a transport airplane. A version of the HOS program runs in batch mode on LaRC's (60-bit-word) central computer system. This document provides a guide for using the program and describes in some detail the assortment of files used during its operation.

Evaluating a Pivot-Based Approach for Bilingual Lexicon Extraction

PubMed Central

Kim, Jae-Hoon; Kwon, Hong-Seok; Seo, Hyeong-Won

2015-01-01

A pivot-based approach for bilingual lexicon extraction is based on the similarity of context vectors represented by words in a pivot language like English. In this paper, in order to show validity and usability of the pivot-based approach, we evaluate the approach in company with two different methods for estimating context vectors: one estimates them from two parallel corpora based on word association between source words (resp., target words) and pivot words and the other estimates them from two parallel corpora based on word alignment tools for statistical machine translation. Empirical results on two language pairs (e.g., Korean-Spanish and Korean-French) have shown that the pivot-based approach is very promising for resource-poor languages and this approach observes its validity and usability. Furthermore, for words with low frequency, our method is also well performed. PMID:25983745

PCM synchronization by word stuffing

NASA Technical Reports Server (NTRS)

Butman, S.

1969-01-01

When a transmitted word, consisting of a number of pulses, is detected and removed from the data stream, the space left by the removal is eliminated by a memory buffer. This eliminates the need for a clock synchronizer thereby removing instability problems.

Dynamic burstiness of word-occurrence and network modularity in textbook systems

NASA Astrophysics Data System (ADS)

Cui, Xue-Mei; Yoon, Chang No; Youn, Hyejin; Lee, Sang Hoon; Jung, Jean S.; Han, Seung Kee

2017-12-01

We show that the dynamic burstiness of word occurrence in textbook systems is attributed to the modularity of the word association networks. At first, a measure of dynamic burstiness is introduced to quantify burstiness of word occurrence in a textbook. The advantage of this measure is that the dynamic burstiness is decomposable into two contributions: one coming from the inter-event variance and the other from the memory effects. Comparing network structures of physics textbook systems with those of surrogate random textbooks without the memory or variance effects are absent, we show that the network modularity increases systematically with the dynamic burstiness. The intra-connectivity of individual word representing the strength of a tie with which a node is bound to a module accordingly increases with the dynamic burstiness, suggesting individual words with high burstiness are strongly bound to one module. Based on the frequency and dynamic burstiness, physics terminology is classified into four categories: fundamental words, topical words, special words, and common words. In addition, we test the correlation between the dynamic burstiness of word occurrence and network modularity using a two-state model of burst generation.

What Are the Symptoms of Learning Disabilities?

MedlinePlus

... Difficulty with reading and/or writing Problems with math skills Difficulty remembering Problems paying attention Trouble following ... numbers. Other symptoms may include 7 : Difficulty with math-related word problems Trouble making change in cash ...

Word problems: a review of linguistic and numerical factors contributing to their difficulty

PubMed Central

Daroczy, Gabriella; Wolska, Magdalena; Meurers, Walt Detmar; Nuerk, Hans-Christoph

2015-01-01

Word problems (WPs) belong to the most difficult and complex problem types that pupils encounter during their elementary-level mathematical development. In the classroom setting, they are often viewed as merely arithmetic tasks; however, recent research shows that a number of linguistic verbal components not directly related to arithmetic contribute greatly to their difficulty. In this review, we will distinguish three components of WP difficulty: (i) the linguistic complexity of the problem text itself, (ii) the numerical complexity of the arithmetic problem, and (iii) the relation between the linguistic and numerical complexity of a problem. We will discuss the impact of each of these factors on WP difficulty and motivate the need for a high degree of control in stimuli design for experiments that manipulate WP difficulty for a given age group. PMID:25883575

Reduced attentional blink for gambling-related stimuli in problem gamblers.

PubMed

Brevers, Damien; Cleeremans, Axel; Tibboel, Helen; Bechara, Antoine; Kornreich, Charles; Verbanck, Paul; Noël, Xavier

2011-09-01

Although there is considerable information concerning the attentional biases in psychoactive substance use and misuse, much less is known about the contribution of attentional processing in problem gambling. The aim of this study was to examine whether problem gamblers (PrG) exhibit attentional bias at the level of the encoding processing stage. Forty PrG and 35 controls participated in an attentional blink (AB) paradigm in which they were required to identify both gambling and neutral words that appeared in a rapid serial visual presentation. Explicit motivation (e.g., intrinsic/arousal, extrinsic, amotivation) toward the gambling cues was recorded. A diminished AB effect for gambling-related words compared to neutral targets was identified in PrG. In contrast, AB was similar when either gambling-related or neutral words were presented to controls. Furthermore, there was a significant positive correlation between the reduced AB for gambling-related words and the sub-score of intrinsic/arousal motivation to gamble in PrG. Such findings suggest that the PrG group exhibits an enhanced ability to process gambling-related information, which is associated with their desire to gamble for arousal reasons. Theoretical and clinical implications of these results are discussed. Copyright © 2011 Elsevier Ltd. All rights reserved.

Associative Asymmetry of Compound Words

ERIC Educational Resources Information Center

Caplan, Jeremy B.; Boulton, Kathy L.; Gagné, Christina L.

2014-01-01

Early verbal-memory researchers assumed participants represent memory of a pair of unrelated items with 2 independent, separately modifiable, directional associations. However, memory for pairs of unrelated words (A-B) exhibits associative symmetry: a near-perfect correlation between accuracy on forward (A??) and backward (??B) cued recall. This…

Learning Semantic Tags from Big Data for Clinical Text Representation.

PubMed

Li, Yanpeng; Liu, Hongfang

2015-01-01

In clinical text mining, it is one of the biggest challenges to represent medical terminologies and n-gram terms in sparse medical reports using either supervised or unsupervised methods. Addressing this issue, we propose a novel method for word and n-gram representation at semantic level. We first represent each word by its distance with a set of reference features calculated by reference distance estimator (RDE) learned from labeled and unlabeled data, and then generate new features using simple techniques of discretization, random sampling and merging. The new features are a set of binary rules that can be interpreted as semantic tags derived from word and n-grams. We show that the new features significantly outperform classical bag-of-words and n-grams in the task of heart disease risk factor extraction in i2b2 2014 challenge. It is promising to see that semantics tags can be used to replace the original text entirely with even better prediction performance as well as derive new rules beyond lexical level.

Automated software system for checking the structure and format of ACM SIG documents

NASA Astrophysics Data System (ADS)

Mirza, Arsalan Rahman; Sah, Melike

2017-04-01

Microsoft (MS) Office Word is one of the most commonly used software tools for creating documents. MS Word 2007 and above uses XML to represent the structure of MS Word documents. Metadata about the documents are automatically created using Office Open XML (OOXML) syntax. We develop a new framework, which is called ADFCS (Automated Document Format Checking System) that takes the advantage of the OOXML metadata, in order to extract semantic information from MS Office Word documents. In particular, we develop a new ontology for Association for Computing Machinery (ACM) Special Interested Group (SIG) documents for representing the structure and format of these documents by using OWL (Web Ontology Language). Then, the metadata is extracted automatically in RDF (Resource Description Framework) according to this ontology using the developed software. Finally, we generate extensive rules in order to infer whether the documents are formatted according to ACM SIG standards. This paper, introduces ACM SIG ontology, metadata extraction process, inference engine, ADFCS online user interface, system evaluation and user study evaluations.

Emotional connotations of words related to authority and community.

PubMed

Schauenburg, Gesche; Ambrasat, Jens; Schröder, Tobias; von Scheve, Christian; Conrad, Markus

2015-09-01

We present a database of 858 German words from the semantic fields of authority and community, which represent core dimensions of human sociality. The words were selected on the basis of co-occurrence profiles of representative keywords for these semantic fields. All words were rated along five dimensions, each measured by a bipolar semantic-differential scale: Besides the classic dimensions of affective meaning (valence, arousal, and potency), we collected ratings of authority and community with newly developed scales. The results from cluster, correlational, and multiple regression analyses on the rating data suggest a robust negativity bias for authority valuation among German raters recruited via university mailing lists, whereas community ratings appear to be rather unrelated to the well-established affective dimensions. Furthermore, our data involve a strong overall negative correlation-rather than the classical U-shaped distribution-between valence and arousal for socially relevant concepts. Our database provides a valuable resource for research questions at the intersection of cognitive neuroscience and social psychology. It can be downloaded as supplemental materials with this article.

First-pass selectivity for semantic categories in human anteroventral temporal lobe

PubMed Central

Chan, Alexander M.; Baker, Janet M.; Eskandar, Emad; Schomer, Donald; Ulbert, Istvan; Marinkovic, Ksenija; Cash, Sydney S.; Halgren, Eric

2012-01-01

How the brain encodes the semantic concepts represented by words is a fundamental question in cognitive neuroscience. Hemodynamic neuroimaging studies have robustly shown that different areas of posteroventral temporal lobe are selectively activated by images of animals versus manmade objects. Selective responses in these areas to words representing animals versus objects are sometimes also seen, but they are task-dependent, suggesting that posteroventral temporal cortex may encode visual categories, while more anterior areas encode semantic categories. Here, using the spatiotemporal resolution provided by intracranial macroelectrode and microelectrode arrays, we report category-selective responses to words representing animals and objects in human anteroventral temporal areas including inferotemporal, perirhinal and entorhinal cortices. This selectivity generalizes across tasks and sensory modalities, suggesting that it represents abstract lexico-semantic categories. Significant category-specific responses are found in measures sensitive to synaptic activity (local field potentials, high gamma power, current sources and sinks) and unit-firing (multi- and single-unit activity). Category-selective responses can occur at short latency, as early as 130ms, in middle cortical layers and thus are extracted in the first-pass of activity through the anteroventral temporal lobe. This activation may provide input to posterior areas for iconic representations when required by the task, as well as to the hippocampal formation for categorical encoding and retrieval of memories, and to the amygdala for emotional associations. More generally, these results support models in which the anteroventral temporal lobe plays a primary role in the semantic representation of words. PMID:22159123

What relates newspaper, definite, and clothing? An article describing deficits in convergent problem solving and creativity following hippocampal damage.

