5,489 research outputs found
Directional adposition use in English, Swedish and Finnish
Directional adpositions such as to the left of describe where a Figure is in relation to a Ground. English and Swedish directional adpositions refer to the location of a Figure in relation to a Ground, whether both are static or in motion. In contrast, the Finnish directional adpositions edellÀ (in front of) and jÀljessÀ (behind) solely describe the location of a moving Figure in relation to a moving Ground (Nikanne, 2003).
When using directional adpositions, a frame of reference must be assumed for interpreting the meaning of directional adpositions. For example, the meaning of to the left of in English can be based on a relative (speaker or listener based) reference frame or an intrinsic (object based) reference frame (Levinson, 1996). When a Figure and a Ground are both in motion, it is possible for a Figure to be described as being behind or in front of the Ground, even if neither have intrinsic features. As shown by Walker (in preparation), there are good reasons to assume that in the latter case a motion based reference frame is involved. This means that if Finnish speakers would use edellÀ (in front of) and jÀljessÀ (behind) more frequently in situations where both the Figure and Ground are in motion, a difference in reference frame use between Finnish on one hand and English and Swedish on the other could be expected.
We asked native English, Swedish and Finnish speakersâ to select adpositions from a language specific list to describe the location of a Figure relative to a Ground when both were shown to be moving on a computer screen. We were interested in any differences between Finnish, English and Swedish speakers.
All languages showed a predominant use of directional spatial adpositions referring to the lexical concepts TO THE LEFT OF, TO THE RIGHT OF, ABOVE and BELOW. There were no differences between the languages in directional adpositions use or reference frame use, including reference frame use based on motion.
We conclude that despite differences in the grammars of the languages involved, and potential differences in reference frame system use, the three languages investigated encode Figure location in relation to Ground location in a similar way when both are in motion.
Levinson, S. C. (1996). Frames of reference and Molyneuxâs question: Crosslingiuistic evidence. In P. Bloom, M.A. Peterson, L. Nadel & M.F. Garrett (Eds.) Language and Space (pp.109-170). Massachusetts: MIT Press.
Nikanne, U. (2003). How Finnish postpositions see the axis system. In E. van der Zee & J. Slack (Eds.), Representing direction in language and space. Oxford, UK: Oxford University Press.
Walker, C. (in preparation). Motion encoding in language, the use of spatial locatives in a motion context. Unpublished doctoral dissertation, University of Lincoln, Lincoln. United Kingdo
Neural Baby Talk
We introduce a novel framework for image captioning that can produce natural
language explicitly grounded in entities that object detectors find in the
image. Our approach reconciles classical slot filling approaches (that are
generally better grounded in images) with modern neural captioning approaches
(that are generally more natural sounding and accurate). Our approach first
generates a sentence `template' with slot locations explicitly tied to specific
image regions. These slots are then filled in by visual concepts identified in
the regions by object detectors. The entire architecture (sentence template
generation and slot filling with object detectors) is end-to-end
differentiable. We verify the effectiveness of our proposed model on different
image captioning tasks. On standard image captioning and novel object
captioning, our model reaches state-of-the-art on both COCO and Flickr30k
datasets. We also demonstrate that our model has unique advantages when the
train and test distributions of scene compositions -- and hence language priors
of associated captions -- are different. Code has been made available at:
https://github.com/jiasenlu/NeuralBabyTalkComment: 12 pages, 7 figures, CVPR 201
Reflect on this!
