12,978 research outputs found
Neurocognitive Informatics Manifesto.
Informatics studies all aspects of the structure of natural and artificial information systems. Theoretical and abstract approaches to information have made great advances, but human information processing is still unmatched in many areas, including information management, representation and understanding. Neurocognitive informatics is a new, emerging field that should help to improve the matching of artificial and natural systems, and inspire better computational algorithms to solve problems that are still beyond the reach of machines. In this position paper examples of neurocognitive inspirations and promising directions in this area are given
Sentiment Analysis for Words and Fiction Characters From The Perspective of Computational (Neuro-)Poetics
Two computational studies provide different sentiment analyses for text segments (e.g., âfearfulâ passages) and figures (e.g., âVoldemortâ) from the Harry Potter books (Rowling, 1997 - 2007) based on a novel simple tool called SentiArt. The tool uses vector space models together with theory-guided, empirically validated label lists to compute the valence of each word in a text by locating its position in a 2d emotion potential space spanned by the > 2 million words of the vector space model. After testing the toolâs accuracy with empirical data from a neurocognitive study, it was applied to compute emotional figure profiles and personality figure profiles (inspired by the so-called âbig fiveâ personality theory) for main characters from the book series. The results of comparative analyses using different machine-learning classifiers (e.g., AdaBoost, Neural Net) show that SentiArt performs very well in predicting the emotion potential of text passages. It also produces plausible predictions regarding the emotional and personality profile of fiction characters which are correctly identified on the basis of eight character features, and it achieves a good cross-validation accuracy in classifying 100 figures into âgoodâ vs. âbadâ ones. The results are discussed with regard to potential applications of SentiArt in digital literary, applied reading and neurocognitive poetics studies such as the quantification of the hybrid hero potential of figures
Predicting Comprehension from Studentsâ Summaries
International audienceComprehension among young students represents a key component of their formation throughout the learning process. Moreover, scaffolding students as they learn to coherently link information, while organically construct- ing a solid knowledge base, is crucial to studentsâ development, but requires regular assessment and progress tracking. To this end, our aim is to provide an automated solution for analyzing and predicting studentsâ comprehension levels by extracting a combination of reading strategies and textual complexity factors from studentsâ summaries. Building upon previous research and enhancing it by incorporating new heuristics and factors, Support Vector Machine classification models were used to validate our assumptions that automatically identified reading strategies, together with textual complexity indices applied on studentsâ summaries, represent reliable estimators of comprehension
Hypotheses, evidence and relationships: The HypER approach for representing scientific knowledge claims
Biological knowledge is increasingly represented as a collection of (entity-relationship-entity) triplets. These are queried, mined, appended to papers, and published. However, this representation ignores the argumentation contained within a paper and the relationships between hypotheses, claims and evidence put forth in the article. In this paper, we propose an alternate view of the research article as a network of 'hypotheses and evidence'. Our knowledge representation focuses on scientific discourse as a rhetorical activity, which leads to a different direction in the development of tools and processes for modeling this discourse. We propose to extract knowledge from the article to allow the construction of a system where a specific scientific claim is connected, through trails of meaningful relationships, to experimental evidence. We discuss some current efforts and future plans in this area
Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers
Currently in many Chinese universities, the traditional College English course is facing the risk of being âmarginalizedâ, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called âxue keâ English. Despite the fact that âxue keâ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachersâ reflections.
Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach
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