PubMed

Warren, David E; Kurczek, Jake; Duff, Melissa C

2016-07-01

Creativity relies on a diverse set of cognitive processes associated with distinct neural correlates, and one important aspect of creativity, divergent thinking, has been associated with the hippocampus. However, hippocampal contributions to another important aspect of creativity, convergent problem solving, have not been investigated. We tested the necessity of hippocampus for convergent problem solving using a neuropsychological method. Participants with amnesia due to hippocampal damage (N = 5) and healthy normal comparison participants (N = 5) were tested using a task that promoted solutions based on existing knowledge (Bowden and Jung-Beeman, 2003). During each trial, participants were given a list of three words (e.g., fly, man, place) and asked to respond with a word that could be combined with each of the three words (e.g., fire). The amnesic group produced significantly fewer correct responses than the healthy comparison group. These findings indicate that the hippocampus is necessary for normal convergent problem solving and that changes in the status of the hippocampus should affect convergent problem solving in the context of creative problem-solving across short intervals. This proposed contribution of the hippocampus to convergent problem solving is consistent with an expanded perspective on hippocampal function that acknowledges its role in cognitive processes beyond declarative memory. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

The research on medical image classification algorithm based on PLSA-BOW model.

PubMed

Cao, C H; Cao, H L

2016-04-29

With the rapid development of modern medical imaging technology, medical image classification has become more important for medical diagnosis and treatment. To solve the existence of polysemous words and synonyms problem, this study combines the word bag model with PLSA (Probabilistic Latent Semantic Analysis) and proposes the PLSA-BOW (Probabilistic Latent Semantic Analysis-Bag of Words) model. In this paper we introduce the bag of words model in text field to image field, and build the model of visual bag of words model. The method enables the word bag model-based classification method to be further improved in accuracy. The experimental results show that the PLSA-BOW model for medical image classification can lead to a more accurate classification.

Tone of voice guides word learning in informative referential contexts.

PubMed

Reinisch, Eva; Jesse, Alexandra; Nygaard, Lynne C

2013-06-01

Listeners infer which object in a visual scene a speaker refers to from the systematic variation of the speaker's tone of voice (ToV). We examined whether ToV also guides word learning. During exposure, participants heard novel adjectives (e.g., "daxen") spoken with a ToV representing hot, cold, strong, weak, big, or small while viewing picture pairs representing the meaning of the adjective and its antonym (e.g., elephant-ant for big-small). Eye fixations were recorded to monitor referent detection and learning. During test, participants heard the adjectives spoken with a neutral ToV, while selecting referents from familiar and unfamiliar picture pairs. Participants were able to learn the adjectives' meanings, and, even in the absence of informative ToV, generalize them to new referents. A second experiment addressed whether ToV provides sufficient information to infer the adjectival meaning or needs to operate within a referential context providing information about the relevant semantic dimension. Participants who saw printed versions of the novel words during exposure performed at chance during test. ToV, in conjunction with the referential context, thus serves as a cue to word meaning. ToV establishes relations between labels and referents for listeners to exploit in word learning.

Joint attention helps infants learn new words: event-related potential evidence.

PubMed

Hirotani, Masako; Stets, Manuela; Striano, Tricia; Friederici, Angela D

2009-04-22

This study investigated the role of joint attention in infants' word learning. Infants aged 18-21 months were taught new words in two social contexts, joint attention (eye contact, positive tone of voice) or non-joint attention (no eye contact, neutral tone of voice). Event-related potentials were measured as the infants saw objects either congruent or incongruent with the taught words. For both social contexts, an early negativity was observed for the congruent condition, reflecting a phonological-lexical priming effect between objects and the taught words. In addition, for the joint attention, the incongruent condition elicited a late, widely distributed negativity, attributed to semantic integration difficulties. Thus, social cues have an impact on how words are learned and represented in a child's mental lexicon.

Talk this way: the effect of prosodically conveyed semantic information on memory for novel words.

PubMed

Shintel, Hadas; Anderson, Nathan L; Fenn, Kimberly M

2014-08-01

Speakers modulate their prosody to express not only emotional information but also semantic information (e.g., raising pitch for upward motion). Moreover, this information can help listeners infer meaning. Work investigating the communicative role of prosodically conveyed meaning has focused on reference resolution, and potential mnemonic benefits remain unexplored. We investigated the effect of prosody on memory for the meaning of novel words, even when it conveys superfluous information. Participants heard novel words, produced with congruent or incongruent prosody, and viewed image pairs representing the intended meaning and its antonym (e.g., a small and a large dog). Importantly, an arrow indicated the image representing the intended meaning, resolving the ambiguity. Participants then completed 2 memory tests, either immediately after learning or after a 24-hr delay, on which they chose an image (out of a new image pair) and a definition that best represented the word. On the image test, memory was similar on the immediate test, but incongruent prosody led to greater loss over time. On the definition test, memory was better for congruent prosody at both times. Results suggest that listeners extract semantic information from prosody even when it is redundant and that prosody can enhance memory, beyond its role in comprehension. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Extracting Information from Electronic Medical Records to Identify the Obesity Status of a Patient Based on Comorbidities and Bodyweight Measures.

PubMed

Figueroa, Rosa L; Flores, Christopher A

2016-08-01

Obesity is a chronic disease with an increasing impact on the world's population. In this work, we present a method of identifying obesity automatically using text mining techniques and information related to body weight measures and obesity comorbidities. We used a dataset of 3015 de-identified medical records that contain labels for two classification problems. The first classification problem distinguishes between obesity, overweight, normal weight, and underweight. The second classification problem differentiates between obesity types: super obesity, morbid obesity, severe obesity and moderate obesity. We used a Bag of Words approach to represent the records together with unigram and bigram representations of the features. We implemented two approaches: a hierarchical method and a nonhierarchical one. We used Support Vector Machine and Naïve Bayes together with ten-fold cross validation to evaluate and compare performances. Our results indicate that the hierarchical approach does not work as well as the nonhierarchical one. In general, our results show that Support Vector Machine obtains better performances than Naïve Bayes for both classification problems. We also observed that bigram representation improves performance compared with unigram representation.

Semantic trouble sources and their repair in conversations affected by Parkinson's disease

PubMed Central

Saldert, Charlotta; Ferm, Ulrika; Bloch, Steven

2014-01-01

Background It is known that dysarthria arising from Parkinson's disease may affect intelligibility in conversational interaction. Research has also shown that Parkinson's disease may affect cognition and cause word-retrieval difficulties and pragmatic problems in the use of language. However, it is not known whether or how these problems become manifest in everyday conversations or how conversation partners handle such problems. Aims To describe the pragmatic problems related to the use of words that occur in everyday conversational interaction in dyads including an individual with Parkinson's disease, and to explore how interactants in conversation handle the problems to re-establish mutual understanding. Methods & Procedures Twelve video-recorded everyday conversations involving three couples where one of the individuals had Parkinson's disease were included in the study. All instances of other-initiated repair following a contribution from the people with Parkinson's disease were analysed. Those instances involving a trouble source relating to the use of words were analysed with a qualitative interaction analysis based on the principles of conversation analysis. Outcomes & Results In 70% of the instances of other-initiated repair the trouble source could be related to the semantic content produced by the individual with Parkinson's disease. The problematic contributions were typically characterized by more or less explicit symptoms of word search or use of atypical wording. The conversation partners completed the repair work collaboratively, but typically the non-impaired individual made a rephrasing or provided a suggestion for what the intended meaning had been. Conclusions & Implications In clinical work with people with Parkinson's disease and their conversation partners it is important to establish what type of trouble sources occur in conversations in a specific dyad. It may often be necessary to look beyond intelligibility and into aspects of pragmatics to understand more fully the impact of Parkinson's disease on everyday conversational interaction. PMID:24934292

"Does Degree of Asymmetry Relate to Performance?" A Critical Review

ERIC Educational Resources Information Center

Boles, David B.; Barth, Joan M.

2011-01-01

In a recent paper, Chiarello, Welcome, Halderman, and Leonard (2009) reported positive correlations between word-related visual field asymmetries and reading performance. They argued that strong word processing lateralization represents a more optimal brain organization for reading acquisition. Their empirical results contrasted sharply with those…

Words, concepts, or both: optimal indexing units for automated information retrieval.

PubMed Central

Hersh, W. R.; Hickam, D. H.; Leone, T. J.

1992-01-01

What is the best way to represent the content of documents in an information retrieval system? This study compares the retrieval effectiveness of five different methods for automated (machine-assigned) indexing using three test collections. The consistently best methods are those that use indexing based on the words that occur in the available text of each document. Methods used to map text into concepts from a controlled vocabulary showed no advantage over the word-based methods. This study also looked at an approach to relevance feedback which showed benefit for both word-based and concept-based methods. PMID:1482951

An Investigation into the Processing of Lexicalized English Blend Words: Evidence from Lexical Decisions and Eye Movements During Reading.

PubMed

Juhasz, Barbara J; Johnson, Rebecca L; Brewer, Jennifer

2017-04-01

New words enter the language through several word formation processes [see Simonini (Engl J 55:752-757, 1966)]. One such process, blending, occurs when two source words are combined to represent a new concept (e.g., SMOG, BRUNCH, BLOG, and INFOMERCIAL). While there have been examinations of the structure of blends [see Gries (Linguistics 42:639-667, 2004) and Lehrer (Am Speech 73:3-28, 1998)], relatively little attention has been given to how lexicalized blends are recognized and if this process differs from other types of words. In the present study, blend words were matched to non-blend control words on length, familiarity, and frequency. Two tasks were used to examine blend processing: lexical decision and sentence reading. The results demonstrated that blend words were processed differently than non-blend control words. However, the nature of the effect varied as a function of task demands. Blends were recognized slower than control words in the lexical decision task but received shorter fixation durations when embedded in sentences.

Labeled Graph Kernel for Behavior Analysis.

