Learning the evolution of disciplines from scientific literature: A functional clustering approach to normalized keyword count trajectories

2018 ◽  
Vol 146 ◽  
pp. 129-141 ◽  
Author(s):  
Matilde Trevisani ◽  
Arjuna Tuzzi
2021 ◽  
Author(s):  
Manuela Irene Brunner ◽  
Reinhard Furrer ◽  
Eric Gilleland

<p>Grouping catchments according to their seasonal streamflow or flood behavior can be essential in regionalization studies, climate impact assessments, or model choice and evaluation. Classical clustering approaches often rely on a selection of indices derived from streamflow/flood hydrographs to identify groups of similar hydrographs and ignore valuable information provided through the temporal (auto-)correlation pattern. To exploit this temporal information, we propose a functional clustering approach to identify catchments with similar streamflow regimes or flood hydrographs. Functional data clustering expresses hydrograph shapes as continuous functions by projecting them onto a set of basis functions (here B-splines) and clusters the resulting basis coefficients using classical clustering algorithms such as hierarchical or k-means clustering. <br>We apply this functional clustering approach to (1) a large set of catchments in the United States in order to identify regions with similar streamflow regimes and (2) a large set of catchments in Switzerland in order to identify regions with similar flood reactivity. We show that both the streamflow regime and flood reactivity regions are not only similar in terms of their streamflow/hydrograph behavior but also in terms of physiography and climate. We use the streamflow regime clusters derived using functional data clustering to assess future streamflow regime changes in the United States and demonstrate that they are beneficial in climate impact assessments, e.g. to indicate which types of catchments are particularly prone to future change. Further, we use the flood reactivity regions in a regionalization study to derive design hydrographs in ungauged catchments. We conclude that functional clustering approaches are beneficial in climate impact assessments and regionalization studies and might potentially also be valuable to cluster other types of hydrological phenomena such as drought events or long-term streamflow behavior.</p>


2020 ◽  
Vol 5 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Laurence B. Leonard

Purpose The current “specific language impairment” and “developmental language disorder” discussion might lead to important changes in how we refer to children with language disorders of unknown origin. The field has seen other changes in terminology. This article reviews many of these changes. Method A literature review of previous clinical labels was conducted, and possible reasons for the changes in labels were identified. Results References to children with significant yet unexplained deficits in language ability have been part of the scientific literature since, at least, the early 1800s. Terms have changed from those with a neurological emphasis to those that do not imply a cause for the language disorder. Diagnostic criteria have become more explicit but have become, at certain points, too narrow to represent the wider range of children with language disorders of unknown origin. Conclusions The field was not well served by the many changes in terminology that have transpired in the past. A new label at this point must be accompanied by strong efforts to recruit its adoption by clinical speech-language pathologists and the general public.


2016 ◽  
Vol 224 (4) ◽  
pp. 240-246 ◽  
Author(s):  
Mélanie Bédard ◽  
Line Laplante ◽  
Julien Mercier

Abstract. Dyslexia is a phenomenon for which the brain correlates have been studied since the beginning of the 20th century. Simultaneously, the field of education has also been studying dyslexia and its remediation, mainly through behavioral data. The last two decades have seen a growing interest in integrating neuroscience and education. This article provides a quick overview of pertinent scientific literature involving neurophysiological data on functional brain differences in dyslexia and discusses their very limited influence on the development of reading remediation for dyslexic individuals. Nevertheless, it appears that if certain conditions are met – related to the key elements of educational neuroscience and to the nature of the research questions – conceivable benefits can be expected from the integration of neurophysiological data with educational research. When neurophysiological data can be employed to overcome the limits of using behavioral data alone, researchers can both unravel phenomenon otherwise impossible to document and raise new questions.


2020 ◽  
Vol 61 (4) ◽  
pp. 342-348
Author(s):  
Harris L. Friedman ◽  
Douglas A. MacDonald ◽  
James C. Coyne

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