(Neuro-)Cognitive poetics and computational stylistics

2018 ◽  
Vol 8 (1) ◽  
pp. 165-208 ◽  
Author(s):  
Arthur M. Jacobs
Keyword(s):  
Narrative Analysis ◽  
Interdisciplinary Cooperation ◽  
Learning Tools ◽  
Complex Interplay ◽  
Cognitive Poetics ◽  
Lexical Diversity ◽  
Response Data ◽  
Computational Stylistics ◽  
Response Measures ◽  
Data Banks

Abstract This perspective paper discusses four general desiderata of current computational stylistics and (neuro-)cognitive poetics concerning the development of (a) appropriate databases/training corpora, (b) advanced qualitative-quantitative narrative analysis (Q2NA) and machine learning tools for feature extraction, (c) ecologically valid literary test materials, and (d) open-access reader-response data banks. In six explorative computational stylistics studies, it introduces a number of tools that provide QNA indices of the foregrounding potential at the sublexical, lexical, inter- and supralexical levels for poems by Shakespeare, Blake, or Dickens. These concern lexical diversity and aesthetic potential, sentiment analysis, sublexical sonority scores or phrase structure, and topics analysis. The results illustrate the complex interplay of stylistic features and the necessity for theoretical guidance and interdisciplinary cooperation in selecting adequate training corpora, QNA tools, test texts, and response measures.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS PENDEKATAN ACCELERATED LEARNING PADA MATA PELAJARAN BAHASA INDONESIA DI KELAS III SEKOLAH DASAR

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Elia Roza
Keyword(s):  
Learning Process ◽  
Accelerated Learning ◽  
Learning Approach ◽  
Learning Tools ◽  
Class Iii ◽  
Questionnaire Response ◽  
Average Value ◽  
Response Data ◽  
Student Questionnaire ◽  
Two Stages

Learning devices are tools or components used in the learning process needed to support the learning process. the purpose of this study is to develop learning tools based on the accelerated learning approach. The implementation of this research was carried out on the third grade students of SDN 003Tasik Juang. This research is a research development. Product trials are carried out in two stages, namely with trial 1 (limited test) and trial 2 (limited deployment). The results of the study showed that, learning tools developed using the Accelerated Learning approach were declared valid and feasible to be used by obtaining a percentage of 83.5% the category was very valid. Learning tools developed using the Accelerated Learning approach are declared practical based on the results of the observation sheet of the implementation of the learning process with an average value of 87.5 very good categories as well as from student questionnaire response data with an average value of 88.5 with very good categories. The learning tools developed are effective based on the acquisition of learning outcomes that are above the minimum completeness criteria with classical completeness of 84.9%. Based on these results it can be concluded that the development of learning tools based on a valid, practical, and effective Accelerated Learning approach was developed in students of class III SDN 003 Tasik Juang.

Infant language predicts fathers’ vocabulary in infant-directed speech

2019 ◽  
Vol 47 (1) ◽  
pp. 146-158
Author(s):  
Jean QUIGLEY ◽  
Elizabeth NIXON
Keyword(s):  
Executive Function ◽  
Multiple Regression ◽  
Individual Difference ◽  
Free Play ◽  
Regression Analyses ◽  
Complex Interplay ◽  
Lexical Diversity ◽  
Predictive Relations ◽  
Language Measures ◽  
Infant Language

AbstractResearch on sources of individual difference in parental Infant-Directed Speech (IDS) is limited and there is a particular lack of research on fathers’ compared to mothers’ speech. This study examined the predictive relations between infant characteristics and variability in paternal lexical diversity (LD) in dyadic free play with two-year-olds (M = 24.1 months, SD = 1.39, 35 girls). Ten minutes of interaction for sixty-four father–infant dyads were transcribed and multiple regression analyses were performed to examine the effects of a set of distal and proximal sources of infant influence on paternal LD. Fathers’ LD was predicted only by infant language, both standardised language scores and dynamic language measures, and was not predicted by infant age, gender, executive function, or temperament. Findings are discussed in the light of the complex interplay of factors contributing to variability in IDS and the infant's linguistic environment.

scholarly journals Co-producing childbirth knowledge: a qualitative study of birth stories in antenatal sessions

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Leah de Quattro
Keyword(s):  
Narrative Analysis ◽  
Participant Observation ◽  
Learning Tools ◽  
Educational Work ◽  
Birth Stories ◽  
Educational Role ◽  
Other Information ◽  
Personal Accounts ◽  
Supportive Messages ◽  
The Impact