PubMed

Zhao, Ruiqi; Martinez, Aleix M

2016-08-01

Automatic behavior analysis from video is a major topic in many areas of research, including computer vision, multimedia, robotics, biology, cognitive science, social psychology, psychiatry, and linguistics. Two major problems are of interest when analyzing behavior. First, we wish to automatically categorize observed behaviors into a discrete set of classes (i.e., classification). For example, to determine word production from video sequences in sign language. Second, we wish to understand the relevance of each behavioral feature in achieving this classification (i.e., decoding). For instance, to know which behavior variables are used to discriminate between the words apple and onion in American Sign Language (ASL). The present paper proposes to model behavior using a labeled graph, where the nodes define behavioral features and the edges are labels specifying their order (e.g., before, overlaps, start). In this approach, classification reduces to a simple labeled graph matching. Unfortunately, the complexity of labeled graph matching grows exponentially with the number of categories we wish to represent. Here, we derive a graph kernel to quickly and accurately compute this graph similarity. This approach is very general and can be plugged into any kernel-based classifier. Specifically, we derive a Labeled Graph Support Vector Machine (LGSVM) and a Labeled Graph Logistic Regressor (LGLR) that can be readily employed to discriminate between many actions (e.g., sign language concepts). The derived approach can be readily used for decoding too, yielding invaluable information for the understanding of a problem (e.g., to know how to teach a sign language). The derived algorithms allow us to achieve higher accuracy results than those of state-of-the-art algorithms in a fraction of the time. We show experimental results on a variety of problems and datasets, including multimodal data.

Atypical associations to abstract words in Broca's aphasia.

PubMed

Roll, Mikael; Mårtensson, Frida; Sikström, Sverker; Apt, Pia; Arnling-Bååth, Rasmus; Horne, Merle

2012-09-01

Left frontal brain lesions are known to give rise to aphasia and impaired word associations. These associations have previously been difficult to analyze. We used a semantic space method to investigate associations to cue words. The degree of abstractness of the generated words and semantic similarity to the cue words were measured. Three subjects diagnosed with Broca's aphasia and twelve control subjects associated freely to cue words. Results were evaluated with latent semantic analysis (LSA) applied to the Swedish Parole corpus. The aphasic subjects could be clearly distinguished from controls by a lower degree of abstractness in the words they generated. The aphasic group's associations showed a negative correlation between semantic similarity to cue word and abstractness of cue word. By developing novel semantic measures, we showed that Broca's aphasic subjects' word production was characterized by a low degree of abstractness and low degree of coherence in associations to abstract cue words. The results support models where meanings of concrete words are represented in neural networks involving perceptual and motor areas, whereas the meaning of abstract words is more dependent on connections to other word forms in the left frontal region. Semantic spaces can be used in future developments of evaluative tools for both diagnosis and research purposes. Copyright © 2011 Elsevier Srl. All rights reserved.

Different use of medical terminology and culture-specific models of disease affecting communication between Xhosaspeaking patients and English-speaking doctors at a South African paediatric teaching hospital.

PubMed

Levin, M E

2006-10-01

Language and cultural differences between patients and health care providers may have adverse health consequences. Red Cross War Memorial Children's Hospital is a paediatric teaching hospital in Cape Town where staff communicate mainly in English or Afrikaans, while many patients speak Xhosa as their first language. To examine whether differences in the definitions of common respiratory medical terminology by patients and doctors cause miscommunication and to explore culture-specific models if used by parents in their definitions. In-depth, semi-structured interviews were conducted with three speech communities, viz. 8 English-speaking doctors and 33 Xhosa-speaking parents, educated to grade 12 level or less and recruited from two areas in the hospital, the short-stay ward (Xhosa s-s) and the allergy clinic (Xhosa allergy). The sum of both groups of Xhosa-speaking patients are referred to as 'Xhosa all'. Definitions were elicited for common respiratory terminology in both Xhosa and English. Contrastive linguistic analysis was used to identify the semantic properties for each group in order to condense the groups' definitions into representative 'core definitions'. Differences in the definitions of terminology were identified and words were classified as concordant (used in the same way) or discordant (used in different ways) by the three speech communities. Parents experience difficulty in understanding terms used by doctors and words in common use were understood differently by these two groups. Most Xhosa words were not in the doctors' vocabulary, and some common English words were not in the parents' vocabulary. Where words were in the vocabulary of both groups, significant differences existed in the number and range of definitions, with many clinically significant discordances of definition being apparent. Some common examples relevant to paediatric respiratory problems are presented. Three culture-specific explanatory models of respiratory illness, ingqele, xakaxa and idliso, are illustrated.

Approaches to Drug Abuse Prevention

ERIC Educational Resources Information Center

Gordon, Paula D.

1971-01-01

This article concerns the drug abuse related definitions of the words education" and prevention" as they have come to be used today. The writer infers that the changing uses of these words reflects an increasingly more enlightened approach to ameliorating the problem of drug abuse. (Author)

Microcomputers and Preschoolers.

ERIC Educational Resources Information Center

Evans, Dina

Preschool children can benefit by working with microcomputers. Thinking skills are enhanced by software games that focus on logic, memory, problem solving, and pattern recognition. Counting, sequencing, and matching games develop mathematics skills, and word games focusing on basic letter symbol and word recognition develop language skills.…

Comparing vector-based and Bayesian memory models using large-scale datasets: User-generated hashtag and tag prediction on Twitter and Stack Overflow.

PubMed

Stanley, Clayton; Byrne, Michael D

2016-12-01

The growth of social media and user-created content on online sites provides unique opportunities to study models of human declarative memory. By framing the task of choosing a hashtag for a tweet and tagging a post on Stack Overflow as a declarative memory retrieval problem, 2 cognitively plausible declarative memory models were applied to millions of posts and tweets and evaluated on how accurately they predict a user's chosen tags. An ACT-R based Bayesian model and a random permutation vector-based model were tested on the large data sets. The results show that past user behavior of tag use is a strong predictor of future behavior. Furthermore, past behavior was successfully incorporated into the random permutation model that previously used only context. Also, ACT-R's attentional weight term was linked to an entropy-weighting natural language processing method used to attenuate high-frequency words (e.g., articles and prepositions). Word order was not found to be a strong predictor of tag use, and the random permutation model performed comparably to the Bayesian model without including word order. This shows that the strength of the random permutation model is not in the ability to represent word order, but rather in the way in which context information is successfully compressed. The results of the large-scale exploration show how the architecture of the 2 memory models can be modified to significantly improve accuracy, and may suggest task-independent general modifications that can help improve model fit to human data in a much wider range of domains. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Top-down processing of symbolic meanings modulates the visual word form area.

PubMed

Song, Yiying; Tian, Moqian; Liu, Jia

2012-08-29

Functional magnetic resonance imaging (fMRI) studies on humans have identified a region in the left middle fusiform gyrus consistently activated by written words. This region is called the visual word form area (VWFA). Recently, a hypothesis, called the interactive account, is proposed that to effectively analyze the bottom-up visual properties of words, the VWFA receives predictive feedback from higher-order regions engaged in processing sounds, meanings, or actions associated with words. Further, this top-down influence on the VWFA is independent of stimulus formats. To test this hypothesis, we used fMRI to examine whether a symbolic nonword object (e.g., the Eiffel Tower) intended to represent something other than itself (i.e., Paris) could activate the VWFA. We found that scenes associated with symbolic meanings elicited a higher VWFA response than those not associated with symbolic meanings, and such top-down modulation on the VWFA can be established through short-term associative learning, even across modalities. In addition, the magnitude of the symbolic effect observed in the VWFA was positively correlated with the subjective experience on the strength of symbol-referent association across individuals. Therefore, the VWFA is likely a neural substrate for the interaction of the top-down processing of symbolic meanings with the analysis of bottom-up visual properties of sensory inputs, making the VWFA the location where the symbolic meaning of both words and nonword objects is represented.

2.5-year-olds use cross-situational consistency to learn verbs under referential uncertainty.

PubMed

Scott, Rose M; Fisher, Cynthia

2012-02-01

Recent evidence shows that children can use cross-situational statistics to learn new object labels under referential ambiguity (e.g., Smith & Yu, 2008). Such evidence has been interpreted as support for proposals that statistical information about word-referent co-occurrence plays a powerful role in word learning. But object labels represent only a fraction of the vocabulary children acquire, and arguably represent the simplest case of word learning based on observations of world scenes. Here we extended the study of cross-situational word learning to a new segment of the vocabulary, action verbs, to permit a stronger test of the role of statistical information in word learning. In two experiments, on each trial 2.5-year-olds encountered two novel intransitive (e.g., "She's pimming!"; Experiment 1) or transitive verbs (e.g., "She's pimming her toy!"; Experiment 2) while viewing two action events. The consistency with which each verb accompanied each action provided the only source of information about the intended referent of each verb. The 2.5-year-olds used cross-situational consistency in verb learning, but also showed significant limits on their ability to do so as the sentences and scenes became slightly more complex. These findings help to define the role of cross-situational observation in word learning. Copyright © 2011 Elsevier B.V. All rights reserved.

2.5-year-olds use cross-situational consistency to learn verbs under referential uncertainty

PubMed Central

Scott, Rose M.; Fisher, Cynthia

2011-01-01

Recent evidence shows that children can use cross-situational statistics to learn new object labels under referential ambiguity (e.g., Smith & Yu, 2008). Such evidence has been interpreted as support for proposals that statistical information about word-referent co-occurrence plays a powerful role in word learning. But object labels represent only a fraction of the vocabulary children acquire, and arguably represent the simplest case of word learning based on observations of world scenes. Here we extended the study of cross-situational word learning to a new segment of the vocabulary, action verbs, to permit a stronger test of the role of statistical information in word learning. In two experiments, on each trial 2.5-year-olds encountered two novel intransitive (e.g., “She’s pimming!”; Experiment 1) or transitive verbs (e.g., “She’s pimming her toy!”; Experiment 2) while viewing two action events. The consistency with which each verb accompanied each action provided the only source of information about the intended referent of each verb. The 2.5-year-olds used cross-situational consistency in verb learning, but also showed significant limits on their ability to do so as the sentences and scenes became slightly more complex. These findings help to define the role of cross-situational observation in word learning. PMID:22104489

Posture Affects How Robots and Infants Map Words to Objects

PubMed Central

Morse, Anthony F.; Benitez, Viridian L.; Belpaeme, Tony; Cangelosi, Angelo; Smith, Linda B.

