Matrices of the frequency and similarity of Arabic letters and allographs

Published online: 19 February 2020Indicators of letter frequency and similarity have long been available for Indo-European languages. They have not only been pivotal in controlling the design of experimental psycholinguistic studies seeking to determine the factors that underlie reading ability and literacy acquisition, but have also been useful for studies examining the more general aspects of human cognition. Despite their importance, however, such indicators are still not available for Modern Standard Arabic (MSA), a language that, by virtue of its orthographic system, presents an invaluable environment for the experimental investigation of visual word processing. This paper presents for the first time the frequencies of Arabic letters and their allographs based on a 40-million-word corpus, along with their similarity/confusability indicators in three domains: (1) the visual domain, based on human ratings; (2) the auditory domain, based on an analysis of the phonetic features of letter sounds; and (3) the motoric domain, based on an analysis of the stroke features used to write letters and their allographs. Taken together, the frequency and similarity of Arabic letters and their allographs in the visual and motoric domains, as well as the similarities among the letter sounds, will be useful for researchers interested in the processes underpinning orthographic processing, visual word recognition, reading, and literacy acquisition.This research was funded by two United Arab Emirates University College of Humanities and Social Sciences grants to Sami Boudelaa (G00002367 and G00003158)

A novel approach to handwritten character recognition

A number of new techniques and approaches for off-line handwritten character recognition are presented which individually make significant advancements in the field. First. an outline-based vectorization algorithm is described which gives improved accuracy in producing vector representations of the pen strokes used to draw characters. Later. Vectorization and other types of preprocessing are criticized and an approach to recognition is suggested which avoids separate preprocessing stages by incorporating them into later stages. Apart from the increased speed of this approach. it allows more effective alteration of the character images since more is known about them at the later stages. It also allows the possibility of alterations being corrected if they are initially detrimental to recognition. A new feature measurement. the Radial Distance/Sector Area feature. is presented which is highly robust. tolerant to noise. distortion and style variation. and gives high accuracy results when used for training and testing in a statistical or neural classifier. A very powerful classifier is therefore obtained for recognizing correctly segmented characters. The segmentation task is explored in a simple system of integrated over-segmentation. Character classification and approximate dictionary checking. This can be extended to a full system for handprinted word recognition. In addition to the advancements made by these methods. a powerful new approach to handwritten character recognition is proposed as a direction for future research. This proposal combines the ideas and techniques developed in this thesis in a hierarchical network of classifier modules to achieve context-sensitive. off-line recognition of handwritten text. A new type of "intelligent" feedback is used to direct the search to contextually sensible classifications. A powerful adaptive segmentation system is proposed which. when used as the bottom layer in the hierarchical network. allows initially incorrect segmentations to be adjusted according to the hypotheses of the higher level context modules

A novel approach to handwritten character recognition

A number of new techniques and approaches for off-line handwritten character recognition are presented which individually make significant advancements in the field. First. an outline-based vectorization algorithm is described which gives improved accuracy in producing vector representations of the pen strokes used to draw characters. Later. Vectorization and other types of preprocessing are criticized and an approach to recognition is suggested which avoids separate preprocessing stages by incorporating them into later stages. Apart from the increased speed of this approach. it allows more effective alteration of the character images since more is known about them at the later stages. It also allows the possibility of alterations being corrected if they are initially detrimental to recognition. A new feature measurement. the Radial Distance/Sector Area feature. is presented which is highly robust. tolerant to noise. distortion and style variation. and gives high accuracy results when used for training and testing in a statistical or neural classifier. A very powerful classifier is therefore obtained for recognizing correctly segmented characters. The segmentation task is explored in a simple system of integrated over-segmentation. Character classification and approximate dictionary checking. This can be extended to a full system for handprinted word recognition. In addition to the advancements made by these methods. a powerful new approach to handwritten character recognition is proposed as a direction for future research. This proposal combines the ideas and techniques developed in this thesis in a hierarchical network of classifier modules to achieve context-sensitive. off-line recognition of handwritten text. A new type of "intelligent" feedback is used to direct the search to contextually sensible classifications. A powerful adaptive segmentation system is proposed which. when used as the bottom layer in the hierarchical network. allows initially incorrect segmentations to be adjusted according to the hypotheses of the higher level context modules

Semantic radical consistency and character transparency effects in Chinese: an ERP study

BACKGROUND: This event-related potential (ERP) study aims to investigate the representation and temporal dynamics of Chinese orthography-to-semantics mappings by simultaneously manipulating character transparency and semantic radical consistency. Character components, referred to as radicals, make up the building blocks used dur...postprin

AutoGraff: towards a computational understanding of graffiti writing and related art forms.

