5,515 research outputs found
Mobile heritage practices. Implications for scholarly research, user experience design, and evaluation methods using mobile apps.
Mobile heritage apps have become one of the most popular means for audience
engagement and curation of museum collections and heritage contexts. This
raises practical and ethical questions for both researchers and practitioners, such
as: what kind of audience engagement can be built using mobile apps? what are
the current approaches? how can audience engagement with these experience
be evaluated? how can those experiences be made more resilient, and in turn
sustainable? In this thesis I explore experience design scholarships together with
personal professional insights to analyse digital heritage practices with a view to
accelerating thinking about and critique of mobile apps in particular. As a result,
the chapters that follow here look at the evolution of digital heritage practices,
examining the cultural, societal, and technological contexts in which mobile
heritage apps are developed by the creative media industry, the academic
institutions, and how these forces are shaping the user experience design
methods. Drawing from studies in digital (critical) heritage, Human-Computer
Interaction (HCI), and design thinking, this thesis provides a critical analysis of
the development and use of mobile practices for the heritage. Furthermore,
through an empirical and embedded approach to research, the thesis also
presents auto-ethnographic case studies in order to show evidence that mobile
experiences conceptualised by more organic design approaches, can result in
more resilient and sustainable heritage practices. By doing so, this thesis
encourages a renewed understanding of the pivotal role of these practices in the
broader sociocultural, political and environmental changes.AHRC REAC
Infantsâ attention during cross-situational word learning: Environmental variability promotes novelty preference
Infants as young as 14 months can track cross-situational statistics between sets of words and objects to acquire wordâreferent mappings. However, in naturalistic word learning situations, words and objects occur with a host of additional information, sometimes noisy, present in the environment. In this study, we tested the effect of this environmental variability on infantsâ word learning. Fourteen-month-old infants (N = 32) were given a cross-situational word learning task with additional gestural, prosodic, and distributional cues that occurred reliably or variably. In the reliable cue condition, infants were able to process this additional environmental information to learn the words, attending to the target object during test trials. But when the presence of these cues was variable, infants paid greater attention to the gestural cue during training and subsequently switched preference to attend more to novel wordâobject mappings rather than familiar ones at test. Environmental variation may be key to enhancing infantsâ exploration of new information
Personality Dysfunction Manifest in Words : Understanding Personality Pathology Using Computational Language Analysis
Personality disorders (PDs) are some of the most prevalent and high-risk mental health conditions, and yet remain poorly understood. Today, the development of new technologies means that there are advanced tools that can be used to improve our understanding and treatment of PD. One promising tool â indeed, the focus of this thesis â is computational language analysis. By looking at patterns in how people with personality pathology use words, it is possible to gain access into their constellation of thinking, feelings, and behaviours. To date, however, there has been little research at the intersection of verbal behaviour and personality pathology. Accordingly, the central goal of this thesis is to demonstrate how PD can be better understood through the analysis of natural language. This thesis presents three research articles, comprising four empirical studies, that each leverage computational language analysis to better understand personality pathology. Each paper focuses on a distinct core feature of PD, while incorporating language analysis methods: Paper 1 (Study 1) focuses on interpersonal dysfunction; Paper 2 (Studies 2 and 3) focuses on emotion dysregulation; and Paper 3 (Study 4) focuses on behavioural dysregulation (i.e., engagement in suicidality and deliberate self-harm). Findings from this research have generated better understanding of fundamental features of PD, including insight into characterising dimensions of social dysfunction (Paper 1), maladaptive emotion processes that may contribute to emotion dysregulation (Paper 2), and psychosocial dynamics relating to suicidality and deliberate self-harm (Paper 3) in PD. Such theoretical knowledge subsequently has important implications for clinical practice, particularly regarding the potential to inform psychological therapy. More broadly, this research highlights how language can provide implicit and unobtrusive insight into the personality and psychological processes that underlie personality pathology at a large-scale, using an individualised, naturalistic approach
Teachersâ Professional Competence for Bilingual (Economic) Education
Bilingual education holds great potential to simultaneously nurture bilingualism, biliteracy as well as subject-specific and intercultural competences â all crucial skills for the 21st century. However, the widespread implementation of bilingual education faces challenges such as the lack of learning materials and considerable training needs of active bilingual education teachers. Although teachersâ challenges and pedagogical practices within different content-based bilingual education types like immersion, dual-language education or content and language integrated learning are similar, an overarching and comprehensive overview of bilingual education teachersâ required competences is still missing. To address this research gap and ultimately increase the quality of teacher training, the present dissertation closely examines the required competences of bilingual education teachers for secondary education both in general and in the context of the promising bilingual subject of economics. This investigation incorporates a systematic literature review, a mixed-methods study to accumulate practitionersâ insights into professionalism and a linguistic analysis of learning materials.