2015-01-01

For infants, the first problem in learning a word is to map the word to its referent; a second problem is to remember that mapping when the word and/or referent are again encountered. Recent infant studies suggest that spatial location plays a key role in how infants solve both problems. Here we provide a new theoretical model and new empirical evidence on how the body – and its momentary posture – may be central to these processes. The present study uses a name-object mapping task in which names are either encountered in the absence of their target (experiments 1–3, 6 & 7), or when their target is present but in a location previously associated with a foil (experiments 4, 5, 8 & 9). A humanoid robot model (experiments 1–5) is used to instantiate and test the hypothesis that body-centric spatial location, and thus the bodies’ momentary posture, is used to centrally bind the multimodal features of heard names and visual objects. The robot model is shown to replicate existing infant data and then to generate novel predictions, which are tested in new infant studies (experiments 6–9). Despite spatial location being task-irrelevant in this second set of experiments, infants use body-centric spatial contingency over temporal contingency to map the name to object. Both infants and the robot remember the name-object mapping even in new spatial locations. However, the robot model shows how this memory can emerge –not from separating bodily information from the word-object mapping as proposed in previous models of the role of space in word-object mapping – but through the body’s momentary disposition in space. PMID:25785834

Tutorial: Assessment and Analysis of Polysyllables in Young Children

ERIC Educational Resources Information Center

Masso, Sarah; McLeod, Sharynne; Baker, Elise

2018-01-01

Purpose: Polysyllables, words of 3 or more syllables, represent almost 30% of words used in American English. The purpose of this tutorial is to support speech-language pathologists' (SLPs') assessment and analysis of polysyllables, extending the focus of published assessment tools that focus on sampling and analyzing children's segmental accuracy…

Dependency Structures for Statistical Machine Translation

ERIC Educational Resources Information Center

Bach, Nguyen

2012-01-01

Dependency structures represent a sentence as a set of dependency relations. Normally the dependency structures from a tree connect all the words in a sentence. One of the most defining characters of dependency structures is the ability to bring long distance dependency between words to local dependency structures. Another the main attraction of…

Counting digital filters

NASA Technical Reports Server (NTRS)

Zohar, S. (Inventor)

1973-01-01

Several embodiments of a counting digital filter of the non-recursive type are disclosed. In each embodiment two registers, at least one of which is a shift register, are included. The shift register received j sub x-bit data input words bit by bit. The kth data word is represented by the integer.

Hemispheric Differences in Indexical Specificity Effects in Spoken Word Recognition

ERIC Educational Resources Information Center

Gonzalez, Julio; McLennan, Conor T.

2007-01-01

Variability in talker identity, one type of indexical variation, has demonstrable effects on the speed and accuracy of spoken word recognition. Furthermore, neuropsychological evidence suggests that indexical and linguistic information may be represented and processed differently in the 2 cerebral hemispheres, and is consistent with findings from…

Can Explaining Less Be More? Enhancing Vocabulary through Explicit versus Elaborative Storytelling

ERIC Educational Resources Information Center

Vaahtoranta, Enni; Suggate, Sebastian; Jachmann, Cornelia; Lenhart, Jan; Lenhard, Wolfgang

2018-01-01

Shared reading represents an established practice to foster preschool vocabulary development, particularly when coupled with explicit instruction in word meanings. However, a question remains as to whether explicit word definitions detract from story delivery and hence language learning. Accordingly, this study compared explicit versus…

Sound-Symbolism Boosts Novel Word Learning

ERIC Educational Resources Information Center

Lockwood, Gwilym; Dingemanse, Mark; Hagoort, Peter

2016-01-01

The existence of sound-symbolism (or a non-arbitrary link between form and meaning) is well-attested. However, sound-symbolism has mostly been investigated with nonwords in forced choice tasks, neither of which are representative of natural language. This study uses ideophones, which are naturally occurring sound-symbolic words that depict sensory…

Effect of Orthographic Processes on Letter Identity and Letter-Position Encoding in Dyslexic Children

PubMed Central

Reilhac, Caroline; Jucla, Mélanie; Iannuzzi, Stéphanie; Valdois, Sylviane; Démonet, Jean-François

2012-01-01

The ability to identify letters and encode their position is a crucial step of the word recognition process. However and despite their word identification problem, the ability of dyslexic children to encode letter identity and letter-position within strings was not systematically investigated. This study aimed at filling this gap and further explored how letter identity and letter-position encoding is modulated by letter context in developmental dyslexia. For this purpose, a letter-string comparison task was administered to French dyslexic children and two chronological age (CA) and reading age (RA)-matched control groups. Children had to judge whether two successively and briefly presented four-letter strings were identical or different. Letter-position and letter identity were manipulated through the transposition (e.g., RTGM vs. RMGT) or substitution of two letters (e.g., TSHF vs. TGHD). Non-words, pseudo-words, and words were used as stimuli to investigate sub-lexical and lexical effects on letter encoding. Dyslexic children showed both substitution and transposition detection problems relative to CA-controls. A substitution advantage over transpositions was only found for words in dyslexic children whereas it extended to pseudo-words in RA-controls and to all type of items in CA-controls. Letters were better identified in the dyslexic group when belonging to orthographically familiar strings. Letter-position encoding was very impaired in dyslexic children who did not show any word context effect in contrast to CA-controls. Overall, the current findings point to a strong letter identity and letter-position encoding disorder in developmental dyslexia. PMID:22661961

A method for named entity normalization in biomedical articles: application to diseases and plants.

PubMed

Cho, Hyejin; Choi, Wonjun; Lee, Hyunju

2017-10-13

In biomedical articles, a named entity recognition (NER) technique that identifies entity names from texts is an important element for extracting biological knowledge from articles. After NER is applied to articles, the next step is to normalize the identified names into standard concepts (i.e., disease names are mapped to the National Library of Medicine's Medical Subject Headings disease terms). In biomedical articles, many entity normalization methods rely on domain-specific dictionaries for resolving synonyms and abbreviations. However, the dictionaries are not comprehensive except for some entities such as genes. In recent years, biomedical articles have accumulated rapidly, and neural network-based algorithms that incorporate a large amount of unlabeled data have shown considerable success in several natural language processing problems. In this study, we propose an approach for normalizing biological entities, such as disease names and plant names, by using word embeddings to represent semantic spaces. For diseases, training data from the National Center for Biotechnology Information (NCBI) disease corpus and unlabeled data from PubMed abstracts were used to construct word representations. For plants, a training corpus that we manually constructed and unlabeled PubMed abstracts were used to represent word vectors. We showed that the proposed approach performed better than the use of only the training corpus or only the unlabeled data and showed that the normalization accuracy was improved by using our model even when the dictionaries were not comprehensive. We obtained F-scores of 0.808 and 0.690 for normalizing the NCBI disease corpus and manually constructed plant corpus, respectively. We further evaluated our approach using a data set in the disease normalization task of the BioCreative V challenge. When only the disease corpus was used as a dictionary, our approach significantly outperformed the best system of the task. The proposed approach shows robust performance for normalizing biological entities. The manually constructed plant corpus and the proposed model are available at http://gcancer.org/plant and http://gcancer.org/normalization , respectively.

Scaling Linguistic Characterization of Precipitation Variability

NASA Astrophysics Data System (ADS)

Primo, C.; Gutierrez, J. M.

2003-04-01

Rainfall variability is influenced by changes in the aggregation of daily rainfall. This problem is of great importance for hydrological, agricultural and ecological applications. Rainfall averages, or accumulations, are widely used as standard climatic parameters. However different aggregation schemes may lead to the same average or accumulated values. In this paper we present a fractal method to characterize different aggregation schemes. The method provides scaling exponents characterizing weekly or monthly rainfall patterns for a given station. To this aim, we establish an analogy with linguistic analysis, considering precipitation as a discrete variable (e.g., rain, no rain). Each weekly, or monthly, symbolic precipitation sequence of observed precipitation is then considered as a "word" (in this case, a binary word) which defines a specific weekly rainfall pattern. Thus, each site defines a "language" characterized by the words observed in that site during a period representative of the climatology. Then, the more variable the observed weekly precipitation sequences, the more complex the obtained language. To characterize these languages, we first applied the Zipf's method obtaining scaling histograms of rank ordered frequencies. However, to obtain significant exponents, the scaling must be maintained some orders of magnitude, requiring long sequences of daily precipitation which are not available at particular stations. Thus this analysis is not suitable for applications involving particular stations (such as regionalization). Then, we introduce an alternative fractal method applicable to data from local stations. The so-called Chaos-Game method uses Iterated Function Systems (IFS) for graphically representing rainfall languages, in a way that complex languages define complex graphical patterns. The box-counting dimension and the entropy of the resulting patterns are used as linguistic parameters to quantitatively characterize the complexity of the patterns. We illustrate the high climatological discrimination power of the linguistic parameters in the Iberian peninsula, when compared with other standard techniques (such as seasonal mean accumulated precipitation). As an example, standard and linguistic parameters are used as inputs for a clustering regionalization method, comparing the resulting clusters.

ERP measures of partial semantic knowledge: left temporal indices of skill differences and lexical quality.

PubMed

Frishkoff, Gwen A; Perfetti, Charles A; Westbury, Chris

2009-01-01

This study examines the sensitivity of early event-related potentials (ERPs) to degrees of word semantic knowledge. Participants with strong, average, or weak vocabulary skills made speeded lexical decisions to letter strings. To represent the full spectrum of word knowledge among adult native-English speakers, we used rare words that were orthographically matched with more familiar words and with pseudowords. Since the lexical decision could not reliably be made on the basis of word form, subjects were obliged to use semantic knowledge to perform the task. A d' analysis suggested that high-skilled subjects adopted a more conservative strategy in response to rare versus more familiar words. Moreover, the high-skilled participants showed a trend towards an enhanced "N2c" to rare words, and a similar posterior temporal effect reached significance approximately 650 ms. Generators for these effects were localized to left temporal cortex. We discuss implications of these results for word learning and for theories of lexical semantic access.

Problem-Solving Support for English Language Learners

ERIC Educational Resources Information Center

Wiest, Lynda R.

