Методичні вказівки з інтерпретації художнього тексту для студентів IV та V курсів кафедри англійської філології факультету іноземних мов

Методичні вказівки, що відповідають вимогами кредитно-модульної системи організації навчального процесу, містять матеріали для розвитку навичок інтерпретації художнього тексту. Розробка складається із двох частин: у першій, призначеній для студентів IV курсу, викладено теоретичні засади лінгво-літературознавчого аналізу художнього твору, у другій, адресованій студентам V курсу, акцент зроблено на розвитку їх вмінь викладення результатів власної інтерпретації літературного тексту у письмові формі. Додатки містять таблиці, в яких узагальнено стилістичні особливості художнього твору, а список рекомендованої літератури задає вектор самостійного поглиблення інтерпретативних навичок, отриманих на аудиторних заняттях

Preschool children’s mathematical arguments in play‑based activities

The present study examines the structure and mathematical content of children’s mathematical arguments as part of communication in play-based activities. It shows how Nordin and Boistrup’s (The Journal of Mathematical Behavior 51:15–27, 2018) framework for identifying and reconstructing mathematical arguments, which includes Toulmin’s model of argumentation, the notion of anchoring (Lithner, Educational Studies in Mathematics 67:255–276, 2008) and a multimodal approach, can be used to identify and explore preschool children’s mathematical arguments. Two different types of argument that occurred during play-based activities were identified: partial arguments and full arguments. The findings reveal the extensive use of multimodal interactions in all parts of the children’s mathematical arguments. Moreover, the findings point to the crucial role of adults as dialogue collaborators in the argumentation that emerges in the play-based activities.publishedVersio

Argument Strength is in the Eye of the Beholder: Audience Effects in Persuasion

Americans spend about a third of their time online, with many participating in online conversations on social and political issues. We hypothesize that social media arguments on such issues may be more engaging and persuasive than traditional media summaries, and that particular types of people may be more or less convinced by particular styles of argument, e.g. emotional arguments may resonate with some personalities while factual arguments resonate with others. We report a set of experiments testing at large scale how audience variables interact with argument style to affect the persuasiveness of an argument, an under-researched topic within natural language processing. We show that belief change is affected by personality factors, with conscientious, open and agreeable people being more convinced by emotional arguments.Comment: European Chapter of the Association for Computational Linguistics (EACL 2017

Cognitive stylistics approach to cinematic characterization

This thesis deals with the cognitive process of cinematic character construal and explores the question of how narrative film viewers presumably understand characters and make impressions about them as a result of the interplay of different types of schema. Based on the cognitive concept of schema (Barlett [1932] 1995), Speech Act Theory (Austin, 1962; Searle, 1969) and cognitivist film theory (Bordwell,1985), a cognitive framework, which is inscribed within the cognitive stylistics theories and analytical frameworks, is proposed for character impression formation. The model posits that viewers understand characters in terms of the interactions between three planes of background knowledge: 1. Social knowledge (knowledge of real-life people, social roles, and interpersonal relations), 2. Narrative film knowledge (knowledge of film narrative, style and techniques), 3. Pragmalinguistic knowledge (knowledge of linguistic and pragmatic norms. The focus of the linguistic plane is on Speech Act Theory). This research argues that film draws on medium-specific, multimodal devices to tell the story and create characters. With regard to the multimodality of film discourse, this thesis suggests a toolkit for character creation and comprehension. The three planes of social, film and pragmalinguistic schemas and also the marked aspects of the suggested cinematic character creation toolkit are all applied to three art auteur films: The Piano Teacher (2001), Autumn Sonata (1987), and Ten (2001), whose comprehension is challenging for viewers Pragmalinguistic because of their deviations from the conventional norms of Hollywood cinema in terms of narrative, characterization, cinematic style and techniques. Methodologically, this analysis is informed by multimodal analysis (Kress and van Leeuwen, 1996), and multimodal transcription (Baldry and Thibault, 2006) in particular, which consider text as an ensemble of different communication modes all of which contribute to meaningmaking. Thus, this analysis presents a detailed account of viewers’ plausible understanding trajectory, and an explanation of linguistic and visual/cinematic strategies to narrative (as the context in which characters are created and developed), and particularly character creation within the scope of the films mentioned above

Investigating conversational agents in healthcare: Application of a technical-oriented taxonomy

Conversational agents (CA) are increasingly applied to realize health applications that collect patient data, provide information or even deliver health interventions. We developed a taxonomy focusing on technical characteristics of health CA with the purpose of creating a reporting guideline towards health CA and of building technical-oriented archetypes. The taxonomy comprises 18 dimensions which can be grouped into four perspectives. In this work, we wanted to find out whether the taxonomy is complete and can be applied appropriately by researcher to describe the technical characteristics of their health CA. Through a literature review, we identified 103 unique health CA for which publications have been published in 2021 and 2022. We contacted the corresponding or first authors of those papers asking for providing the information along our taxonomy for the CA described in their paper. For this purpose, our taxonomy was transformed into a questionnaire. To study applicability and understandability of the taxonomy, we also extracted the requested information from the papers using the taxonomy and compared the results to those of the participants. 95 E-Mails could be delivered. 26 persons out of 95 replied to our request resulting in a return rate of 27.3%. Results show that the majority of CA is simple in terms of CA personality; visualized as avatar or without embodiment. Systems are mainly rule-based, domain-specific and support one language. We recognized several differences between replies given by the participants and what has been extracted from the publications on the CA by us. We conclude that in order to apply the taxonomy as reporting guideline clear definitions must be given for the single characteristics. Some additional characteristics have to be added