5,489 research outputs found

    Directional adposition use in English, Swedish and Finnish

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    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 edellĂ€ (in front of) and jĂ€ljessĂ€ (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 edellĂ€ (in front of) and jĂ€ljessĂ€ (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 speakers’ 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 Molyneux’s 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

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    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!

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    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

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    In this article, I draw on an ethnographic case study of one Toronto elementary school, as part of a Canada‐wide action research project: Multiliteracy Project (www.multiliteracies.ca). I have explored how Perminder, a grade‐4 teacher, devel‐ oped a multiliteracies pedagogy, drawing on her own and her students’ identities and linguistic and cultural forms of capital to create learning opportunities for all students to access the English mainstream curriculum. Alternative pedagogical choices in‐ cluded students’ creation of multimodal dual language “identity texts” (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, Multilit‐ eracy Project, urban schools Dans cet article, l’auteure part d’une Ă©tude de cas ethnographique portant sur une Ă©cole primaire de Toronto, Ă©tude rĂ©alisĂ©e dans le cadre d’un projet de recherche‐ 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© d’apprendre et ainsi d’avoir 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 l’identitĂ©, Ă©largissant ainsi les pratiques en matiĂšre de littĂ©ra‐ 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

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    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 Child’s Multimodal Reading and Writing

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    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 ‘revisiting’ and ‘remaking’ 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 Children’s Writing: Creating Spaces for Young Children’s Voices and Engaging in Authentic Writing Experiences

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    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 Writer’s 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 writers’ 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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