2008-01-01

Although word problems pose greater language demands, they also encourage more meaningful problem solving and mathematics understanding. With proper instructional support, a student-centered, investigative approach to contextualized problem solving benefits all students. This article presents a lesson built on an author-adapted version of the…

Lexical statistics of competition in L2 versus L1 listening

NASA Astrophysics Data System (ADS)

Cutler, Anne

2005-09-01

Spoken-word recognition involves multiple activation of alternative word candidates and competition between these alternatives. Phonemic confusions in L2 listening increase the number of potentially active words, thus slowing word recognition by adding competitors. This study used a 70,000-word English lexicon backed by frequency statistics from a 17,900,000-word corpus to assess the competition increase resulting from two representative phonemic confusions, one vocalic (ae/E) and one consonantal (r/l), in L2 versus L1 listening. The first analysis involved word embedding. Embedded words (cat in cattle, rib in ribbon) cause competition, which phonemic confusion can increase (cat in kettle, rib in liberty). The average increase in number of embedded words was 59.6 and 48.3 temporary ambiguity. Even when no embeddings are present, multiple alternatives are possible: para- can become parrot, paradise, etc., but also pallet, palace given /r/-/l/ confusion. Phoneme confusions (vowel or consonant) in first or second position in the word approximately doubled the number of activated candidates; confusions later in the word increased activation by on average 53 third, 42 confusions significantly increase competition for L2 compared with L1 listeners.

Characteristics of early spelling of children with Specific Language Impairment.

PubMed

Cordewener, Kim A H; Bosman, Anna M T; Verhoeven, Ludo

2012-01-01

The present study investigated active grapheme knowledge and early spelling of 59 first grade children with Specific Language Impairment (SLI). Speed, nature, and knowledge transfer of spelling acquisition were taken into account. Four orthographic characteristics that influence early spelling, namely, 'Type of Grapheme', 'Grapheme Position', 'Number of Graphemes', and 'Word Structure' were examined at the middle and at the end of first grade. At the beginning of first grade when children were between 71 and 97 months, they performed well below national norms on assessment of active grapheme knowledge. The delay in word spelling persisted, but decreased between the middle and the end of first grade. Despite this delay, the findings suggest that characteristics of early spelling for children with SLI are rather similar to those of children with typical language development. For example, children with SLI represented more graphemes at the end of first grade than at the middle of first grade, found it easier to represent the initial grapheme in words than the final or medial grapheme (Grapheme Position), were more successful spelling shorter than longer words (Number of Graphemes), and spelled words with simple structures (CVC) more accurately than those with complex structures (CVCC and CCVC; Word Structure). Finally, participants demonstrated that they can use known graphemes to spell words, but the transfer between active grapheme knowledge and word spelling was not always stable. As a result of this activity, readers will be able to explain the speed and the nature of spelling acquisition of children with SLI. As a result of this activity, readers will be able to explain what skills are most important for teachers to practice with children with SLI to improve the spelling skills of these children. Copyright © 2012 Elsevier Inc. All rights reserved.

The Integrated Spelling Curriculum.

ERIC Educational Resources Information Center

Ediger, Marlow

The traditional spelling curriculum emphasized that pupils learn to spell a specific set of words through memorization. However, major problems existed pertaining to using that method of teaching. Pupils soon forgot the correct spelling of memorized words. Educational psychologists have long advocated that pupils perceive knowledge as being…

Assessing Specific Grapho-Phonemic Skills in Elementary Students

ERIC Educational Resources Information Center

Robbins, Kelly P.; Hosp, John L.; Hosp, Michelle K.; Flynn, Lindsay J.

2010-01-01

This study examines the relation between decoding and spelling performance on tasks that represent identical specific grapho-phonemic patterns. Elementary students (N = 206) were administered a 597 pseudoword decoding inventory representing 12 specific grapho-phonemic patterns and a 104 real-word spelling inventory representing identical…

Shifting senses in lexical semantic development

PubMed Central

Rabagliati, Hugh; Marcus, Gary F.; Pylkkänen, Liina

2010-01-01

Most words are associated with multiple senses. A DVD can be round (when describing a disc), and a DVD can be an hour long (when describing a movie), and in each case DVD means something different. The possible senses of a word are often predictable, and also constrained, as words cannot take just any meaning: for example, although a movie can be an hour long, it cannot sensibly be described as round (unlike a DVD). Learning the scope and limits of word meaning is vital for the comprehension of natural language, but poses a potentially difficult learnability problem for children. By testing what senses children are willing to assign to a variety of words, we demonstrate that, in comprehension, the problem is solved using a productive learning strategy. Children are perfectly capable of assigning different senses to a word; indeed they are essentially adult-like at assigning licensed meanings. But difficulties arise in determining which senses are assignable: children systematically overestimate the possible senses of a word, allowing meanings that adults rule unlicensed (e.g., taking round movie to refer to a disc). By contrast, this strategy does not extend to production, in which children use licensed, but not unlicensed, senses. Children’s productive comprehension strategy suggests an early emerging facility for using context in sense resolution (a difficult task for natural language processing algorithms), but leaves an intriguing question as to the mechanisms children use to learn a restricted, adult-like set of senses. PMID:20638655

Clue Insensitivity in Remote Associates Test Problem Solving

ERIC Educational Resources Information Center

Smith, Steven M.; Sifonis, Cynthia M.; Angello, Genna

2012-01-01

Does spreading activation from incidentally encountered hints cause incubation effects? We used Remote Associates Test (RAT) problems to examine effects of incidental clues on impasse resolution. When solution words were seen incidentally 3-sec before initially unsolved problems were retested, more problems were resolved (Experiment 1). When…

Latest Highlights from our Direct Measurement Video Collection

NASA Astrophysics Data System (ADS)

Vonk, M.; Bohacek, P. H.

2014-12-01

Recent advances in technology have made videos much easier to produce, edit, store, transfer, and view. This has spawned an explosion in a production of a wide variety of different types of pedagogical videos. But with the exception of student-made videos (which are often of poor quality) almost all of the educational videos being produced are passive. No matter how compelling the content, students are expected to simply sit and watch them. Because we feel that being engaged and active are necessary components of student learning, we have been working to create a free online library of Direct Measurement Videos (DMV's). These videos are short high-quality videos of real events, shot in a way that allows students to make measurements directly from the video. Instead of handing students a word problem about a car skidding on ice, we actually show them the car skidding on ice. We then ask them to measure the important quantities, make calculations based on those measurements and solve for unknowns. DMV's are more interesting than their word problem equivalents and frequently inspire further questions about the physics of the situation or about the uncertainty of the measurement in ways that word problems almost never do. We feel that it is simply impossible to a video of a roller coaster or a rocket and then argue that word problems are better. In this talk I will highlight some new additions to our DMV collection. This work is supported by NSF TUES award #1245268

Stochastic Dynamics of Lexicon Learning in an Uncertain and Nonuniform World

NASA Astrophysics Data System (ADS)

Reisenauer, Rainer; Smith, Kenny; Blythe, Richard A.

2013-06-01

We study the time taken by a language learner to correctly identify the meaning of all words in a lexicon under conditions where many plausible meanings can be inferred whenever a word is uttered. We show that the most basic form of cross-situational learning—whereby information from multiple episodes is combined to eliminate incorrect meanings—can perform badly when words are learned independently and meanings are drawn from a nonuniform distribution. If learners further assume that no two words share a common meaning, we find a phase transition between a maximally efficient learning regime, where the learning time is reduced to the shortest it can possibly be, and a partially efficient regime where incorrect candidate meanings for words persist at late times. We obtain exact results for the word-learning process through an equivalence to a statistical mechanical problem of enumerating loops in the space of word-meaning mappings.

Visual attention based bag-of-words model for image classification

NASA Astrophysics Data System (ADS)

Wang, Qiwei; Wan, Shouhong; Yue, Lihua; Wang, Che

2014-04-01

Bag-of-words is a classical method for image classification. The core problem is how to count the frequency of the visual words and what visual words to select. In this paper, we propose a visual attention based bag-of-words model (VABOW model) for image classification task. The VABOW model utilizes visual attention method to generate a saliency map, and uses the saliency map as a weighted matrix to instruct the statistic process for the frequency of the visual words. On the other hand, the VABOW model combines shape, color and texture cues and uses L1 regularization logistic regression method to select the most relevant and most efficient features. We compare our approach with traditional bag-of-words based method on two datasets, and the result shows that our VABOW model outperforms the state-of-the-art method for image classification.

Puzzles, Pastimes, Problems.

ERIC Educational Resources Information Center

Eperson, D. B.

1985-01-01

Presents six mathematical problems (with answers) which focus on: (1) chess moves; (2) patterned numbers; (3) quadratics with rational roots; (4) number puzzles; (5) Euclidean geometry; and (6) Carrollian word puzzles. (JN)

Scientific literature: can we keep it from ruining science

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

Lentzner, H.L.

1978-08-24

The scientific literature is failing us, because today's scientific writing is pompous, murky, and dull. Since the U.S. will spend 12 billion dollars on written scientific communication in 1978, this failure represents a significant waste of resources. Some problems can be attributed to training; university English courses and laboratory reports do not prepare science students for the type of writing required after graduation. The specialized literature has done its part by enshrining bad writing. What is to be done. Authors must carefully define their audience, thoughtfully organize their material, use concrete words, use the active voice, and take time tomore » revise. Teachers and referees should be less tolerant of students and colleagues who write badly. 2 figures.« less

A proposed methodology for studying the historical trajectory of words' meaning through Tsallis entropy

NASA Astrophysics Data System (ADS)

Neuman, Yair; Cohen, Yochai; Israeli, Navot; Tamir, Boaz

2018-02-01

The availability of historical textual corpora has led to the study of words' frequency along the historical time line, as representing the public's focus of attention over time. However, studying of the dynamics of words' meaning is still in its infancy. In this paper, we propose a methodology for studying the historical trajectory of words' meaning through Tsallis entropy. First, we present the idea that the meaning of a word may be studied through the entropy of its embedding. Using two historical case studies, we show that this entropy measure is correlated with the intensity in which a word is used. More importantly, we show that using Tsallis entropy with a superadditive entropy index may provide a better estimation of a word's frequency of use than using Shannon entropy. We explain this finding as resulting from an increasing redundancy between the words that comprise the semantic field of the target word and develop a new measure of redundancy between words. Using this measure, which relies on the Tsallis version of the Kullback-Leibler divergence, we show that the evolving meaning of a word involves the dynamics of increasing redundancy between components of its semantic field. The proposed methodology may enrich the toolkit of researchers who study the dynamics of word senses.

