1,293 research outputs found
Metaphoric coherence: Distinguishing verbal metaphor from `anomaly\u27
Theories and computational models of metaphor comprehension generally circumvent the question of metaphor versus âanomalyâ in favor of a treatment of metaphor versus literal language. Making the distinction between metaphoric and âanomalousâ expressions is subject to wide variation in judgment, yet humans agree that some potentially metaphoric expressions are much more comprehensible than others. In the context of a program which interprets simple isolated sentences that are potential instances of crossâmodal and other verbal metaphor, I consider some possible coherence criteria which must be satisfied for an expression to be âconceivableâ metaphorically. Metaphoric constraints on object nominals are represented as abstracted or extended along with the invariant structural components of the verb meaning in a metaphor. This approach distinguishes what is preserved in metaphoric extension from that which is âviolatedâ, thus referring to both âsimilarityâ and âdissimilarityâ views of metaphor. The role and potential limits of represented abstracted properties and constraints is discussed as they relate to the recognition of incoherent semantic combinations and the rejection or adjustment of metaphoric interpretations
Toward a script theory of guidance in computer-supported collaborative learning
This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its four types of components of internal and external scripts (play, scene, role, and scriptlet) and seven principles, this theory addresses the question how CSCL practices are shaped by dynamically re-configured internal collaboration scripts of the participating learners. Furthermore, it explains how internal collaboration scripts develop through participation in CSCL practices. It emphasizes the importance of active application of subject matter knowledge in CSCL practices, and it prioritizes transactive over non-transactive forms of knowledge application in order to facilitate learning. Further, the theory explains how external collaboration scripts modify CSCL practices and how they influence the development of internal collaboration scripts. The principles specify an optimal scaffolding level for external collaboration scripts and allow for the formulation of hypotheses about the fading of external collaboration scripts. Finally, the article points towards conceptual challenges and future research questions
The NK1 antagonist L822429 inhibits stress-induced reinstatement of alcohol seeking behavior in rats
Task analysis for error identification: Theory, method and validation
This paper presents the underlying theory of Task Analysis for Error Identification. The aim is to illustrate the development of a method that has been proposed for the evaluation of prototypical designs from the perspective of predicting human error. The paper presents the method applied to representative examples. The methodology is considered in terms of the various validation studies that have been conducted, and is discussed in the light of a specific case study
Science lives: School choices and ânatural tendenciesâ
An analysis of 12 semi-structured interviews with university-based scientists and non-scientists illustrates their life journeys towards, or away from, science and the strengths and impact of life occurrences leading them to choose science or non-science professions. We have adopted narrative approaches and used Mezirow's transformative learning theory framework. The areas of discussion from the result have stressed on three main categories that include âsmooth transitionâ, âincremental wavering transition' and âtransformative transitionâ. The article concludes by discussing the key influences that shaped initial attitudes and direction in these people through natural inclination, environmental inspirations and perceptions of science
A computational approach to implicit entities and events in text and discourse
In this paper we will focus on the notion of âimplicitâ
or lexically unexpressed linguistic elements that are
nonetheless necessary for a complete semantic interpretation
of a text. We refer to âentitiesâ and âeventsâ because
the recovery of the implicit material may affect all the modules
of a system for semantic processing, from the grammatically
guided components to the inferential and reasoning
ones. Reference to the system GETARUNS offers one possible
implementation of the algorithms and procedures needed
to cope with the problem and enables us to deal with all the
spectrum of phenomena. The paper will address at first the
following three types of âimplicitâ entities and events:
â the grammatical ones, as suggested by a linguistic theories
like LFG or similar generative theories;
â the semantic ones suggested in the FrameNet project, i.e.
CNI, DNI, INI;
â the pragmatic ones: here we will present a theory and an
implementation for the recovery of implicit entities and
events of (non-) standard implicatures.
In particular we will show how the use of commonsense
knowledge may fruitfully contribute to find relevant implied
meanings. Last Implicit Entity only touched on, though for
lack of space, is the Subject of Point of View, which is computed
by Semantic Informational Structure and contributes
the intended entity from whose point of view a given subjective
statement is expressed
Collaboration scripts - a conceptual analysis
This article presents a conceptual analysis of collaboration scripts used in face-to-face and computer-mediated collaborative learning. Collaboration scripts are scaffolds that aim to improve collaboration through structuring the interactive processes between two or more learning partners. Collaboration scripts consist of at least five components: (a) learning objectives, (b) type of activities, (c) sequencing, (d) role distribution, and (e) type of representation. These components serve as a basis for comparing prototypical collaboration script approaches for face-to-face vs. computer-mediated learning. As our analysis reveals, collaboration scripts for face-to-face learning often focus on supporting collaborators in engaging in activities that are specifically related to individual knowledge acquisition. Scripts for computer-mediated collaboration are typically concerned with facilitating communicative-coordinative processes that occur among group members. The two lines of research can be consolidated to facilitate the design of collaboration scripts, which both support participation and coordination, as well as induce learning activities closely related to individual knowledge acquisition and metacognition. In addition, research on collaboration scripts needs to consider the learnersâ internal collaboration scripts as a further determinant of collaboration behavior. The article closes with the presentation of a conceptual framework incorporating both external and internal collaboration scripts
Does Being Bored Make Us More Creative?
Boredom has traditionally been associated with a range of negative outcomes, both within the workplace and outside it. More recently, however, it has been suggested that boredom can have positive outcomes, one of which might be increased creativity. This study addressed this proposition by examining the relationship between boredom and creative potential on a range of tasks. Two studies were carried out; the first involved 80 participants taking part in either a boring writing activity or not (control group) followed by a creative task. The second study involved a further 90 participants who varied in the type of boring activity they undertook (either a boring written activity, a boring reading activity or control) and the type of creative task that followed. Results suggested that boring activities resulted in increased creativity and that boring reading activities lead to more creativity in some circumstances (such as convergent tasks) than boring written activities. The role of daydreaming as a mediator between boredom and creativity is discussed and implications are outline
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