Chinese character processing.

by Yeung Chuen-sang.Thesis (M.Ph.)--Chinese University of Hong Kong, 1987.Bibliography: leaves 190-194

Chinese information processing

A survey of the field of Chinese information processing is provided. It covers the following areas: the Chinese writing system, several popular Chinese encoding schemes and code conversions, Chinese keyboard entry methods, Chinese fonts, Chinese operating systems, basic Chinese computing techniques and applications

Thinking Materially: Cognition as Extended and Enacted

Human cognition is extended and enacted. Drawing the boundaries of cognition to include the resources and attributes of the body and materiality allows an examination of how these components interact with the brain as a system, especially over cultural and evolutionary spans of time. Literacy and numeracy provide examples of multigenerational, incremental change in both psychological functioning and material forms. Though we think materiality, its central role in human cognition is often unappreciated, for reasons that include conceptual distribution over multiple material forms, the unconscious transparency of cognitive activity in general, and the different temporalities of metaplastic change in neurons and cultural forms

Interpersonal Meaning in Textbooks for Teaching English as a Foreign Language in China: A Multimodal Approach

There is increasing awareness among linguists that discourse analysis inevitably involves analyses of meanings arising from the combination of multiple modes of communication. The evolving multimodal pedagogic environment for teaching English as a foreign language (henceforth EFL), among other communicative contexts, calls for a social, semiotic, and linguistic explanation. Situated within the theoretical landscape of social semiotics and in the pedagogic context of EFL education, the present study aims to elucidate how linguistic and visual semiotic resources are co-deployed to construe interpersonal meaning in multimodal textbooks. The data drawn upon are eighteen EFL textbooks for primary and secondary schooling, published by People’s Education Press between 2002 and 2006. The research design consists of three complementary sub-studies. First, it investigates the ways in which the semantic regions of ENGAGEMENT and GRADUATION can be modelled in multimodal texts, with special reference to the interplay of voices in textbook discourse. The second sub-study analyzes how verbal and visual semiotic resources are co-deployed to construe the ‘emotion and attitude’ goal highlighted in curriculum standards, with a particular focus on verbiage-image relations. Third, it extends the linguistic concept ‘modality’ to multimodal discourse, exploring coding orientation in texts for different educational contexts and between different constituent genres. The main findings of this thesis are as follows: (1) A range of multimodal resources (i.e. labelling, dialogue balloon, jointly-constructed text, illustration and highlighting) are identified as enabling editor voice to negotiate meanings with reader voice and character voice. It is found that the way in which an ENGAGEMENT value can be scaled is strongly associated with the intrinsic property of the given multimodal resource. The interaction between multiple voices is closely related to contact, social distance, and point of view. (2) It is shown that images play an essential role in realizing attitudinal meanings. Together with verbal APPRAISAL resources, visual semiotic features work to position the readers in ways that align them to set pedagogic goals, guiding them in completing jointly-constructed texts. Moreover, an attitudinal shift from an emotional release to a more institutionalized type of evaluation can be identified as students advance through the school years. (3) It is argued that what counts as real in multimodal texts is socially defined and specific to a given communicative context. The nature of pedagogic discourse should be taken into account when visual displays are produced for pedagogic materials. The implications of this study include both theoretical and pedagogic aspects。Theoretically it adapts and extends APPRAISAL analysis to multimodal discourse, exploring the intersemiotic complementarity and co-instantiation in construing global evaluative stance. This semiotic exploration, in return, suggests ways in which discourse analysis may help textbook users better understand and interpret the multimodal features. With the affordances as well as limitations of semiotic resources made explicit, we may have one step further towards a comprehensive and critical understanding of multimodal construal of interpersonal meaning in pedagogic materials

