Naming trouble in online internationalized education

This paper offers an analysis of cultural politics that emerged around naming practices in an ethnographic study of the interactions within an online MBA unit, offered by an Australian university to both ‘local’ Australian students and international students enrolled through a Malaysian partner institution. It became evident that names were doing important identity, textual and pedagogical work in these interactions and considerable interactive trouble arose over the social practices surrounding names. The analysis uses sociolinguistic concepts to analyse selected slices of the online texts and participants' interview accounts. The analysis shows how ethnocentric default settings in the courseware served to heighten and exacerbate cultural difference as a pedagogical problem. These events are related to the larger problematic of theorising the context of culture in times of globalisation and increasingly entangled educational routes, with implications for the enterprise of online internationalised education

the primacy of use over naming

In Philosophical Investigations, Wittgenstein proposed the notion of meaning that accounts for the large variety of contexts in which we apply the term “meaning”. This paper agreement with the manner in which Wittgenstein enhance his conception of meaning emphasizing his methodology of observation and description of particular cases. By applying a descriptive approach, Wittgenstein demonstrated that meaning of the term does not reside in physical or mental objects as well as in its correlations. As a result of contrasting denotative theory as well as the correspondence theory of meaning and recognizing the inadequacy of the accounts of meaning, he has proposed earlier in his Tractatus. But in later work, he has suggested that only one conception of meaning which could not be invalidated, at least for a large class of cases. This is none other than the notion of meaning which is regarded as public in nature. Consequently, the meaning of a term is not its denotation but its “use” in the language. Hence, by upholding the slogan i.e., “meaning is use” here I want to illustrate the supremacy of use over “naming” concerning to Wittgenstein’s Tractatus and Philosophical Investigations

Lexical acquisition in elementary science classes

The purpose of this study was to further researchers' understanding of lexical acquisition in the beginning primary schoolchild by investigating word learning in small-group elementary science classes. Two experiments were conducted to examine the role of semantic scaffolding (e.g., use of synonymous terms) and physical scaffolding (e.g., pointing to referents) in children's acquisition of novel property terms. Children's lexical knowledge was assessed using multiple tasks (naming, comprehension, and definitional). Children struggled to acquire meanings of adjectives without semantic or physical scaffolding (Experiment 1), but they were successful in acquiring extensive lexical knowledge when offered semantic scaffolding (Experiment 2). Experiment 2 also shows that semantic scaffolding used in combination with physical scaffolding helped children acquire novel adjectives and that children who correctly named pictures of adjectives had acquired definitions

In-depth analysis of the Naming Game dynamics: the homogeneous mixing case

Language emergence and evolution has recently gained growing attention through multi-agent models and mathematical frameworks to study their behavior. Here we investigate further the Naming Game, a model able to account for the emergence of a shared vocabulary of form-meaning associations through social/cultural learning. Due to the simplicity of both the structure of the agents and their interaction rules, the dynamics of this model can be analyzed in great detail using numerical simulations and analytical arguments. This paper first reviews some existing results and then presents a new overall understanding.Comment: 30 pages, 19 figures (few in reduced definition). In press in IJMP

Children's naming and word-finding difficulties: descriptions and explanations

Purpose: There are a substantial minority of children for whom lexical retrieval problems impede the normal pattern of language development and use. These problems include accurately producing the correct word even when the word?s meaning is understood; such children are often referred to as having word-finding difficulties (WFDs). This review examines the nature of naming and lexical retrieval difficulties in these and other groups of children. Method: A review of the relevant literature on lexical access difficulties in children with word finding difficulties was conducted. Studies were examined in the terms of population parameters and comparison groups included in the study. Results and Conclusions: Most discussions of the cognitive processes causing lexical retrieval difficulties have referred to semantics, phonology and processing speed. It is argued that our understanding of these topics will be further advanced by the use of appropriate methodology to test developmental models that both identify the processes in successfully performing different lexical retrieval tasks and more precisely locating the difficulties experienced by children with such tasks

Beyond naming patterns in children with WFDs: definitions for nouns and verbs

Children who experience difficulties in naming are described as having word finding difficulties (WFDs). In the present study 31 children with WFDs were identified through a wider survey of educational provision for those with language and communication difficulties. The children were included if they were between 6;4-7;10 years, had normal non-verbal intelligence, no major articulation difficulties and had WFDs as diagnosed by standard scores below 75 on Test of Word Finding Difficulties (TWF, German, 1989). Three control groups were identified who were matched on: chronological age (N = 31), naming age (N = 31) and level of receptive grammar (N = 31). Children?s accuracy of naming and latency to name were assessed for pictures of objects and actions. Children were asked to define the object and action terms at a later point. Children with WFDs were significantly less accurate in naming than their age matched peers but equivalent to that of the language matched peers. The group of children with WFDs were the slowest to accurately name all sets of items. All groups of children were less accurate in the provision of definitions for action terms than object terms. Overall the children with WFDs provided fewer accurate definitions than their chronological age matched peers. The nature of the children?s definitions indicated that they also differed from their language-matched peers. Particular difficulties were noted in the provision of semantic categorisation information. A range of standardised language assessments did not account for these difficulties. The findings are discussed in relation to the idea that WFDs are caused by impoverished semantic representations

Using the Nursing Interventions Classification to identify nursing interventions in free-text nursing documentation in adult psychiatric outpatient care setting

Aims and objectives To identify and describe nursing interventions in patient documentation in adult psychiatric outpatient setting and to explore the potential for using the Nursing Interventions Classification in documentation in this setting. Background Documentation is an important part of nurses' work, and in the psychiatric outpatient care setting, it can be time-consuming. Only very few research reports are available on nursing documentation in this care setting. Methods A qualitative analysis of secondary data consisting of nursing documentation for 79 patients in four outpatient units (years 2016-2017). The data consisted of 1,150 free-text entries describing a contact or an attempted contact with 79 patients, their family members or supporting networks and 17 nursing care summaries. Deductive and inductive content analysis was used. SRQR guideline was used for reporting. Results We identified 71 different nursing interventions, 64 of which are described in the Nursing Interventions Classification. Surveillance and Care Coordination were the most common interventions. The analysis revealed two perspectives which challenge the use of the classification: the problem of overlapping interventions and the difficulty of naming group-based interventions. Conclusion There is an urgent need to improve patient documentation in the adult psychiatric outpatient care setting, and standardised nursing terminologies such as the Nursing Interventions Classification could be a solution to this. However, the problems of overlapping interventions and naming group-based interventions suggest that the classification needs to be further developed before it can fully support the systematic documentation of nursing interventions in the psychiatric outpatient care setting. Relevance to clinical practice This study describes possibilities of using a systematic nursing language to describe the interventions nurses use in the adult psychiatric outpatient setting. It also describes problems in the current free text-based documentation.Peer reviewe