An Empirical Study on Dimensionality Optimization in Text Mining for Linguistic Knowledge Acquisition

2003 ◽  
pp. 111-116 ◽  
Author(s):  
Yu-Seop Kim ◽  
Jeong-Ho Chang ◽  
Byoung-Tak Zhang
Keyword(s):  
Text Mining ◽  
Empirical Study ◽  
Knowledge Acquisition ◽  
Linguistic Knowledge

The Distinction between Linguistic and Conceptual Semantics in Medical Terminology and its Implication for NLP-Based Knowledge Acquisition

1998 ◽  
Vol 37 (04/05) ◽  
pp. 327-333 ◽  
Author(s):  
F. Buekens ◽  
G. De Moor ◽  
A. Waagmeester ◽  
W. Ceusters
Keyword(s):  
Natural Language ◽  
Knowledge Acquisition ◽  
Natural Language Understanding ◽  
Knowledge Bases ◽  
Linguistic Knowledge ◽  
Medical Terminology ◽  
Language Understanding ◽  
Conceptual Semantics

AbstractNatural language understanding systems have to exploit various kinds of knowledge in order to represent the meaning behind texts. Getting this knowledge in place is often such a huge enterprise that it is tempting to look for systems that can discover such knowledge automatically. We describe how the distinction between conceptual and linguistic semantics may assist in reaching this objective, provided that distinguishing between them is not done too rigorously. We present several examples to support this view and argue that in a multilingual environment, linguistic ontologies should be designed as interfaces between domain conceptualizations and linguistic knowledge bases.

Impact Evaluation of Customer Knowledge Process on Customer Knowledge Acquisition

2015 ◽  
pp. 1186-1197
Author(s):  
Samer Alhawari
Keyword(s):  
Empirical Study ◽  
Knowledge Acquisition ◽  
Impact Evaluation ◽  
The Other ◽  
Knowledge Capture ◽  
Customer Knowledge ◽  
Knowledge Process ◽  
Other Hand

This paper examines how Jordanian banks use the Customer Knowledge process to support Customer Knowledge Acquisition (CKA) and how they foster it. The empirical study is based on a sample of the data collected from 165 respondents, drawn randomly from six banks. The results showed that the six selected factors (Need for Customer Knowledge, Identify Source of Customer Knowledge, Verify Source of Customer Knowledge, Capture of Customer Knowledge, Apply of Knowledge about Customer, and Verify of Knowledge about Customer) have a significant impact on customer knowledge acquisition. On the other hand, the (Analysis of Customer Knowledge) is not a significant impact on customer knowledge acquisition in Jordanian banks. For this reason, the purpose of this paper is to study how Jordanian Banks use the Customer Knowledge process to support Customer Knowledge Acquisition. The empirical findings will certainly help both researchers and practitioners in future customer knowledge process, and Customer Knowledge Acquisition research.

Linguistic structure and information organisation

2003 ◽  
Vol 3 ◽  
pp. 183-206 ◽  
Author(s):  
Christiane von Stutterheim
Keyword(s):  
Empirical Study ◽  
Learning Process ◽  
Native Speakers ◽  
Formal System ◽  
Target Language ◽  
Linguistic Knowledge ◽  
Advanced Learners ◽  
Event Time ◽  
Form Part ◽  
Time Structures

This paper addresses the factors that distinguish very advanced learners from native speakers, investigating the difficulties which arise in overcoming the final thresholds in the learning process. Firstly, it compares different linguistic systems with respect to specific grammaticised categories, showing how these categories relate to patterns of information organisation at text level, with the assumption that the principles underlying these patterns form part of the learner’s linguistic knowledge. Secondly, it demonstrates that L2-learners who master the formal system of the target language to a near-perfect degree still have problems in applying forms in context in accordance with the principles of information organisation which grammaticised forms entail in the target language. The domains investigated are event-time structures. The languages investigated in the empirical study are Algerian Arabic, English, German, Spanish, and Norwegian, and advanced learner languages (English and German).

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