The ABD of orthography testing: Integrating formal or informal testing into the orthography development process

Developing an orthography for a previously unwritten language or reforming an existing writing system is a complex process. It calls for consideration of all the factors that play into the process and sensitivity to stakeholder expectations. The desired outcomes are acceptance of the orthography by intended users, ease of learning, and general efficiency. Integrating evaluation processes and testing events into the orthography development process and making appropriate adjustments based on the findings will maximize chances of attaining those outcomes. This article provides a rationale for orthography testing and recommendations for what to test and who to test. It includes a literature review, pointing readers toward helpful resources

Designing A General Deep Web Access Approach Based On A Newly Introduced Factor; Harvestability Factor (HF)

The growing need of accessing more and more information draws attentions to huge amount of data hidden behind web forms defined as deep web. To make this data accessible, harvesters have a crucial role. Targeting different domains and websites enhances the need to have a general-purpose harvester which can be applied to different settings and situations. To develop such a harvester, a number of issues should be considered. Among these issues, business domain features, targeted websites' features, and the harvesting goals are the most influential ones. To consider all these elements in one big picture, a new concept, called harvestability factor (HF), is introduced in this paper. The HF is defined as an attribute of a website (HF_w) or a harvester (HF_h) representing the extent to which the website can be harvested or the harvester can harvest. The comprising elements of these factors are different websites' (for HF_w) or harvesters' (for HF_h) features. These features are presented in this paper by gathering a number of them from literature and introducing new ones through the authors' experiments. In addition to enabling websites' or harvesters' designers of evaluating where they products stand from the harvesting perspective, the HF can act as a framework for designing general purpose deep web harvesters. This framework allows filling in the gap in designing general purpose harvesters by focusing on detailed features of deep websites which have effects on harvesting processes. The represented features in this paper provide a thorough list of requirements for designing deep web harvesters which is not done to best of our knowledge in literature in this extent. To validate the effectiveness of HF in practice, it is shown how the HFs' elements can be applied in categorizing deep websites and how this is useful in designing a harvester. To run the experiments, the developed harvester by the authors, is also discussed in this paper

An Empirical Study of AI Generated Text Detection Tools

Since ChatGPT has emerged as a major AIGC model, providing high-quality responses across a wide range of applications (including software development and maintenance), it has attracted much interest from many individuals. ChatGPT has great promise, but there are serious problems that might arise from its misuse, especially in the realms of education and public safety. Several AIGC detectors are available, and they have all been tested on genuine text. However, more study is needed to see how effective they are for multi-domain ChatGPT material. This study aims to fill this need by creating a multi-domain dataset for testing the state-of-the-art APIs and tools for detecting artificially generated information used by universities and other research institutions. A large dataset consisting of articles, abstracts, stories, news, and product reviews was created for this study. The second step is to use the newly created dataset to put six tools through their paces. Six different artificial intelligence (AI) text identification systems, including "GPTkit," "GPTZero," "Originality," "Sapling," "Writer," and "Zylalab," have accuracy rates between 55.29 and 97.0%. Although all the tools fared well in the evaluations, originality was particularly effective across the board.Comment: 15 Pages, 4 Figures, 2 Tables, 42 Reference

It Takes a Village: Using Network Science to Identify the Effect of Individual Differences in Bilingual Experience for Theory of Mind

An increasing amount of research has examined the effects of bilingualism on performance in theory of mind (ToM) tasks. Bilinguals outperform monolinguals in ToM when comparing groups. However, it is unclear what aspects of the bilingual experience contribute to this effect in a dynamic construct like ToM. To date, bilingualism has been conceptualized as a dichotic skill that is distinct from monolingualism, obscuring nuances in the degree that different bilingual experience affects cognition. The current study used a combination of network science, cognitive, and linguistic behavioral measurements to explore the factors that influence perspective-taking ToM based on participants’ current and previous experience with language, as well as their family networks’ experience with language. The results suggest that some aspects of the bilingual experience predict task performance, but not others, and these predictors align with the two-system theory of ToM. Overall, the findings provide evidence for the extent to which individual differences in bilingualism are related to different cognitive outcomes

Spectators’ aesthetic experiences of sound and movement in dance performance

In this paper we present a study of spectators’ aesthetic experiences of sound and movement in live dance performance. A multidisciplinary team comprising a choreographer, neuroscientists and qualitative researchers investigated the effects of different sound scores on dance spectators. What would be the impact of auditory stimulation on kinesthetic experience and/or aesthetic appreciation of the dance? What would be the effect of removing music altogether, so that spectators watched dance while hearing only the performers’ breathing and footfalls? We investigated audience experience through qualitative research, using post-performance focus groups, while a separately conducted functional brain imaging (fMRI) study measured the synchrony in brain activity across spectators when they watched dance with sound or breathing only. When audiences watched dance accompanied by music the fMRI data revealed evidence of greater intersubject synchronisation in a brain region consistent with complex auditory processing. The audience research found that some spectators derived pleasure from finding convergences between two complex stimuli (dance and music). The removal of music and the resulting audibility of the performers’ breathing had a significant impact on spectators’ aesthetic experience. The fMRI analysis showed increased synchronisation among observers, suggesting greater influence of the body when interpreting the dance stimuli. The audience research found evidence of similar corporeally focused experience. The paper discusses possible connections between the findings of our different approaches, and considers the implications of this study for interdisciplinary research collaborations between arts and sciences

Utilizing Mobile Computer Devices in Urdu / Hindi Language Programs to Enhance Language Learning

Mobile computer devices, such as laptops, hand-held devices like iPads, and smartphones, have become an integral part of learning, today. In this study, effects of mobile computer devices to facilitate language learning were explored. Students from a university were surveyed for their beliefs, behaviors, preferences and practices with respect to using mobile computers devices to learn Urdu/Hindi languages. How students use various types of devices; which language skills (listening, reading, speaking) are affected and enhanced the most; how mobile devices facilitate differentiated instruction for varying learning styles; how they foster self-organized learning environments (SOLE) and support universal design for learning (UDL), were observed and tracked to see the impact of mobile devices on language learning. Key findings indicate that: (a). students use mobile devices to find various language related material for language learning; (b). the portability and quick accessibility aspects help in language learning, inside and outside of classroom; (c). they have varying degrees of impact on listening, reading and speaking skills; (d). they make self-organized learners and support universal design for learning that aids language acquisition, immensely. Overall, it is evident from the study that the use of mobile computer devices enriches a language learner’s experience and plays an integral, supportive role in the language learning process