The systematic review encompassed 79 international reports on bilingual education teachersâ competences, which were categorically grouped and narratively synthesised. A competence model specific to bilingual education teachers was developed based on the converging competences found in the competence frameworks and the reports on individual competences. Important competences included several aspects of language proficiency such as subject-specific or academic language proficiency and additional requirements like critical consciousness, cooperation skills, pedagogical/psychological knowledge of methodology or material design and pedagogical content knowledge.
The second study used a mixed-methods design with 32 participants (trainee teachers and teacher educators involved in a bilingual education qualification program) filling in a questionnaire and 11 follow-up interviews with participants teaching political studies or geography bilingually. It compared beliefs about generalist and bilingual education teachersâ professional competences and revealed that bilingual education teachersâ competence requirements were more pronounced. These included expanded language proficiency, international content knowledge and pedagogical content knowledge of merging language, content, learning and culture. Higher motivation and enhanced pedagogical/psychological knowledge of material design, methodology and assessment were also deemed important by practitioners. Notable differences between trainee teachers and teacher educators emerged particularly regarding the importance of reflection and the required level of language proficiency.
In the third study, the linguistic complexity of 1529 English main body texts in 30 bilingual economics learning materials was analysed. The results showed a lack of systematic complexity progression across grade levels that can potentially hinder studentsâ continuous language development. Together with substantial fluctuations in lexical richness and the overall scarcity of ready-made materials, these results highlighted the need for bilingual education teachers to create or adapt their own learning materials. To this effect, language proficiency, pedagogical/psychological knowledge of material design and learning processes, (pedagogical) content knowledge and intrinsic motivation were identified as essential for high-quality material production.
The present dissertation furthermore discusses and triangulates the results of the three studies to come up with a competence model specifically targeted at bilingual economic education teachers. Overall, it sheds light on teachersâ competences, challenges and opportunities in the field of bilingual (economic) education. Therefore, this comprehensive dissertation contributes to the enhancement of teacher training for bilingual (economic) education. Additionally, the two competence models developed in this dissertation can be used as reflective tools by interested generalist (economic) education teachers. Finally, this dissertation creates a solid foundation for future research, which overall benefits policy, schools, teachers, students and researchers alike
Linking language and emotion: how emotion is understood in language comprehension, production and prediction using psycholinguistic methods
Emotions are an integral part of why and how we use language in everyday life. We communicate our concerns, express our woes, and share our joy through the use of non-verbal and verbal language. Yet there is a limited understanding of when and how emotional language is processed differently to neutral language, or of how emotional information facilitates or inhibits language processing. Indeed, various efforts have been made to bring back emotions into the discipline of psycholinguistics in the last decade. This can be seen in many interdisciplinary models focusing on the role played by emotion in each aspect of linguistic experience. In this thesis, I answer this call and pursue questions that remain unanswered in psycholinguistics regarding its interaction with emotion. The general trend that I am using to bring emotion into psycholinguistic research is straightforward. Where applicable and relevant, I use well-established tasks or paradigms to investigate the effects of emotional content in language processing. Hence, I focused on three main areas of language processing: comprehension, production and prediction.