The aim of this thesis is to develop a system that generates letters and pictures with a style that is immediately recognizable as graffiti art or calligraphy. The proposed system can be used similarly to, and in tight integration with, conventional computer-aided geometric design tools and can be used to generate synthetic graffiti content for urban environments in games and in movies, and to guide robotic or fabrication systems that can materialise the output of the system with physical drawing media. The thesis is divided into two main parts. The first part describes a set of stroke primitives, building blocks that can be combined to generate different designs that resemble graffiti or calligraphy. These primitives mimic the process typically used to design graffiti letters and exploit well known principles of motor control to model the way in which an artist moves when incrementally tracing stylised letter forms. The second part demonstrates how these stroke primitives can be automatically recovered from input geometry defined in vector form, such as the digitised traces of writing made by a user, or the glyph outlines in a font. This procedure converts the input geometry into a seed that can be transformed into a variety of calligraphic and graffiti stylisations, which depend on parametric variations of the strokes

Script Effects as the Hidden Drive of the Mind, Cognition, and Culture

This open access volume reveals the hidden power of the script we read in and how it shapes and drives our minds, ways of thinking, and cultures. Expanding on the Linguistic Relativity Hypothesis (i.e., the idea that language affects the way we think), this volume proposes the “Script Relativity Hypothesis” (i.e., the idea that the script in which we read affects the way we think) by offering a unique perspective on the effect of script (alphabets, morphosyllabaries, or multi-scripts) on our attention, perception, and problem-solving. Once we become literate, fundamental changes occur in our brain circuitry to accommodate the new demand for resources. The powerful effects of literacy have been demonstrated by research on literate versus illiterate individuals, as well as cross-scriptal transfer, indicating that literate brain networks function differently, depending on the script being read. This book identifies the locus of differences between the Chinese, Japanese, and Koreans, and between the East and the West, as the neural underpinnings of literacy. To support the “Script Relativity Hypothesis”, it reviews a vast corpus of empirical studies, including anthropological accounts of human civilization, social psychology, cognitive psychology, neuropsychology, applied linguistics, second language studies, and cross-cultural communication. It also discusses the impact of reading from screens in the digital age, as well as the impact of bi-script or multi-script use, which is a growing trend around the globe. As a result, our minds, ways of thinking, and cultures are now growing closer together, not farther apart. ; Examines the origin, emergence, and co-evolution of written language, the human mind, and culture within the purview of script effects Investigates how the scripts we read over time shape our cognition, mind, and thought patterns Provides a new outlook on the four representative writing systems of the world Discusses the consequences of literacy for the functioning of the min

Writing Development in Struggling Learners

In Writing Development in Struggling Learners, international researchers provide insights into the development of writing skills from early writing and spelling development through to composition, the reasons individuals struggle to acquire proficient writing skills and how to help these learners.; Readership: Academic libraries, graduate students; post-graduate researchers; literacy researchers; educated lay persons; literacy specialists; primary/secondary educators

English speakers' common orthographic errors in Arabic as L2 writing system : an analytical case study

PhD ThesisThe research involving Arabic Writing System (WS) is quite limited. Yet, researching writing errors of L2WS Arabic against a certain L1WS seems to be relatively neglected. This study attempts to identify, describe, and explain common orthographic errors in Arabic writing amongst English-speaking learners. First, it outlines the Arabic Writing System’s (AWS) characteristics and available empirical studies of L2WS Arabic. This study embraced the Error Analysis approach, utilising a mixed-method design that deployed quantitative and qualitative tools (writing tests, questionnaire, and interview). The data were collected from several institutions around the UK, which collectively accounted for 82 questionnaire responses, 120 different writing samples from 44 intermediate learners, and six teacher interviews. The hypotheses for this research were; a) English-speaking learners of Arabic make common orthographic errors similar to those of Arabic native speakers; b) English-speaking learners share several common orthographic errors with other learners of Arabic as a second/foreign language (AFL); and c) English-speaking learners of Arabic produce their own common orthographic errors which are specifically related to the differences between the two WSs. The results confirmed all three hypotheses. Specifically, English-speaking learners of L2WS Arabic commonly made six error types: letter ductus (letter shape), orthography (spelling), phonology, letter dots, allographemes (i.e. letterform), and direction. Gemination and L1WS transfer error rates were not found to be major. Another important result showed that five letter groups in addition to two letters are particularly challenging to English-speaking learners. Study results indicated that error causes were likely to be from one of four factors: script confusion, orthographic difficulties, phonological realisation, and teaching/learning strategies. These results are generalizable as the data were collected from several institutions in different parts of the UK. Suggestions and implications as well as recommendations for further research are outlined accordingly in the conclusion chapter