The Role Of Literal Meaning In Proverb Comprehension

According to the \u27Standard Pragmatic Model of Language\u27, a person initially attempts to understand figurative sentences such as metaphors and proverbs in terms of their literal meaning and only processes the figurative meaning when the literal meaning is found inadequate. Experimental studies have failed to support this model; however, many of these studies confounded literalness with conventionality. Furthermore, the role of literal meaning during figurative language comprehension remains unresolved. The purpose of this thesis is to conduct a more valid test of the Standard Pragmatic Model, and to determine the role of literal meaning during proverb comprehension. In the first experiment it was shown that unfamiliar proverbs used figuratively take longer to read compared to unfamiliar proverbs used literally and compared to literal paraphrases of the proverbs\u27 figurative meaning. In contrast, literal and figurative uses of familiar proverbs were read at the same speed. In the second and third studies it was shown that cues related to the literal meaning of a proverb were more effective recall aids for proverbs than were cues related to the figurative meaning of a proverb; however, cues related to the figurative meaning were effective if the proverb was familiar, or if the proverb was used figuratively. These data suggest that literal meaning plays an important role in proverb processing. Experiments four and five tried to determine if literal meaning leads to the comprehension of the abstract proverbial meaning with some use of either (1) verbal associative processes or (2) mental imagery processes. Participants read the proverbs in context while memorizing either a concurrent verbal or visual-spatial pattern. The results, although weak, suggest that proverb processing is more affected by a visual than a verbal distraction task and that reading a paraphrase of the figurative meaning is more affected by a verbal task. Taken together these data are evidence for a modified version of the Standard Pragmatic Model in which both conventional and literal meanings are processed in an obligatory manner. In addition, the results suggest that a proverb\u27s literal meaning is used to generate a mental image that may play a role in proverb processing

Session 2-4-D: New educational tools for gambling machine players

Purpose This paper will discuss the development of a series of education tools designed to teach players about the nature of gambling machines. Currently being evaluated

Session 1-4-C: Gambling in the Correctional System in Ontario

Why study gambling in a correctional setting? Desperation over gambling lossesHigh prevalence amongst offenders.Recidivism riskGambling inside: recreation or security ris

Meeting the Unique Treatment Needs of Female Gamblers: A Workbook and Webinar Effectiveness Pilot Study

While past decades have seen a dramatic increase in the number of women who gamble and develop consequent problems, treatment services are being underutilized in Ontario, especially by women. This pilot aimed to be responsive to this concern, circumventing barriers by inviting access to support through the use of two interventions. One was a mailed self-help workbook designed for women. The second utilized the workbook in a clinician facilitated group context using teleconferencing in conjunction with webinar technology. This small pragmatic pilot aimed to both get feedback on the helpfulness of the workbook and to explore the feasibility of using web and phone based group interventions. The presentation will takes us on a brief tour of current research knowledge about barriers to treatment, and highlight the distinct treatment considerations in working with women, the value of a women’s group, the increasingly utilized role and advantages of phone counselling, the modern explosion of web based services and the added value of self-help materials for gamblers. We’ll review the content and rationale of the self-help workbook, a manual drawing from best practices and research in diverse areas relevant to women’s recovery. A mixed method analysis found that the interventions were well received by women in both Canada and the USA. We’ll review both qualitative and quantitative results. This innovative and original treatment intervention holds considerable promise in expanding options for women who might not otherwise seek or be able to access treatment

Occasional essay: upper motor neuron syndrome in amyotrophic lateral sclerosis

The diagnosis of amyotrophic lateral sclerosis (ALS) requires recognition of both lower (LMN) and upper motor neuron (UMN) dysfunction.1 However, classical UMN signs are frequently difficult to identify in ALS.2 LMN involvement is sensitively detected by electromyography (EMG)3 but, as yet, there are no generally accepted markers for monitoring UMN abnormalities,4 the neurobiology of ALS itself, and disease spread through the brain and spinal cord,.5 Full clinical assessment is therefore necessary to exclude other diagnoses and to monitor disease progression. In part, this difficulty regarding detection of UMN involvement in ALS derives from the definition of ‘the UMN syndrome’. Abnormalities of motor control in ALS require reformulation within an expanded concept of the UMN, together with the neuropathological, neuro-imaging and neurophysiological abnormalities in ALS. We review these issues here

The effects of Energised Greens™ upon blood acid-base balance during resting conditions

<p>Abstract</p> <p>Background</p> <p>The consumption of fresh fruit & vegetable in concentrate form (FVC) have recently become an alternative approach to combating excessive renal acid loads often associated with <it>Western Diets</it>. Additionally, these FVC's have been purported to induce metabolic alkalosis, which perhaps may enhance the blood buffering capacity of an individual. Therefore, the aim of this preliminary study was to profile the acid-base response after ingestion of an acute dose of fruit and vegetable extract (Energised Greens™ (EG), Nottingham, UK) and compare it to a standard, low dose (0.1 g·kg^-1) of sodium bicarbonate (NaHCO₃).</p> <p>Findings</p> <p>As part of a randomized, cross over design participants consumed 750 mL of water with either 9 g of EG (manufacturer recommendations), 0.1 g·kg^-1of NaHCO₃or a placebo (plain flour) in opaque encapsulated pills following an overnight fast. Capillary samples were obtained and analyzed every 15 min for a period of 120 min following ingestion. Significant interactions (p < 0.01), main effects for condition (p < 0.001) and time (p < 0.001) were evident for all acid-base variables (pH, HCO_3^-, BE). Interactions indicated significant elevation in blood alkalosis for only the NaHCO₃condition when compared to both placebo and EG from 15 to 120 minutes.</p> <p>Conclusions</p> <p>Despite previous findings of elevated blood pH following acute mineral supplementation, manufacturer recommended doses of EG do not induce any significant changes in acid-base regulation in resting males.</p

Epithelial-mesenchymal transition induction is associated with augmented glucose uptake and lactate production in pancreatic ductal adenocarcinoma

Steady state yield estimates generated from 13C enrichment data of intracellular metabolites using OpenFLUX. (DOCX 358 kb

Exciting or turmoil: the highs and lows of teaching practice

For those taking the Post Graduate Certificate in Education (PGCE), the teaching practice environment can be a daunting one. Trainee teachers need to adjust to the demands of a new workplace and a complex professional role. They are faced with a range of potentially challenging interactions with pupils, parents and staff colleagues. The profession requires a rapid mastery of multiple roles such as delivering subject knowledge in well-planned lessons, preparing schemes of work and pastoral duties

An investigation into teacher wellbeing during the teacher training year

For those studying for the Post Graduate Certificate in Education (PGCE), the teaching practice placement can be a daunting experience. Trainee teachers have to adjust into a new workplace and a complicated professional role which can be stressful; this can result in teachers leaving the profession in their early years if they do not equip themselves with coping strategies and display resilient behaviour. The aims of this study were to gain a deeper understanding of how a cohort of science and design and technology PGCE students settled into schools on their teaching placement and to investigate any differences between mature trainees (those who had taken at least one gap year after their undergraduate degree) and those who have continued straight through their education. Two questionnaires (pre n= 42; post n=48) and a voluntary interview (n=7) were used. Many trainees described their experience as rewarding, yet exhausting and challenging. However, the interviews highlighted there was some erosion of their personal ‘self’ at this early stage of their career. This resulted in, for example, changes in their sleep, eating and exercise patterns and an impact on their relationships