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

Information Preserving Processing of Noisy Handwritten Document Images

Many pre-processing techniques that normalize artifacts and clean noise induce anomalies due to discretization of the document image. Important information that could be used at later stages may be lost. A proposed composite-model framework takes into account pre-printed information, user-added data, and digitization characteristics. Its benefits are demonstrated by experiments with statistically significant results. Separating pre-printed ruling lines from user-added handwriting shows how ruling lines impact people\u27s handwriting and how they can be exploited for identifying writers. Ruling line detection based on multi-line linear regression reduces the mean error of counting them from 0.10 to 0.03, 6.70 to 0.06, and 0.13 to 0.02, com- pared to an HMM-based approach on three standard test datasets, thereby reducing human correction time by 50%, 83%, and 72% on average. On 61 page images from 16 rule-form templates, the precision and recall of form cell recognition are increased by 2.7% and 3.7%, compared to a cross-matrix approach. Compensating for and exploiting ruling lines during feature extraction rather than pre-processing raises the writer identification accuracy from 61.2% to 67.7% on a 61-writer noisy Arabic dataset. Similarly, counteracting page-wise skew by subtracting it or transforming contours in a continuous coordinate system during feature extraction improves the writer identification accuracy. An implementation study of contour-hinge features reveals that utilizing the full probabilistic probability distribution function matrix improves the writer identification accuracy from 74.9% to 79.5%

Interactive Technologies for the Public Sphere Toward a Theory of Critical Creative Technology

Digital media cultural practices continue to address the social, cultural and aesthetic contexts of the global information economy, perhaps better called ecology, by inventing new methods and genres that encourage interactive engagement, collaboration, exploration and learning. The theoretical framework for creative critical technology evolved from the confluence of the arts, human computer interaction, and critical theories of technology. Molding this nascent theoretical framework from these seemingly disparate disciplines was a reflexive process where the influence of each component on each other spiraled into the theory and practice as illustrated through the Constructed Narratives project. Research that evolves from an arts perspective encourages experimental processes of making as a method for defining research principles. The traditional reductionist approach to research requires that all confounding variables are eliminated or silenced using methods of statistics. However, that noise in the data, those confounding variables provide the rich context, media, and processes by which creative practices thrive. As research in the arts gains recognition for its contributions of new knowledge, the traditional reductive practice in search of general principles will be respectfully joined by methodologies for defining living principles that celebrate and build from the confounding variables, the data noise. The movement to develop research methodologies from the noisy edges of human interaction have been explored in the research and practices of ludic design and ambiguity (Gaver, 2003); affective gap (Sengers et al., 2005b; 2006); embodied interaction (Dourish, 2001); the felt life (McCarthy & Wright, 2004); and reflective HCI (Dourish, et al., 2004). The theory of critical creative technology examines the relationships between critical theories of technology, society and aesthetics, information technologies and contemporary practices in interaction design and creative digital media. The theory of critical creative technology is aligned with theories and practices in social navigation (Dourish, 1999) and community-based interactive systems (Stathis, 1999) in the development of smart appliances and network systems that support people in engaging in social activities, promoting communication and enhancing the potential for learning in a community-based environment. The theory of critical creative technology amends these community-based and collaborative design theories by emphasizing methods to facilitate face-to-face dialogical interaction when the exchange of ideas, observations, dreams, concerns, and celebrations may be silenced by societal norms about how to engage others in public spaces. The Constructed Narratives project is an experiment in the design of a critical creative technology that emphasizes the collaborative construction of new knowledge about one's lived world through computer-supported collaborative play (CSCP). To construct is to creatively invent one's world by engaging in creative decision-making, problem solving and acts of negotiation. The metaphor of construction is used to demonstrate how a simple artefact - a building block - can provide an interactive platform to support discourse between collaborating participants. The technical goal for this project was the development of a software and hardware platform for the design of critical creative technology applications that can process a dynamic flow of logistical and profile data from multiple users to be used in applications that facilitate dialogue between people in a real-time playful interactive experience

A Crosslinguistic/Cultural Perspective of Learning Chinese as a Foreign Language in Canadian Universities

