Per un atlante linguistico informatizzato della Sardegna

Da quando le nuove tecnologie della informazione e della comunicazione sono state rese disponibili in forma massiva nelle industrie e negli istituti di ricerca i campi di indagine e applicazione che ne sono stati permeati hanno cambiato inevitabilmente volto. Da questo punto di vista, la linguistica non fa eccezione1. Essa non fa eccezione nemmeno per quel che riguarda una distinzione che vale per tutte le aree investite dall’innovazione tecnologica: quella tra l’automazione che semplicemente accelera, ottimizza e rende realizzabili da macchine, invece che da esseri umani, processi di elaborazione di varia natura (simbolica o meccanica) e l’informatizzazione che enuclea nuove possibilita’ e proprieta’ relativamente ai medesimi processi consentendo sia di comprenderne aspetti non pensabili prima dell’avvento dell’informatizzazione che di scoprire nuove frontiere di conoscenza2. Vedrem

Come affinare le armi della seduzione: emozioni e vigilanza epistemica

Seduction is often seen as a deceptive strategic game, which hampers deliberation. However, in case of seduction, emotions play a central role in modulating communicated contents. In this sense, seduction is not a form of deception, but an impulse to know. How to provide a cognitive account of seduction able to distinguish it from deception? Within philosophical Western tradition, emotions have a negative role in deliberation as they are automatic, unconscious and obliged. In contrast with this tradition, Mascaro and Sperber have recently argued that the capacity for epistemic vigilance enables people to filter misinformation, based not only on epistemic but also on affective knowledge. Some of the cognitive mechanisms presupposed by epistemic vigilance are targeted at the source of information, others at its content. Within the framework of the argumentative theory of reasoning, we propose a cognitive account of seduction able to distinguish it from deception, by focusing on the affective component of epistemic vigilance. We argue that in seduction emotions, far from being totally automatic, unconscious and obliged, contribute to the appreciation of both the source and content of information. Diversely from deception, seduction presupposes a positive role of emotions which induces a creative style of argumentation

Beyond e-learning: from blended methodology to transmedia education

Nowadays, at the time of convergence culture, social network, and transmedia storytelling – when social interactions are constantly remediated – e-learning, especially in universities, should be conceived as a sharing educational activity. Different learning experiences should become smoother and able to fade out the closed learning environments (as software platform and classrooms (either virtual or not)). In this paper, we will show some experiences of the Communication Sciences degree program of the University of Cagliari, which is supplied through an e-learning method. In the ten years since its foundation, the approach has evolved from a blended learning with two kinds of traditional activity (online activities and face-to-face lessons) to a much more dynamic learning experience. Many new actors (communication companies, local government, public-service corporations, new media and social media) – indeed – have been involved in educational and teaching process. But also these processes changed: collaborative working, new media comprehension, self-guided problem solving are examples of the new literacies and approaches that can be reached as new learning objectives

Ruolo dell'infiammazione nella patogenesi dell'acute on chronic liver failure

Background. Acute on Chronic Liver Failure (ACLF) is a clinical syndrome that affect patients with cirrhosis, characterized by an acute deterioration of liver function, failure of one or more organs and high short term mortality. Recently it has been proposed a new classification of ACLF according to chronic liver failure-sequential organ failure assessment (CLIF-SOFA) score. Systemic inflammation seems to play a critical role in the development of ACLF and organ failure, however limited data are available regarding the inflammatory response in patients with ACLF. Aim. The aim of the study was to evaluate the pro-anti inflammatory cytokine profile on admission and during the first week of hospitalization in patients with and without ACLF, in order to characterize the link between inflammatory response and ACLF and to evaluate a possible role of inflammasome iper-activation in the pathogenesis of ACLF. Methods. Seventy-two consecutive patients (Age= 59.1 ± 12.4 years, MELD= 17.6 ± 7.8) who were hospitalized for an acute decompensation of cirrhosis were included. 21 of them (29.2%) were defined ACLF (according to CLIF-SOFA score). The plasma TNF-α, IL-6, IL-10 expression levels were detected by ELISA method at day 2 and 7 after admission. TNF-α/IL-10 ratio was used to evaluate the pro-inflammatory/anti-inflammatory balance. Gene expression levels of NF-kB, caspase-3, caspase-1, TNF-α and IL-1ß were detected in peripheral blood mononucleated cells (PBMCs) from ACLF and no-ACLF patients. In order to compare data between patients with and without ACLF, no-parametrical analysis (Mann-Whitney test) was performed. Results: The plasma levels of TNF-α and IL-6 were found to be significantly higher in patients with ACLF than in those without ACLF (p<0.05, p<0.05, respectively). Gene expression levels of NF-kB (p=0.03), caspase-3 (p=0.03), caspase-1 (p=0.05), TNF-α (p=0.05) e IL-1ß (p=0.05) resulted significantly higher in PBMCs from ACLF vs no-ACLF patients. The rates of bacterial infection as precipitating event of ACLF did not differ statistically in a significant way between the 2 groups of patients (52.4% vs 37.3%, respectively, p=NS). Conclusions. These results showed a significant and progressive pro inflammatory imbalance in patients with ACLF as compared with patients without ACLF; the effector pathway (gene expression of NF-kB, caspase-1 and IL-1ß) is significantly over-expressed in PBMCs from patients with ACLF vs no-ACLF. This may contribute to the pathophysiology of inflammation in these patient

