81,937 research outputs found

    SemEval-2016 task 5 : aspect based sentiment analysis

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    International audienceThis paper describes the SemEval 2016 shared task on Aspect Based Sentiment Analysis (ABSA), a continuation of the respective tasks of 2014 and 2015. In its third year, the task provided 19 training and 20 testing datasets for 8 languages and 7 domains, as well as a common evaluation procedure. From these datasets, 25 were for sentence-level and 14 for text-level ABSA; the latter was introduced for the first time as a subtask in SemEval. The task attracted 245 submissions from 29 teams

    The political conditioning of subjective economic evaluations: the role of party discourse

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    Classic and revisionist perspectives on economic voting have thoroughly analyzed the role of macroeconomic indicators and individual partisanship as determinants of subjective evaluations of the national economy. Surprisingly, however, top-down analysis of parties’ capacity to cue and persuade voters about national economic conditions is absent in the debate. This study uses a novel dataset containing monthly economic salience in party parliamentary speeches, macroeconomic indicators and individual survey data covering the four last electoral cycles in Spain (1996–2011). The results show that the salience of economic issues in the challenger’s discourse substantially increases negative evaluations of performance when this challenger is the owner of the economic issue. While a challenger’s conditioning of public economic evaluations is independent of the state of the economy (and can affect citizens with different ideological orientations), incumbent parties are more constrained by the true state of the economy in their ability to persuade the electorate on this issue

    Is This a Joke? Detecting Humor in Spanish Tweets

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    While humor has been historically studied from a psychological, cognitive and linguistic standpoint, its study from a computational perspective is an area yet to be explored in Computational Linguistics. There exist some previous works, but a characterization of humor that allows its automatic recognition and generation is far from being specified. In this work we build a crowdsourced corpus of labeled tweets, annotated according to its humor value, letting the annotators subjectively decide which are humorous. A humor classifier for Spanish tweets is assembled based on supervised learning, reaching a precision of 84% and a recall of 69%.Comment: Preprint version, without referra

    Towards Syntactic Iberian Polarity Classification

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    Lexicon-based methods using syntactic rules for polarity classification rely on parsers that are dependent on the language and on treebank guidelines. Thus, rules are also dependent and require adaptation, especially in multilingual scenarios. We tackle this challenge in the context of the Iberian Peninsula, releasing the first symbolic syntax-based Iberian system with rules shared across five official languages: Basque, Catalan, Galician, Portuguese and Spanish. The model is made available.Comment: 7 pages, 5 tables. Contribution to the 8th Workshop on Computational Approaches to Subjectivity, Sentiment and Social Media Analysis (WASSA-2017) at EMNLP 201

    Evaluation templates and fulfillment of the university formative objectives: diversification and transverselity of criteria in subjects of Spanish Language and Theory of Literature

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    In the different projects boarded in these last years by our group from educational innovation, attention to two lines of work has been lent that, applied to subjects integrated in the scopes of the study of the Spanish language and of the theory of Literature, were in our opinion essential to approach the new educative space in which we were immersed. In one first stage, it was fundamental the elaboration of educational materials and the use of heterogenous tools that allowed the student to make a pursuit of the subject in which the knowledge was acquired progressively. The space of the Virtual Campus thus becomes a valid platform for the development and design of different types from activities and exercises by means of which complementary tasks to actual teaching are approached. However, this development raises in one second phase –in which we were now– and almost simultaneously, the necessity to analyze the evaluation methods. Once established the continuous evaluation like fundamental criterion in the development of the subject, it is precise to establish general frames that allow at the same time student’s precise pursuit and transverselity between criteria of evaluation shared by several subjects. From these budgets, our work is centered in the creation of templates or model-cards model that identifie so much the evaluation criteria as the aptitudes that the students must surpass, to the object of which can serve as guide in their application to different disciplines. Therefore, on starting from the exercises designed in the first stage of the project, evaluative models are developed that allow to value the degree of assimilation and execution of the different objectives and contents.Example: Work in group and later exposition and discussions by the students: - Consisting of the putting in common of the results derived from the work in group or other individual derivatives of the theoretical and literary text commentary. - Cooperative learning: works in equipment, inside and outside the classroom. Objectives: to favor the doubt and exchange of information on the subjects debate object, besides to foment initiatives and the critical attitude of the students. - Justification: this type of exercises favors the formation of the student in two-way traffic. First, in as much it must construct his own speech, organize it, structure it and argue it for his putting in common before his companions. It facilitates the personal learning and the development of skills related to the construction, elaboration and written expression of different types from speech. The second, the exposition helps to develop skills and comunicative strategies, contributing to improve the oral expression. Finally, the coordination of the work of group causes a greater implication of the students in the process of elaboration and the final results, as much of the work written as of the oral presentation, without forgetting that the use of other resources (presentations, videos... etc.) by the students facilitates his familiarisation with educational and expositive techniques nearer the present contextInted2009 Proceedings C
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