This study examines adult student learning of Chinese as a foreign language (CFL) in a Canadian university context, focusing in particular on how students’ diverse prior language(s) and experiences influence their CFL learning and how student motivation develops. It aims at gaining a better understanding of the nature of adult CFL learning; at yielding pedagogic implications and raising questions for further research. Framed by sociocultural theory and cognitive linguistic perspectives, the research was guided by the following questions: 1) What elements of Chinese as a foreign language challenge student learning? 2) How do students’ prior language(s) and language learning experience influence their CFL learning? 3) How does student motivation influence CFL learning and develop in CFL study? This is a qualitative multicase study with university students in Canada studying Chinese as a foreign language. Multiple data collection methods were employed such as survey, interviews, observation, and review of students’ written work. This study yielded the following pedagogic and research implications: The pedagogical implications for CFL curriculum development and pedagogical improvement point to: 1) the importance of pedagogic knowledge in CFL instruction; 2) the need to attune curriculum and syllabus to students’ learning characteristics, needs, interests, and expectations; 3) the need for commitment to prompt feedback on students’ assignments; 4) the importance of identifying opportunities for experiential learning to stimulate student motivation; and 5) the importance of offering students socio-psychological support in addition to academic support; as well as 6) encouraging peer collaboration. Specific to CFL instruction, the study indicates the need to pay particular attention to the teaching of Chinese tones and characters. The implications for further research can be focused on the inquiries into: 1) comparison of the errors by students from different language backgrounds (e.g. Oriental languages and European languages) to capture the learning characteristics of CFL learning; 2) CFL learner internal and external conditions for transfer of prior knowledge; 3) learning motivation: the influence of different contexts on motivational intensity (e.g. CFL learning in China and Canada); or the influence of different motivational orientations on student achievement

Article Segmentation in Digitised Newspapers

Digitisation projects preserve and make available vast quantities of historical text. Among these, newspapers are an invaluable resource for the study of human culture and history. Article segmentation identifies each region in a digitised newspaper page that contains an article. Digital humanities, information retrieval (IR), and natural language processing (NLP) applications over digitised archives improve access to text and allow automatic information extraction. The lack of article segmentation impedes these applications. We contribute a thorough review of the existing approaches to article segmentation. Our analysis reveals divergent interpretations of the task, and inconsistent and often ambiguously defined evaluation metrics, making comparisons between systems challenging. We solve these issues by contributing a detailed task definition that examines the nuances and intricacies of article segmentation that are not immediately apparent. We provide practical guidelines on handling borderline cases and devise a new evaluation framework that allows insightful comparison of existing and future approaches. Our review also reveals that the lack of large datasets hinders meaningful evaluation and limits machine learning approaches. We solve these problems by contributing a distant supervision method for generating large datasets for article segmentation. We manually annotate a portion of our dataset and show that our method produces article segmentations over characters nearly as well as costly human annotators. We reimplement the seminal textual approach to article segmentation (Aiello and Pegoretti, 2006) and show that it does not generalise well when evaluated on a large dataset. We contribute a framework for textual article segmentation that divides the task into two distinct phases: block representation and clustering. We propose several techniques for block representation and contribute a novel highly-compressed semantic representation called similarity embeddings. We evaluate and compare different clustering techniques, and innovatively apply label propagation (Zhu and Ghahramani, 2002) to spread headline labels to similar blocks. Our similarity embeddings and label propagation approach substantially outperforms Aiello and Pegoretti but still falls short of human performance. Exploring visual approaches to article segmentation, we reimplement and analyse the state-of-the-art Bansal et al. (2014) approach. We contribute an innovative 2D Markov model approach that captures reading order dependencies and reduces the structured labelling problem to a Markov chain that we decode with Viterbi (1967). Our approach substantially outperforms Bansal et al., achieves accuracy as good as human annotators, and establishes a new state of the art in article segmentation. Our task definition, evaluation framework, and distant supervision dataset will encourage progress in the task of article segmentation. Our state-of-the-art textual and visual approaches will allow sophisticated IR and NLP applications over digitised newspaper archives, supporting research in the digital humanities