Abstract Background Birth stories surround pregnant women. Existing research on childbirth knowledge suggests that personal accounts from family and friends play a foundational role upon which other information builds. However, among the handful of studies that specifically address the educational role of birth stories, stories appeared to have little impact on knowledge creation. This paper engages with this discussion by exploring how birth stories contributed to the co-construction of birth knowledge within the specific context of antenatal sessions. Findings draw from the pilot study of a project which seeks to understand how women use collective approaches to co-produce birth knowledge. Method Research data drew from participant observation of group-led Homebirth sessions (25 participants) and teacher-led National Childbirth Trust classes (18 participants). The researcher analysed transcripts using template analysis, a form of thematic content analysis, with principles from feminist ethnography and narrative analysis. Results Storytelling proved central to mother-to-mother antenatal group practices, providing not only information, but also a means for understanding. This educational work took place through various mechanisms: Stories (re)shaped expectations, shared practical techniques, navigated different truth claims and approaches to knowledge, and helped build supportive communities of parents. These findings emerged more prominently in group-led sessions compared to teacher-led sessions. Conclusion Compared to teacher-led norms, storytelling and other collective approaches to antenatal education provide additional resources to childbearing women. As dialogic, complex and flexible learning tools, stories offer uniquely diverse, credible and supportive messages. The next phase of this project will further investigate these findings, explore informal collective practices, and seek to evaluate the impact of collective knowledge on childbirth experiences.

scholarly journals ENGLISH FOR TEP LEARNING MEDIA BASED VI-LEARN TO TRAIN VERBAL COMMUNICATION SKILLS OF CHEMISTRY STUDENT

2019 ◽  
Vol 2 (2) ◽  
pp. 70
Author(s):  
Bertha Yonata ◽  
Maria Monica SBW ◽  
DIAN NOVITA
Keyword(s):  
Communication Skills ◽  
Positive Response ◽  
Verbal Communication ◽  
Learning Tools ◽  
Learning Program ◽  
Face To Face ◽  
Response Data ◽  
Technological Advances ◽  
Insufficient Time ◽  
Face To Face Learning

Learning can not only be done in the classroom with direct face-to-face activities but can now be done with the help of IT, for example with learned learning. Although learning with vi-learn or e-learn cannot indeed replace overall face-to-face learning in the classroom. The world of education cannot be separated from technological advances such as this study because sometimes in carrying out classroom learning there are obstacles that cannot be avoided. These obstacles can be administrative in nature such as national holidays which coincide with the schedule of courses and cannot be replaced on another day due to limited space and insufficient time. In this study, learning tools for the English for TEP-based learning program have been developed to learn the verbal communication skills of students majoring in chemistry. From the data from the validation results, it can be concluded that learning devices consisting of enrichment modules and worksheets are feasible to be used in learning lessons. Likewise, from the response data, students showed a positive response from students in using enrichment modules and worksheets.

scholarly journals Co-producing childbirth knowledge: A qualitative study of birth stories in antenatal sessions

2019 ◽  
Author(s):  
Leah de Quattro
Keyword(s):  
Narrative Analysis ◽  
Participant Observation ◽  
Learning Tools ◽  
Educational Work ◽  
Birth Stories ◽  
Educational Role ◽  
Other Information ◽  
Personal Accounts ◽  
Supportive Messages ◽  
The Impact

Abstract Background Birth stories surround pregnant women. Existing research on childbirth knowledge suggests that personal accounts from family and friends play a foundational role upon which other information builds. However, among the handful of studies that specifically address the educational role of birth stories, stories appeared to have little impact on knowledge creation. This paper engages with this discussion by exploring how birth stories contributed to the co-construction of birth knowledge within the specific context of antenatal sessions. Findings draw from the pilot study of a project which seeks to understand how participants use collective approaches to co-produce birth knowledge. Method Research data drew from participant observation of group-led Homebirth sessions (25 participants) and teacher-led National Childbirth Trust classes (18 participants). The researcher analysed transcripts using template analysis, a form of thematic content analysis, with principles from feminist ethnography and narrative analysis. Results Storytelling proved central to mother-to-mother antenatal group practices, providing not only information, but also a means for understanding. This educational work took place through various mechanisms: Stories (re)shaped expectations, shared practical techniques, navigated different truth claims and approaches to knowledge, and helped build supportive communities of parents. These findings emerged more prominently in group-led sessions compared to teacher-led sessions. Conclusion Compared to teacher-led norms, storytelling and other collective approaches to antenatal education provide additional resources to childbearing women. As dialogic, complex and flexible learning tools, stories offer uniquely diverse, credible and supportive messages. The next phase of this project will further investigate these findings, explore informal collective practices, and seek to evaluate the impact of collective knowledge on childbirth experiences.

scholarly journals Co-producing childbirth knowledge: A qualitative study of birth stories in antenatal sessions

2019 ◽  
Author(s):  
Leah de Quattro
Keyword(s):  
Narrative Analysis ◽  
Participant Observation ◽  
Learning Tools ◽  
Educational Work ◽  
Birth Stories ◽  
Educational Role ◽  
Other Information ◽  
Personal Accounts ◽  
Supportive Messages ◽  
The Impact