Detecting causality from online psychiatric texts using inter-sentential language patterns

PubMed Central

2012-01-01

Background Online psychiatric texts are natural language texts expressing depressive problems, published by Internet users via community-based web services such as web forums, message boards and blogs. Understanding the cause-effect relations embedded in these psychiatric texts can provide insight into the authors’ problems, thus increasing the effectiveness of online psychiatric services. Methods Previous studies have proposed the use of word pairs extracted from a set of sentence pairs to identify cause-effect relations between sentences. A word pair is made up of two words, with one coming from the cause text span and the other from the effect text span. Analysis of the relationship between these words can be used to capture individual word associations between cause and effect sentences. For instance, (broke up, life) and (boyfriend, meaningless) are two word pairs extracted from the sentence pair: “I broke up with my boyfriend. Life is now meaningless to me”. The major limitation of word pairs is that individual words in sentences usually cannot reflect the exact meaning of the cause and effect events, and thus may produce semantically incomplete word pairs, as the previous examples show. Therefore, this study proposes the use of inter-sentential language patterns such as ≪broke up, boyfriend>,

How do we use language? Shared patterns in the frequency of word use across 17 world languages

PubMed Central

Calude, Andreea S.; Pagel, Mark

2011-01-01

We present data from 17 languages on the frequency with which a common set of words is used in everyday language. The languages are drawn from six language families representing 65 per cent of the world's 7000 languages. Our data were collected from linguistic corpora that record frequencies of use for the 200 meanings in the widely used Swadesh fundamental vocabulary. Our interest is to assess evidence for shared patterns of language use around the world, and for the relationship of language use to rates of lexical replacement, defined as the replacement of a word by a new unrelated or non-cognate word. Frequencies of use for words in the Swadesh list range from just a few per million words of speech to 191 000 or more. The average inter-correlation among languages in the frequency of use across the 200 words is 0.73 (p < 0.0001). The first principal component of these data accounts for 70 per cent of the variance in frequency of use. Elsewhere, we have shown that frequently used words in the Indo-European languages tend to be more conserved, and that this relationship holds separately for different parts of speech. A regression model combining the principal factor loadings derived from the worldwide sample along with their part of speech predicts 46 per cent of the variance in the rates of lexical replacement in the Indo-European languages. This suggests that Indo-European lexical replacement rates might be broadly representative of worldwide rates of change. Evidence for this speculation comes from using the same factor loadings and part-of-speech categories to predict a word's position in a list of 110 words ranked from slowest to most rapidly evolving among 14 of the world's language families. This regression model accounts for 30 per cent of the variance. Our results point to a remarkable regularity in the way that human speakers use language, and hint that the words for a shared set of meanings have been slowly evolving and others more rapidly evolving throughout human history. PMID:21357232

Statistical properties of fluctuations of time series representing appearances of words in nationwide blog data and their applications: An example of modeling fluctuation scalings of nonstationary time series.

PubMed

Watanabe, Hayafumi; Sano, Yukie; Takayasu, Hideki; Takayasu, Misako

2016-11-01

To elucidate the nontrivial empirical statistical properties of fluctuations of a typical nonsteady time series representing the appearance of words in blogs, we investigated approximately 3×10^{9} Japanese blog articles over a period of six years and analyze some corresponding mathematical models. First, we introduce a solvable nonsteady extension of the random diffusion model, which can be deduced by modeling the behavior of heterogeneous random bloggers. Next, we deduce theoretical expressions for both the temporal and ensemble fluctuation scalings of this model, and demonstrate that these expressions can reproduce all empirical scalings over eight orders of magnitude. Furthermore, we show that the model can reproduce other statistical properties of time series representing the appearance of words in blogs, such as functional forms of the probability density and correlations in the total number of blogs. As an application, we quantify the abnormality of special nationwide events by measuring the fluctuation scalings of 1771 basic adjectives.

Solving Tommy's Writing Problems.

ERIC Educational Resources Information Center

Burdman, Debra

1986-01-01

The article describes an approach by which word processing helps to solve some of the writing problems of learning disabled students. Aspects considered include prewriting, drafting, revising, and completing the story. (CL)

Compact English-Chinese Dictionary (Yale Romanization).

ERIC Educational Resources Information Center

Wu, C.K.; Wu, K.S.

The 13,000 entries in this English-to-Chinese dictionary were chosen to represent "common words and expressions in art, education, science, sports, and music, as well as basic terminology in military and other fields." Each entry consists of an English word, an abbreviation for its part of speech, and one or more Chinese equivalents in…

Educare and Educere: Is a Balance Possible in the Educational System?

ERIC Educational Resources Information Center

Bass, Randall V.; Good, J. W.

2004-01-01

Craft (1984) noted that there are two different Latin roots of the English word "education." They are "educare," which means to train or to mold, and "educere," meaning to lead out. While the two meanings are quite different, they are both represented in the word "education." Thus, there is an etymological…

How L2 Words Are Stored: The Episodic L2 Hypothesis

ERIC Educational Resources Information Center

Witzel, Naoko Ouchi; Forster, Kenneth I.

2012-01-01

This article reports findings from 3 experiments examining whether 2nd language (L2) words are represented in episodic memory, as originally proposed by Jiang and Forster (2001). Experiment 1 was a direct replication of Jiang and Forster, testing highly proficient Chinese-English bilinguals. Masked translation priming was obtained in an episodic…

High Court Hesitant to Bar Pledge in Schools

ERIC Educational Resources Information Center

Hendrie, Caroline

2004-01-01

This article reports on a lawsuit filed by Michael A. Newdow, a California atheist, on behalf of his daughter, against inclusion of the words "under God" in public schools' recitals of the United States Pledge of Allegiance. He said that the words "under God" represent "religious dogma" that is needlessly divisive.…

Semantic Size and Contextual Congruency Effects during Reading: Evidence from Eye Movements

ERIC Educational Resources Information Center

Wei, Wei; Cook, Anne E.

2016-01-01

Recent lexical decision studies have produced conflicting evidence about whether an object's semantic size influences word recognition. The present study examined this variable in online reading. Target words representing small and large objects were embedded in sentence contexts that were either neutral, congruent, or incongruent with respect to…

Mapping among Number Words, Numerals, and Nonsymbolic Quantities in Preschoolers

ERIC Educational Resources Information Center

Hurst, Michelle; Anderson, Ursula; Cordes, Sara

2017-01-01

In mathematically literate societies, numerical information is represented in 3 distinct codes: a verbal code (i.e., number words); a digital, symbolic code (e.g., Arabic numerals); and an analogical code (i.e., quantities; Dehaene, 1992). To communicate effectively using these numerical codes, our understanding of number must involve an…

Lung texture classification using bag of visual words

NASA Astrophysics Data System (ADS)

Asherov, Marina; Diamant, Idit; Greenspan, Hayit

2014-03-01

Interstitial lung diseases (ILD) refer to a group of more than 150 parenchymal lung disorders. High-Resolution Computed Tomography (HRCT) is the most essential imaging modality of ILD diagnosis. Nonetheless, classification of various lung tissue patterns caused by ILD is still regarded as a challenging task. The current study focuses on the classification of five most common categories of lung tissues of ILD in HRCT images: normal, emphysema, ground glass, fibrosis and micronodules. The objective of the research is to classify an expert-given annotated region of interest (AROI) using a bag of visual words (BoVW) framework. The images are divided into small patches and a collection of representative patches are defined as visual words. This procedure, termed dictionary construction, is performed for each individual lung texture category. The assumption is that different lung textures are represented by a different visual word distribution. The classification is performed using an SVM classifier with histogram intersection kernel. In the experiments, we use a dataset of 1018 AROIs from 95 patients. Classification using a leave-one-patient-out cross validation (LOPO CV) is used. Current classification accuracy obtained is close to 80%.

The M Word: Multicollinearity in Multiple Regression.

ERIC Educational Resources Information Center

Morrow-Howell, Nancy

1994-01-01

Notes that existence of substantial correlation between two or more independent variables creates problems of multicollinearity in multiple regression. Discusses multicollinearity problem in social work research in which independent variables are usually intercorrelated. Clarifies problems created by multicollinearity, explains detection of…

The Interference of Stereotype Threat with Women's Generation of Mathematical Problem-Solving Strategies.

ERIC Educational Resources Information Center

Quinn, Diane M.; Spencer, Steven J.

2001-01-01

Investigated whether stereotype threat would depress college women's math performance. In one test, men outperformed women when solving word problems, though women performed equally when problems were converted into numerical equivalents. In another test, participants solved difficult problems in high or reduced stereotype threat conditions. Women…

Kindergarten Students Solving Mathematical Word Problems

ERIC Educational Resources Information Center

Johnson, Nickey Owen

2013-01-01

The purpose of this study was to explore problem solving with kindergarten students. This line of inquiry is highly significant given that Common Core State Standards emphasize deep, conceptual understanding in mathematics as well as problem solving in kindergarten. However, there is little research on problem solving with kindergarten students.…

A Comparison of Two Mathematics Problem-Solving Strategies: Facilitate Algebra-Readiness

ERIC Educational Resources Information Center

Xin, Yan Ping; Zhang, Dake; Park, Joo Young; Tom, Kinsey; Whipple, Amanda; Si, Luo

2011-01-01

The authors compared a conceptual model-based problem-solving (COMPS) approach with a general heuristic instructional approach for teaching multiplication-division word-problem solving to elementary students with learning problems (LP). The results indicate that only the COMPS group significantly improved, from pretests to posttests, their…

An Adaptive Resonance Theory account of the implicit learning of orthographic word forms.