The first experimental chapter includes a series of experiments utilising the Modality Switching Paradigm to investigate whether sentences describing emotional states are processed differently from sentences describing cognitive states. No switching effects were found consistently in my 3 experiments. My results suggest that these distinct classes of interoceptive concepts, such as âthinkingâ or âbeing happyâ, are not processed differently from each other, suggesting that people do not switch attention between different interoceptive systems when comprehending emotional or cognitive sentences. I discuss the implications for grounded cognition theory in the embodiment literature.
In my second experimental chapter, I used the Cumulative Semantic Interference Paradigm to investigate these two questions: (1) whether emotion concepts interfere with one another when repeatedly retrieved (emotion label objects), and (2) whether similar interference occurs for concrete objects that share similar valence association (emotion-laden objects). This could indicate that people use information such as valence and arousal to group objects in semantic memory. I found that interference occurs when people retrieve direct emotion labels repeatedly (e.g., âhappyâ and âsadâ) but not when they retrieve the names of concrete objects that have similar emotion connotations (e.g., âpuppyâ and ârainbowâ). I discuss my findings in terms of the different types of information that support representation of abstract vs. concrete concepts.
In my final experimental chapter, I used the Visual World Paradigm to investigate whether the emotional state of an agent is used to inform predictions during sentence processing. I found that people do use the description of emotional state of an agent (e.g., âThe boy is happyâ) to predict the cause of that affective state during sentence processing (e.g., âbecause he was given an ice-creamâ). A key result here is that people were more likely to fixate on the emotionally congruent objects (e.g., ice-cream) compared to incongruent objects (e.g., broccoli). This suggests that people rapidly and automatically inform predictions about upcoming sentence information based on the emotional state of the agent. I discuss our findings as a novel contribution to the Visual World literature.
I conducted a diverse set of experiments using a range of established psycholinguistic methods to investigate the roles of emotional information in language processing. I found clear results in the eye-tracking study but inconsistent effects in both switching and interference studies. I interpret these mixed findings in the following way: emotional content does not always have effects in language processing and that effect are most likely in tasks that explicitly require participants to simulate emotion states in some way. Regardless, not only was I successful in finding some novel results by extending previous tasks, but I was also able to show that this is an avenue that can be explored more to advance the affective psycholinguistic field
âShinu Shika Naiâ â âThere is Nothing to Do but to Dieâ: Contextualising the Rising Young Female Suicide Rate in Japan
During the Covid-19 pandemic, the suicide rate for the 18-39 age cohort of Japanese women has been drastically subverting a long period of prior sustained decline. This work is an anthropological study of social conditions contributing to a social zeitgeist in which these young women are taking their
own lives, as told in survivor and advocate testimonies. It seeks to question the ways ideas around what suicide means in the Japanese cultural context to stakeholders in the suicide process. It further elucidates how these ideas exist, and how they have evolved to be meaningful to young women in contemporary Japan
Communicating a Pandemic
This edited volume compares experiences of how the Covid-19 pandemic was communicated in the Nordic countries â Denmark, Finland, Iceland, Norway, and Sweden. The Nordic countries are often discussed in terms of similarities concerning an extensive welfare system, economic policies, media systems, and high levels of trust in societal actors. However, in the wake of a global pandemic, the countriesâ coping strategies varied, creating certain question marks on the existence of a âNordic modelâ.
The chapters give a broad overview of crisis communication in the Nordic countries during the first year of the Covid-19 pandemic by combining organisational and societal theoretical perspectives and encompassing crisis response from governments, public health authorities, lobbyists, corporations, news media, and citizens. The results show several similarities, such as political and governmental responses highlighting solidarity and the need for exceptional measures, as expressed in press conferences, social media posts, information campaigns, and speeches. The media coverage relied on experts and was mainly informative, with few critical investigations during the initial phases. Moreover, surveys and interviews show the importance of news media for citizensâ coping strategies, but also that citizens mostly trusted both politicians and health authorities during the crisis.