Abstract Background Birth stories surround pregnant women. Existing research on childbirth knowledge suggests that personal accounts from family and friends play a foundational role upon which other information builds. However, among the handful of studies that specifically address the educational role of birth stories, stories appeared to have little impact on knowledge creation. This paper engages with this discussion by focusing on the work of birth stories told within the context of antenatal sessions. Findings draw from the pilot study of a project which seeks to understand how participants use collective approaches to co-produce birth knowledge. Method Research data drew from participant observation of group-led Homebirth sessions (25 participants) and teacher-led National Childbirth Trust classes (18 participants). The researcher analysed transcripts using template analysis, a form of thematic content analysis, with principles from feminist ethnography and narrative analysis. Results Storytelling proved central to mother-to-mother antenatal group practices, providing not only information, but also a means for understanding. This educational work took place through various mechanisms: Stories (re)shaped expectations, shared practical techniques, navigated different truth claims and approaches to knowledge, and helped build supportive communities of parents. These findings emerged more prominently in group-led sessions compared to teacher-led sessions. Conclusion Compared to teacher-led norms, storytelling and other collective approaches to antenatal education provide additional resources to childbearing women. As dialogic, complex and flexible learning tools, stories offer uniquely diverse, credible and supportive messages. The next phase of this project will further investigate these findings, explore informal collective practices, and seek to evaluate the impact of collective knowledge on childbirth experiences.

scholarly journals Co-producing childbirth knowledge: A qualitative study of birth stories in antenatal sessions

2019 ◽  
Author(s):  
Leah de Quattro
Keyword(s):  
Narrative Analysis ◽  
Participant Observation ◽  
Learning Tools ◽  
Educational Work ◽  
Birth Stories ◽  
Educational Role ◽  
Other Information ◽  
Personal Accounts ◽  
Supportive Messages ◽  
The Impact

Abstract Background Birth stories surround pregnant women. Existing research on childbirth knowledge suggests that personal accounts from family and friends play a foundational role upon which other information builds. However, among the handful of studies that specifically address the educational role of birth stories, stories appeared to have little impact on knowledge creation. This paper engages with this discussion by exploring how birth stories contributed to the co-construction of birth knowledge within the specific context of antenatal sessions. Findings draw from the pilot study of a project which seeks to understand how participants use collective approaches to co-produce birth knowledge. Method Research data drew from participant observation of group-led Homebirth sessions (25 participants) and teacher-led National Childbirth Trust classes (18 participants). The researcher analysed transcripts using template analysis, a form of thematic content analysis, with principles from feminist ethnography and narrative analysis. Results Storytelling proved central to mother-to-mother antenatal group practices, providing not only information, but also a means for understanding. This educational work took place through various mechanisms: Stories (re)shaped expectations, shared practical techniques, navigated different truth claims and approaches to knowledge, and helped build supportive communities of parents. These findings emerged more prominently in group-led sessions compared to teacher-led sessions. Conclusion Compared to teacher-led norms, storytelling and other collective approaches to antenatal education provide additional resources to childbearing women. As dialogic, complex and flexible learning tools, stories offer uniquely diverse, credible and supportive messages. The next phase of this project will further investigate these findings, explore informal collective practices, and seek to evaluate the impact of collective knowledge on childbirth experiences.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS PENDEKATAN ACCELERATED LEARNING PADA MATA PELAJARAN BAHASA INDONESIA

2019 ◽  
Vol 3 (6) ◽  
pp. 1232
Author(s):  
Elia Rosa
Keyword(s):  
Learning Process ◽  
Accelerated Learning ◽  
Learning Approach ◽  
Learning Tools ◽  
Class Iii ◽  
Questionnaire Response ◽  
Average Value ◽  
Response Data ◽  
Student Questionnaire ◽  
Two Stages

Learning devices are tools or components used in the learning process needed to support the learning process. the purpose of this study is to develop learning tools based on the accelerated learning approach. The implementation of this research was carried out on the third grade students of SDN 003Tasik Juang. This research is a research development. Product trials are carried out in two stages, namely with trial 1 (limited test) and trial 2 (limited deployment). The results of the study showed that, learning tools developed using the accelerated learning approach were declared valid and feasible to be used by obtaining a percentage of 83.5% the category was very valid. Learning tools developed using the accelerated learning approach are declared practical based on the results of the observation sheet of the implementation of the learning process with an average value of 87.5 very good categories as well as from student questionnaire response data with an average value of 88.5 with very good categories. The learning tools developed are effective based on the acquisition of learning outcomes that are above the minimum completeness criteria with classical completeness of 84.9%. Based on these results it can be concluded that the development of learning tools based on a valid, practical, and effective accelerated learning approach was developed in students of class III SDN 003 Tasik Juang

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