PubMed

Glotin, H; Warnier, P; Dandurand, F; Dufau, S; Lété, B; Touzet, C; Ziegler, J C; Grainger, J

2010-01-01

An Adaptive Resonance Theory (ART) network was trained to identify unique orthographic word forms. Each word input to the model was represented as an unordered set of ordered letter pairs (open bigrams) that implement a flexible prelexical orthographic code. The network learned to map this prelexical orthographic code onto unique word representations (orthographic word forms). The network was trained on a realistic corpus of reading textbooks used in French primary schools. The amount of training was strictly identical to children's exposure to reading material from grade 1 to grade 5. Network performance was examined at each grade level. Adjustment of the learning and vigilance parameters of the network allowed us to reproduce the developmental growth of word identification performance seen in children. The network exhibited a word frequency effect and was found to be sensitive to the order of presentation of word inputs, particularly with low frequency words. These words were better learned with a randomized presentation order compared with the order of presentation in the school books. These results open up interesting perspectives for the application of ART networks in the study of the dynamics of learning to read. 2009 Elsevier Ltd. All rights reserved.

Emotion disrupts neural activity during selective attention in psychopathy

PubMed Central

Spielberg, Jeffrey M.; Heller, Wendy; Herrington, John D.; Engels, Anna S.; Warren, Stacie L.; Crocker, Laura D.; Sutton, Bradley P.; Miller, Gregory A.

2013-01-01

Dimensions of psychopathy are theorized to be associated with distinct cognitive and emotional abnormalities that may represent unique neurobiological risk factors for the disorder. This hypothesis was investigated by examining whether the psychopathic personality dimensions of fearless-dominance and impulsive-antisociality moderated neural activity and behavioral responses associated with selective attention and emotional processing during an emotion-word Stroop task in 49 adults. As predicted, the dimensions evidenced divergent selective-attention deficits and sensitivity to emotional distraction. Fearless-dominance was associated with disrupted attentional control to positive words, and activation in right superior frontal gyrus mediated the relationship between fearless-dominance and errors to positive words. In contrast, impulsive-antisociality evidenced increased behavioral interference to both positive and negative words and correlated positively with recruitment of regions associated with motivational salience (amygdala, orbitofrontal cortex, insula), emotion regulation (temporal cortex, superior frontal gyrus) and attentional control (dorsal anterior cingulate cortex). Individuals high on both dimensions had increased recruitment of regions related to attentional control (temporal cortex, rostral anterior cingulate cortex), response preparation (pre-/post-central gyri) and motivational value (orbitofrontal cortex) in response to negative words. These findings provide evidence that the psychopathy dimensions represent dual sets of risk factors characterized by divergent dysfunction in cognitive and affective processes. PMID:22210673

Tone of voice guides word learning in informative referential contexts

PubMed Central

Reinisch, Eva; Jesse, Alexandra; Nygaard, Lynne C.

2012-01-01

Listeners infer which object in a visual scene a speaker refers to from the systematic variation of the speaker’s tone of voice (ToV). We examined whether ToV also guides word learning. During exposure, participants heard novel adjectives (e.g., “daxen”) spoken with a ToV representing hot, cold, strong, weak, big, or small while viewing picture pairs representing the meaning of the adjective and its antonym (e.g., elephant-ant for big-small). Eye fixations were recorded to monitor referent detection and learning. During test, participants heard the adjectives spoken with a neutral ToV, while selecting referents from familiar and unfamiliar picture pairs. Participants were able to learn the adjectives’ meanings, and, even in the absence of informative ToV, generalise them to new referents. A second experiment addressed whether ToV provides sufficient information to infer the adjectival meaning or needs to operate within a referential context providing information about the relevant semantic dimension. Participants who saw printed versions of the novel words during exposure performed at chance during test. ToV, in conjunction with the referential context, thus serves as a cue to word meaning. ToV establishes relations between labels and referents for listeners to exploit in word learning. PMID:23134484

Emotion disrupts neural activity during selective attention in psychopathy.

PubMed

Sadeh, Naomi; Spielberg, Jeffrey M; Heller, Wendy; Herrington, John D; Engels, Anna S; Warren, Stacie L; Crocker, Laura D; Sutton, Bradley P; Miller, Gregory A

2013-03-01

Dimensions of psychopathy are theorized to be associated with distinct cognitive and emotional abnormalities that may represent unique neurobiological risk factors for the disorder. This hypothesis was investigated by examining whether the psychopathic personality dimensions of fearless-dominance and impulsive-antisociality moderated neural activity and behavioral responses associated with selective attention and emotional processing during an emotion-word Stroop task in 49 adults. As predicted, the dimensions evidenced divergent selective-attention deficits and sensitivity to emotional distraction. Fearless-dominance was associated with disrupted attentional control to positive words, and activation in right superior frontal gyrus mediated the relationship between fearless-dominance and errors to positive words. In contrast, impulsive-antisociality evidenced increased behavioral interference to both positive and negative words and correlated positively with recruitment of regions associated with motivational salience (amygdala, orbitofrontal cortex, insula), emotion regulation (temporal cortex, superior frontal gyrus) and attentional control (dorsal anterior cingulate cortex). Individuals high on both dimensions had increased recruitment of regions related to attentional control (temporal cortex, rostral anterior cingulate cortex), response preparation (pre-/post-central gyri) and motivational value (orbitofrontal cortex) in response to negative words. These findings provide evidence that the psychopathy dimensions represent dual sets of risk factors characterized by divergent dysfunction in cognitive and affective processes.

The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities

PubMed Central

Compton, Donald L.; Fuchs, Lynn S.; Fuchs, Douglas; Lambert, Warren; Hamlett, Carol

2012-01-01

The purpose of this study was to examine the cognitive and academic profiles associated with learning disability (LD) in reading comprehension, word reading, applied problems, and calculations. The goal was to assess the specificity hypothesis, in which unexpected underachievement associated with LD is represented in terms of distinctive patterns of cognitive and academic strengths and weaknesses. At the start of 3rd grade, the authors assessed 684 students on five cognitive dimensions (nonverbal problem solving, processing speed, concept formation, language, and working memory), and across Grades 3 through 5, the authors assessed performance in each academic area three to four times. Based on final intercept, the authors classified students as LD or not LD in each of the four academic areas. For each of these four LD variables, they conducted multivariate cognitive profile analysis and academic profile analysis. Results, which generally supported the specificity hypothesis, are discussed in terms of the potential connections between reading and mathematics LD. PMID:21444929

The cognitive and academic profiles of reading and mathematics learning disabilities.

PubMed

Compton, Donald L; Fuchs, Lynn S; Fuchs, Douglas; Lambert, Warren; Hamlett, Carol

2012-01-01

The purpose of this study was to examine the cognitive and academic profiles associated with learning disability (LD) in reading comprehension, word reading, applied problems, and calculations. The goal was to assess the specificity hypothesis, in which unexpected underachievement associated with LD is represented in terms of distinctive patterns of cognitive and academic strengths and weaknesses. At the start of 3rd grade, the authors assessed 684 students on five cognitive dimensions (nonverbal problem solving, processing speed, concept formation, language, and working memory), and across Grades 3 through 5, the authors assessed performance in each academic area three to four times. Based on final intercept, the authors classified students as LD or not LD in each of the four academic areas. For each of these four LD variables, they conducted multivariate cognitive profile analysis and academic profile analysis. Results, which generally supported the specificity hypothesis, are discussed in terms of the potential connections between reading and mathematics LD.

Naming of musical notes: a selective deficit in one musical clef.

PubMed

Schön, D; Semenza, C; Denes, G

2001-06-01

We investigated the ability to perform solfeggio, i.e. oral reading of musical notes in MP, a 65 year-old female professional musician, who, following a left temporoparietal ischemia, showed a complex pattern of amusia. The deficit on which we focused was her inability to read orally the bass (F) clef, often substituting it with the violin (G) clef. This problem could not be attributed to a lack of comprehension. The patient could in fact correctly perform on the piano the same sequences she erroneously read aloud; she was also able to correctly judge whether two strings, one in bass clef and the other in violin clef, represented the same sequence of notes. The problem seems to lie in the inability to retrieve note names keeping into account the clef-rule. It is hypothesized that, in the production of note names, this function requires the identification and application of syntactic-like information, in analogy with what is thought to happen in the retrieval of other words.

Pork Puzzlers.

ERIC Educational Resources Information Center

National Pork Producers Council, Des Moines, IA.

Pork Puzzlers is a nutrition education activity booklet for elementary-level students. It includes word scrambles; quizzes with pictures that describe the Food Guide Pyramid; a nutrition word search; a mathematics problem that includes questions on pork; a maze that uses food clues; a letter decoding activity that focuses on a pork dinner; a meal…

Slot Machine Preferences of Pathological and Recreational Gamblers Are Verbally Constructed

ERIC Educational Resources Information Center

Dixon, Mark R.; Bihler, Holly L.; Nastally, Becky L.

2011-01-01

The current study attempted to alter preferences for concurrently available slot machines of equal payout through the development of equivalence classes and subsequent transfers of functions. Participants rated stimuli consisting of words thought to be associated with having a gambling problem (e.g., "desperation" and "debt"), words associated…

Don't Just Do the Math--Type It!

ERIC Educational Resources Information Center

Stephens, Greg

2016-01-01

Most word processors, including Google Docs™ and Microsoft® Word, include an equation editor. These are great tools for the occasional homework problem or project assignment. Getting the mathematics to display correctly means making decisions about exactly which elements of an expression go where. The feedback is immediate: Students can see…

Word Processing Curriculum Guide.

ERIC Educational Resources Information Center

Anderson, Marcia A.; Kusek, Robert W.

A combination of facts, examples, models, tools, and sources useful in developing and teaching word processing (WP) programs is provided in this guide. Eight sections are included. Sections 1 and 2 present introductory information on WP (e.g., history, five phases of WP, problems occurring in WP offices, factors of people, procedures, and…

Investigating Patterns of Errors for Specific Comprehension and Fluency Difficulties

ERIC Educational Resources Information Center

Koriakin, Taylor A.; Kaufman, Alan S.

2017-01-01

Although word reading has traditionally been viewed as a foundational skill for development of reading fluency and comprehension, some children demonstrate "specific" reading comprehension problems, in the context of intact word reading. The purpose of this study was to identify specific patterns of errors associated with reading…

[Iowa Studies in Rhetoric.

ERIC Educational Resources Information Center

Thorne, Edward J., Ed.