Who learns better. Achieving long-term knowledge retention by programming-based learning

In this paper we describe the experience of a year-long experiment devoted to understanding if retention of knowledge acquired by students while learning a specific subject can be improved by letting them build by themselves interactive models of that knowledge by means of a visual programming language based on the block metaphor. What we propose is along the lines of active learning and learning-by-teaching. Students build an interactive model that tests the knowledge of a specific topic and it is assumed that the topic will be better memorized and understood than using standard learning strategies. To test this hypothesis, we run an experiment on the students of two 5th grade classes, split in three groups. One group learned the topic by both following standard explanations and by creating by themselves multimedia interactive projects by means of a block language. A second group learned by following standard explanations and by playing with multimedia interactive projects created by their peers in the first group. A third group learned by only following standard explanations. The experiment outcome shows that there is a significant improvement in the retention rate after several months for those students that build their digital tools by themselves with respect to both students that use digital tools built by others and students that do not use digital tools at all. It is our opinion that this strategy can be applied to topics of all disciplines, providing the bases of what we can define as programming-based learning, a general learning methodology based on computer programming

Multimodal artistic metaphors: research on a corpus of Sardinian art

The study aims to define an artistic metaphor and highlight the multimodal properties of metaphors in artistic environments. In this research, an artistic metaphor has a relevant aesthetic purpose and it conveys beauty. Interpreting a metaphor in Sardinian art requires time for contemplation, however the cognitive effort of understanding the meaning of an artistic metaphor is rewarded by the delight of those who contemplate it. This metaphor has some characteristics in common with a visual metaphor but differs from other types of images that have been more extensively analyzed in the literature: it is difficult to establish a specific directionality, and consequently, it is not easy to recognize the target and source domains; the way it is expressed makes its interpretation and classification problematic at times. A proposal is presented in the paper to describe artistic metaphors according to universal macro-categories, inspired by the knowledge of Aristotelian and Kantian categories and by studies in the field of aesthetics: (1) time, (2) space, (3) decontextualization of stereotypes, and (4) fusion of forms. These categories are applied to a corpus of artworks by important artists in Sardinia to show that the visual, tactile, and auditory components of the pictures can boost an effective comprehension of figurative meaning. Results suggest that the multimodality of Sardinian artistic metaphors orients the observer toward original possibilities of learning and stimulates knowledge of the “submerged” wealth of symbols and archetypes that characterize insularity

Are hybrid pictorial metaphors perceived more strongly than pictorial similes?

The present study examines the relationship between pictorial similes and hybrid pictorial metaphors. The results suggest that hybrid pictorial metaphors are perceived more strongly than pictorial similes when they are presented on their own and in corrective convention but not when they are verbalized. We argue that hybrid pictorial metaphors have transformational effects as the fusion of two concepts allow the reader to see one thing in terms of another. Juxtaposition in a pictorial simile merely suggests a search for similarity, which is not explicit. Results also showed that verbalized metaphor (X is Y) or the simile (X is like Y) forms are often used to convey a similar meaning and strength for pictorial simile and pictorial metaphor. However, in corrective scenarios participants are forced to reassess visual features: in this situation, pictorial metaphors are considered more strongly than pictorial similes even when they are verbalized

Metaphors and Emotions as Framing Strategies in Argumentation

The paper focuses on the role of both emotional and metaphorical processes in reasoning. The aim of the paper is to present an extension of the argumentative theory of reasoning proposed by Mercier and Sperber (2011). In order to advance an integrated model of the roles of metaphors and emotions in argumentation, the paper argues that it is possible to ascribe not only a negative role to emotions and metaphors, but also a positive one. Far from being just a source of fallacies in reasoning, indeed, both emotions and metaphors – considered as framing and reframing strategies – can play a constructive role in argumentation, by enhancing their creative power

Argomenti metaforici: come integrare persuasione e argomentazione

The persuasive power of metaphor is often seen in opposition to rational procedures in argumentation, which should guarantee deliberative democracy in the public sphere. Against this view, referable to the classic theory of argumentation, we adopt the argumentative theory of reasoning (MERCIER, SPERBER 2011) and present the results of an experimental study on the role of metaphors in a specific argumentative fallacy, the quaternio terminorum (ERVAS, LEDDA 2014; ERVAS, GOLA, LEDDA, SERGIOLI 2015). In light of the experimental evidence, we argue that (1) it is no longer possible to evaluate the role of metaphors in argumentation without distinguishing different kinds of metaphors (in the experimental study the distinction between dead and live metaphors is analysed); (2) it is possible to identify different argumentative styles (i.e. argumentative persuasion and reflective argumentation). Connecting different kinds of metaphors with different argumentative styles, we propose an interpretative framework able to integrate persuasion and argumentation