1,300 research outputs found
Quantifying the psychological properties of words
This thesis explores the psychological properties of words â the idea that words carry links to additional information beyond their dictionary meaning. It does so by presenting three distinct publications and an applied project, the Macroscope. The published research respectively covers: the modelling of language networks to explain lexical growth; the use of high dimensional vector representations of words to discuss language learning; and the collection of a normative dataset of single word humour ratings. The first publication outlines the use of network science in psycholinguistics. The methodology is discussed, providing clear guidelines on the application of networks when answering psychologically motivated questions. A selection of psychological studies is presented as a demonstration of use cases for networks in cognitive psychology. The second publication uses referent feature norms to represent words in a high dimensional vector space. A correlative link between referent distinctiveness and age of acquisition is proposed. The shape bias literature (the idea that children only pay attention to the shape of objects early on) is evaluated in relation to the findings. The third publication collects and shares a normative dataset of single word humour ratings. Descriptive properties of the dataset are outlined and the potential future use in the field of humour is discussed. Finally, the thesis presents the Macroscope, a collaborative project put together with Li Ying. The Macroscope is an online platform, allowing for easy analysis of the psychological properties of target words. The platform is showcased, and its full functionality is presented, including visualisation examples. Overall, the thesis aims to give researchers all thatâs necessary to start working with psychological properties of words â the understanding of network science in psycholinguistics, high dimensional vector spaces, normative datasets and the applied use of all the above through the Macroscope
The Cognitive Psychology of Humour in Written Puns
The primary purpose of this dissertation was to investigate how humour from written puns is produced. Prior models have emphasized that novel or surprising incongruities should be important to humour appreciation (Suls, 1972; Topolinski, 2014). In study 1, a new approach to operationalizing incongruity as semantic dissimilarity was developed and tested using Latent Semantic Analysis (Landauer, Foltz & Laham, 1998). âLatent semantic incongruityâ was associated with humour ratings, but only for puns with low ratings of familiarity from a prior occasion or for those with a low level of aggressive content. Overall, there was also an unexpected strong positive association between familiarity with a pun from a prior occasion and humour ratings. Study 2 demonstrated that humour ratings for puns decreases with repeated exposures. Changes in humour with repetition were dependent on latent semantic incongruity, the duration of time spent comprehending the pun and providing humour ratings, and on how humour was measured. Study 3 investigated whether âelaborationâ on the two implied concepts in each pun was associated with humour (as predicted by Wyer & Collins, 1992). Elaboration quantity (the number of associated words that participants could comfortably list) and elaboration duration (the duration of time participants spent on the elaboration task) were associated with humour ratings, but only for familiar puns. In summary, fluent comprehension of incongruity was important to humour from unfamiliar puns, whereas elaboration on the implied concepts in puns was important to humour appreciation for puns that were familiar from a prior occasion
USING DEEP LEARNING-BASED FRAMEWORK FOR CHILD SPEECH EMOTION RECOGNITION
Biological languages of the body through which human emotion can be detected abound including heart rate, facial expressions, movement of the eyelids and dilation of the eyes, body postures, skin conductance, and even the speech we make. Speech emotion recognition research started some three decades ago, and the popular Interspeech Emotion Challenge has helped to propagate this research area. However, most speech recognition research is focused on adults and there is very little research on child speech. This dissertation is a description of the development and evaluation of a child speech emotion recognition framework. The higher-level components of the framework are designed to sort and separate speech based on the speakerâs age, ensuring that focus is only on speeches made by children. The framework uses Baddeleyâs Theory of Working Memory to model a Working Memory Recurrent Network that can process and recognize emotions from speech. Baddeleyâs Theory of Working Memory offers one of the best explanations on how the human brain holds and manipulates temporary information which is very crucial in the development of neural networks that learns effectively. Experiments were designed and performed to provide answers to the research questions, evaluate the proposed framework, and benchmark the performance of the framework with other methods. Satisfactory results were obtained from the experiments and in many cases, our framework was able to outperform other popular approaches. This study has implications for various applications of child speech emotion recognition such as child abuse detection and child learning robots
Washington University Record, June 17, 2005
https://digitalcommons.wustl.edu/record/2040/thumbnail.jp
Combining translation into the second language and second language learning : an integrated computational approach
This thesis explores the area where translation and language learning intersects. However, this intersection is not one in the traditional sense of second language teaching: where translation is used as a means for learning a foreign language. This thesis treats translating into the foreign language as a separate entity, one that is as important as learning the foreign language itself. Thus the discussion in this thesis is especially relevant to an academic institution which contemplates training foreign language learners who can perform translation into the foreign language at a professional level. The thesis concentrates on developing a pedagogical model which can achieve the goal of fostering linguistic competence and translation competence at the same time. It argues that constructing such a model under a computerised framework is a viable approach, since the task of translation nowadays relies heavily on all kinds o
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