This book is of interest to all who are looking to understand societal crisis management on a comprehensive level.âŻThe volume contains chapters from leading experts from all the Nordic countries and is edited by a team with complementary expertise on crisis communication, political communication, and journalism, consisting of Bengt Johansson, Ăyvind Ihlen, Jenny Lindholm, and Mark Blach-Ărsten.âŻPublishe
A Critical Review Of Post-Secondary Education Writing During A 21st Century Education Revolution
Educational materials are effective instruments which provide information and report new discoveries uncovered by researchers in specific areas of academia. Higher education, like other education institutions, rely on instructional materials to inform its practice of educating adult learners. In post-secondary education, developmental English programs are tasked with meeting the needs of dynamic populations, thus there is a continuous need for research in this area to support its changing landscape. However, the majority of scholarly thought in this area centers on K-12 reading and writing. This paucity presents a phenomenon to the post-secondary community. This research study uses a qualitative content analysis to examine peer-reviewed journals from 2003-2017, developmental online websites, and a government issued document directed toward reforming post-secondary developmental education programs. These highly relevant sources aid educators in discovering informational support to apply best practices for student success. Developmental education serves the purpose of addressing literacy gaps for students transitioning to college-level work. The findings here illuminate the dearth of material offered to developmental educators. This study suggests the field of literacy research is fragmented and highlights an apparent blind spot in scholarly literature with regard to English writing instruction. This poses a quandary for post-secondary literacy researchers in the 21st century and establishes the necessity for the literacy research community to commit future scholarship toward equipping college educators teaching writing instruction to underprepared adult learners
Low- and high-resource opinion summarization
Customer reviews play a vital role in the online purchasing decisions we make. The reviews
express user opinions that are useful for setting realistic expectations and uncovering important
details about products. However, some products receive hundreds or even thousands of
reviews, making them time-consuming to read. Moreover, many reviews contain uninformative
content, such as irrelevant personal experiences. Automatic summarization offers an
alternative â short text summaries capturing the essential information expressed in reviews.
Automatically produced summaries can reflect overall or particular opinions and be tailored to
user preferences. Besides being presented on major e-commerce platforms, home assistants
can also vocalize them. This approach can improve user satisfaction by assisting in making
faster and better decisions.
Modern summarization approaches are based on neural networks, often requiring thousands of
annotated samples for training. However, human-written summaries for products are expensive
to produce because annotators need to read many reviews. This has led to annotated data
scarcity where only a few datasets are available. Data scarcity is the central theme of our
works, and we propose a number of approaches to alleviate the problem. The thesis consists
of two parts where we discuss low- and high-resource data settings.
In the first part, we propose self-supervised learning methods applied to customer reviews
and few-shot methods for learning from small annotated datasets. Customer reviews without
summaries are available in large quantities, contain a breadth of in-domain specifics, and
provide a powerful training signal. We show that reviews can be used for learning summarizers
via a self-supervised objective. Further, we address two main challenges associated with
learning from small annotated datasets. First, large models rapidly overfit on small datasets
leading to poor generalization. Second, it is not possible to learn a wide range of in-domain
specifics (e.g., product aspects and usage) from a handful of gold samples. This leads to
subtle semantic mistakes in generated summaries, such as âgreat dead on arrival battery.â We
address the first challenge by explicitly modeling summary properties (e.g., content coverage
and sentiment alignment). Furthermore, we leverage small modules â adapters â that are
more robust to overfitting. As we show, despite their size, these modules can be used to
store in-domain knowledge to reduce semantic mistakes. Lastly, we propose a simple method
for learning personalized summarizers based on aspects, such as âprice,â âbattery life,â and
âresolution.â This task is harder to learn, and we present a few-shot method for training a
query-based summarizer on small annotated datasets.
In the second part, we focus on the high-resource setting and present a large dataset with
summaries collected from various online resources. The dataset has more than 33,000 humanwritten
summaries, where each is linked up to thousands of reviews. This, however, makes it
challenging to apply an âexpensiveâ deep encoder due to memory and computational costs. To
address this problem, we propose selecting small subsets of informative reviews. Only these
subsets are encoded by the deep encoder and subsequently summarized. We show that the
selector and summarizer can be trained end-to-end via amortized inference and policy gradient
methods
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