1972-01-01

This special issue opens with an article by Franklyn S. Haiman, "The Fighting Word Doctrine: From Chaplinsky to Brown," in which he reviews the problem of the use of "fighting words" in public situations. He discusses this type of communication as one that borders individual and collective rights, and provides background information on significant…

Reading Coaching for Math Word Problems

ERIC Educational Resources Information Center

Edwards, Sharon A.; Maloy, Robert W.; Anderson, Gordon

2009-01-01

"Math is language, too," Phyllis and David Whitin (2000) remind everyone in their informative book about reading and writing in the mathematics classroom. This means that students in elementary school math classes are learning two distinct, yet related languages--one of numbers, the other of words. These languages of numbers and words…

Bilingual Medical Phrase Book (In English and Vietnamese).

ERIC Educational Resources Information Center

Thuy, Vuong G.

This guide offers Vietnamese refugees and immigrants with limited English proficiency a short-cut, word-for-word bilingual reference tool for dealing with medical problems and situations in English-language environments. Seven chapters deal with different issues of the medical encounter and five appendixes present specialized terms and…

Bilingual Medical Phrase Book (In English and Laotian).

ERIC Educational Resources Information Center

Thuy, Vuong G.

This phrase book offers Laotian refugees and immigrants with limited English proficiency a short-cut, word-for-word bilingual reference tool for dealing with medical problems and situations in English-language environments. Seven chapters deal with different issues of the medical encounter and five appendixes present specialized terms and…

Bilingual Medical Phrase Book (In English and Cambodian (Khmer)).

ERIC Educational Resources Information Center

Thuy, Vuong G.

This guide offers Cambodian refugees and immigrants with limited English proficiency a short-cut, word-for-word bilingual reference tool for dealing with medical problems and situations in English-language environments. Seven chapters deal with different issues of the medical encounter and five appendixes present specialized terms and…

Exploring the Neural Representation of Novel Words Learned through Enactment in a Word Recognition Task

PubMed Central

Macedonia, Manuela; Mueller, Karsten

2016-01-01

Vocabulary learning in a second language is enhanced if learners enrich the learning experience with self-performed iconic gestures. This learning strategy is called enactment. Here we explore how enacted words are functionally represented in the brain and which brain regions contribute to enhance retention. After an enactment training lasting 4 days, participants performed a word recognition task in the functional Magnetic Resonance Imaging (fMRI) scanner. Data analysis suggests the participation of different and partially intertwined networks that are engaged in higher cognitive processes, i.e., enhanced attention and word recognition. Also, an experience-related network seems to map word representation. Besides core language regions, this latter network includes sensory and motor cortices, the basal ganglia, and the cerebellum. On the basis of its complexity and the involvement of the motor system, this sensorimotor network might explain superior retention for enactment. PMID:27445918

Age of acquisition predicts rate of lexical evolution.

PubMed

Monaghan, Padraic

2014-12-01

The processes taking place during language acquisition are proposed to influence language evolution. However, evidence demonstrating the link between language learning and language evolution is, at best, indirect, constituting studies of laboratory-based artificial language learning studies or computational simulations of diachronic change. In the current study, a direct link between acquisition and evolution is established, showing that for two hundred fundamental vocabulary items, the age at which words are acquired is a predictor of the rate at which they have changed in studies of language evolution. Early-acquired words are more salient and easier to process than late-acquired words, and these early-acquired words are also more stably represented within the community's language. Analysing the properties of these early-acquired words potentially provides insight into the origins of communication, highlighting features of words that have been ultra-conserved in language. Copyright © 2014 Elsevier B.V. All rights reserved.

Effects of achievement contexts on the meaning structure of emotion words.

PubMed

Gentsch, Kornelia; Loderer, Kristina; Soriano, Cristina; Fontaine, Johnny R J; Eid, Michael; Pekrun, Reinhard; Scherer, Klaus R

2018-03-01

Little is known about the impact of context on the meaning of emotion words. In the present study, we used a semantic profiling instrument (GRID) to investigate features representing five emotion components (appraisal, bodily reaction, expression, action tendencies, and feeling) of 11 emotion words in situational contexts involving success or failure. We compared these to the data from an earlier study in which participants evaluated the typicality of features out of context. Profile analyses identified features for which typicality changed as a function of context for all emotion words, except contentment, with appraisal features being most frequently affected. Those context effects occurred for both hypothesised basic and non-basic emotion words. Moreover, both data sets revealed a four-dimensional structure. The four dimensions were largely similar (valence, power, arousal, and novelty). The results suggest that context may not change the underlying dimensionality but affects facets of the meaning of emotion words.

Graphic Somatography: Life Writing, Comics, and the Ethics of Care.

PubMed

DeFalco, Amelia

2016-09-01

This essay considers the ways in which graphic caregiving memoirs complicate the idealizing tendencies of ethics of care philosophy. The medium's "capacious" layering of words, images, temporalities, and perspectives produces "productive tensions. . . The words and images entwine, but never synthesize" (Chute 2010, 5). In graphic memoirs about care, this "capaciousness" allows for quick oscillation between the rewards and struggles of care work, representing ambiguous, even ambivalent attitudes toward care. Graphic memoirs effectively represent multiple perspectives without synthesis, part of a structural and thematic ambivalence that provides a provocative counterpart to the abstract idealism of ethics of care philosophy.

The emotional counting Stroop: a task for assessing emotional interference during brain imaging.

PubMed

Whalen, Paul J; Bush, George; Shin, Lisa M; Rauch, Scott L

2006-01-01

The emotional counting Stroop (ecStroop) is an emotional variant of the counting Stroop. Both of these tasks require a motor response instead of a spoken response for the purpose of minimizing head movement during functional MRI (fMRI). During this task, subjects report, by button press, the number of words (1-4) that appear on a screen, regardless of word meaning. Neutral word-control trials contain common words (e.g., 'cabinet' written three times), while interference trials contain emotional words (e.g., 'murder' written three times). The degree to which this task represents a true 'Stroop' interference task, in the sense that emotional words will increase motor-response times compared with neutral words, depends upon the subjects of the study and the words that are presented. Much research on the emotional Stroop task demonstrates that interference effects are observed in psychopathological groups in response to words that are specific to their disorder, and in normal subjects when the words are related to current concerns endorsed by them. The ecStroop task described here will produce reaction time-interference effects that are comparable to the traditional color-naming emotional Stroop. This protocol can be completed in approximately 20 min per subject. The protocol described here employs neutral words and emotional words that include general-negative words, as well as words specific to combat-related trauma. However, this protocol is amenable to any emotional word lists.

Subjective age-of-acquisition norms for 600 Turkish words from four age groups.

PubMed

Göz, İlyas; Tekcan, Ali I; Erciyes, Aslı Aktan

2017-10-01

The main purpose of this study was to report age-based subjective age-of-acquisition (AoA) norms for 600 Turkish words. A total of 115 children, 100 young adults, 115 middle-aged adults, and 127 older adults provided AoA estimates for 600 words on a 7-point scale. The intraclass correlations suggested high reliability, and the AoA estimates were highly correlated across the four age groups. Children gave earlier AoA estimates than the three adult groups; this was true for high-frequency as well as low-frequency words. In addition to the means and standard deviations of the AoA estimates, we report word frequency, concreteness, and imageability ratings, as well as word length measures (numbers of syllables and letters), for the 600 words as supplemental materials. The present ratings represent a potentially useful database for researchers working on lexical processing as well as other aspects of cognitive processing, such as autobiographical memory.

A Moist Crevice for Word Aversion: In Semantics Not Sounds

PubMed Central

Thibodeau, Paul H.

2016-01-01

Why do people self-report an aversion to words like “moist”? The present studies represent an initial scientific exploration into the phenomenon of word aversion by investigating its prevalence and cause. Results of five experiments indicate that about 10–20% of the population is averse to the word “moist.” This population often speculates that phonological properties of the word are the cause of their displeasure. However, data from the current studies point to semantic features of the word–namely, associations with disgusting bodily functions–as a more prominent source of peoples’ unpleasant experience. “Moist,” for averse participants, was notable for its valence and personal use, rather than imagery or arousal–a finding that was confirmed by an experiment designed to induce an aversion to the word. Analyses of individual difference measures suggest that word aversion is more prevalent among younger, more educated, and more neurotic people, and is more commonly reported by females than males. PMID:27119522

Statistical mechanics of letters in words

PubMed Central

Stephens, Greg J.; Bialek, William

2013-01-01

We consider words as a network of interacting letters, and approximate the probability distribution of states taken on by this network. Despite the intuition that the rules of English spelling are highly combinatorial and arbitrary, we find that maximum entropy models consistent with pairwise correlations among letters provide a surprisingly good approximation to the full statistics of words, capturing ~92% of the multi-information in four-letter words and even “discovering” words that were not represented in the data. These maximum entropy models incorporate letter interactions through a set of pairwise potentials and thus define an energy landscape on the space of possible words. Guided by the large letter redundancy we seek a lower-dimensional encoding of the letter distribution and show that distinctions between local minima in the landscape account for ~68% of the four-letter entropy. We suggest that these states provide an effective vocabulary which is matched to the frequency of word use and much smaller than the full lexicon. PMID:20866490

Identification of misspelled words without a comprehensive dictionary using prevalence analysis.

PubMed

Turchin, Alexander; Chu, Julia T; Shubina, Maria; Einbinder, Jonathan S

2007-10-11

Misspellings are common in medical documents and can be an obstacle to information retrieval. We evaluated an algorithm to identify misspelled words through analysis of their prevalence in a representative body of text. We evaluated the algorithm's accuracy of identifying misspellings of 200 anti-hypertensive medication names on 2,000 potentially misspelled words randomly selected from narrative medical documents. Prevalence ratios (the frequency of the potentially misspelled word divided by the frequency of the non-misspelled word) in physician notes were computed by the software for each of the words. The software results were compared to the manual assessment by an independent reviewer. Area under the ROC curve for identification of misspelled words was 0.96. Sensitivity, specificity, and positive predictive value were 99.25%, 89.72% and 82.9% for the prevalence ratio threshold (0.32768) with the highest F-measure (0.903). Prevalence analysis can be used to identify and correct misspellings with high accuracy.