In this article we reflect on reflection. To do this, we share examples of pedagogic approaches used in undergraduate performance programmes at York St John University that re-situate reflective practice within creative practice. For example, we explore the creative, multimodal use of a catalogue document that two of the authors used to encourage students to reflect as part of the B.A. (Hons) Theatre level 2 modules entitled performing the self & artist as witness. These modules aim to encourage students to consider themselves in some sense auteurs of themselves and their art practice. The case study illustrates that we need to go beyond the familiar if we are to be reflexive about the role of reflection in creative practice education
Multiliteracies, Pedagogy and Identities:Teacher and Student Voices from a Toronto Elementary School
In this article, I draw on an ethnographic case study of one Toronto elementary school, as part of a Canadaâwide action research project: Multiliteracy Project (www.multiliteracies.ca). I have explored how Perminder, a gradeâ4 teacher, develâ oped a multiliteracies pedagogy, drawing on her own and her studentsâ identities and linguistic and cultural forms of capital to create learning opportunities for all students to access the English mainstream curriculum. Alternative pedagogical choices inâ cluded studentsâ creation of multimodal dual language âidentity textsâ (Cummins, Bismilla, Cohen, Giampapa, & Leoni, 2005a), and identity work, expanding literacy practices valued within Canadian classrooms. Key words: critical pedagogies, critical literacies, ESL/EAL, identities, Multilitâ eracy Project, urban schools Dans cet article, lâauteure part dâune Ă©tude de cas ethnographique portant sur une Ă©cole primaire de Toronto, Ă©tude rĂ©alisĂ©e dans le cadre dâun projet de rechercheâ action pancanadien, The Multiliteracy Project (www.multiliteracies.ca). Elle analyse comment Perminder, une enseignante de 4e annĂ©e, a mis au point une pĂ©dagogie en matiĂšre de multilitĂ©raties. Puisant dans sa propre identitĂ© et dans celles de ses Ă©lĂšves ainsi que dans diverses formes de capital linguistiques et culturelles, elle offre Ă tous ses Ă©lĂšves la possibilitĂ© dâapprendre et ainsi dâavoir accĂšs au curriculum standard en anglais. Parmi les choix pĂ©dagogiques novateurs figuraient la crĂ©ation par les Ă©lĂšves de « textes identitaires » (Cummins et coll. 2005a) multimodaux en deux langues et des travaux portant sur lâidentitĂ©, Ă©largissant ainsi les pratiques en matiĂšre de littĂ©raâ tie jugĂ©es utiles dans les classes canadiennes. Mots clĂ©s : pĂ©dagogies critiques, littĂ©raties critiques, ESL/EAL, identitĂ©s, The Multiliteracy Project, Ă©coles urbaines.
Automatic tagging and geotagging in video collections and communities
Automatically generated tags and geotags hold great promise
to improve access to video collections and online communi-
ties. We overview three tasks offered in the MediaEval 2010
benchmarking initiative, for each, describing its use scenario, definition and the data set released. For each task, a reference algorithm is presented that was used within MediaEval 2010 and comments are included on lessons learned. The Tagging Task, Professional involves automatically matching episodes in a collection of Dutch television with subject labels drawn from the keyword thesaurus used by the archive staff. The Tagging Task, Wild Wild Web involves automatically predicting the tags that are assigned by users to their online videos. Finally, the Placing Task requires automatically assigning geo-coordinates to videos. The specification of each task admits the use of the full range of available information including user-generated metadata, speech recognition transcripts, audio, and visual features
A Remaking Pedagogy: Adaptation and Archetypes in the Childâs Multimodal Reading and Writing
This paper proposes combining theories about, and practices of, using archetypes and adaptation in education for the purposes of multimodal literacy learning. Within such contexts, children of primary school-age act as readers, performers and researchers, exploring and analysing existing adaptations of archetypal stories and images across time, space and platforms, as well as writers constructing and producing their own adaptations of archetypes in varying forms. Our suggestions are that ârevisitingâ and âremakingâ existing texts and practices in the multimodal primary classroom, can be a route to a deeper and more sophisticated learning experience, and one which challenges current definitions of reading, writing and literacy
Visual Literacies and Young Childrenâs Writing: Creating Spaces for Young Childrenâs Voices and Engaging in Authentic Writing Experiences
Young children engage in multimodal written expression. The research in this study explores the spaces that were created, and the stories created by children in an after-school comic club. The club utilized the Writerâs Workshop model to support the Being a Writer program that is used in the Ocean View School District (Ocean View School District is a pseudonym). I created a supplemental writing program that utilized visual literacy instruction and taught the lessons in the club. The theoretical framework incorporated developmentally appropriate writing instruction, visual literacy elements, and sociocultural theory. This study employed an action research methodology with multiple data collection points. The coding of data points used provisional (a priori) coding and open coding. Students created multimodal artifacts as part of the club and were able to create authentic and purposeful drawings and writings. The students were able to make meaning using pictures and words. The student writersâ stories were shared in an Author Celebration. The roles of collaboration, drawing, and writing were major components of the work that the student writers engaged in and the processes through which they produced their work
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