Have I Finished?

Turn-taking in Shakespeare ◽

10.1093/oso/9780198836353.003.0005 ◽

2019 ◽

pp. 135-158

Author(s):

Oliver Morgan

Keyword(s):

Cognitive Science ◽

Detailed Examination ◽

Interactional Linguistics ◽

Dramatic Text

This chapter introduces the set of questions which frame the second half of the book—how one person can know when another person has finished, or will finish, speaking, and what happens if they fail to reply at the appropriate moment. It reviews what interactional linguistics and cognitive science have to say about the timing of transitions between turns and asks what this might mean for the study of Shakespearean dialogue. There are no easy answers to such questions. The dramatic text is profoundly ambiguous with regard to timing. It tells us what happens next but not when or how quickly it happens, even if Shakespeare is characteristically inventive when it comes to escaping such limitations. The chapter ends with a detailed examination of these issues in Volumnia’s great speech to Coriolanus outside the walls of Rome (Coriolanus, 5.3).

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Language as a mental travel guide

Behavioral and Brain Sciences ◽

10.1017/s0140525x19003182 ◽

2020 ◽

Vol 43 ◽

Author(s):

Charles P. Davis ◽

Gerry T. M. Altmann ◽

Eiling Yee

Keyword(s):

Cognitive Science ◽

Human Cognition ◽

Travel Guide

Abstract Gilead et al.'s approach to human cognition places abstraction and prediction at the heart of “mental travel” under a “representational diversity” perspective that embraces foundational concepts in cognitive science. But, it gives insufficient credit to the possibility that the process of abstraction produces a gradient, and underestimates the importance of a highly influential domain in predictive cognition: language, and related, the emergence of experientially based structure through time.

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Electron Irradiation Effects in Polyoxymethylene Crystals Grown Inside Trioxane Crystals

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s042482010006444x ◽

1971 ◽

Vol 29 ◽

pp. 78-79

Author(s):

J. P. Colson ◽

D. H. Reneker

Keyword(s):

Cross Section ◽

Cross Sections ◽

Detailed Examination ◽

The Other ◽

Electron Micrograph ◽

Irradiation Effects ◽

Threefold Axis ◽

Typical Sample ◽

Polymer Crystals ◽

Chain Axis

Polyoxymethylene (POM) crystals grow inside trioxane crystals which have been irradiated and heated to a temperature slightly below their melting point. Figure 1 shows a low magnification electron micrograph of a group of such POM crystals. Detailed examination at higher magnification showed that three distinct types of POM crystals grew in a typical sample. The three types of POM crystals were distinguished by the direction that the polymer chain axis in each crystal made with respect to the threefold axis of the trioxane crystal. These polyoxymethylene crystals were described previously.At low magnifications the three types of polymer crystals appeared as slender rods. One type had a hexagonal cross section and the other two types had rectangular cross sections, that is, they were ribbonlike.

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A new dissociation mode for dislocations in silicon

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100108878 ◽

1978 ◽

Vol 36 (1) ◽

pp. 346-347

Author(s):

A. Ourmazd ◽

G.R. Booker ◽

C.J. Humphreys

Keyword(s):

Detailed Examination ◽

Experimental Results ◽

Dislocation Network ◽

Weak Beam ◽

Phosphorus Doped

A (111) phosphorus-doped Si specimen, thinned to give a TEM foil of thickness ∼ 150nm, contained a dislocation network lying on the (111) plane. The dislocation lines were along the three <211> directions and their total Burgers vectors,ḇt, were of the type , each dislocation being of edge character. TEM examination under proper weak-beam conditions seemed initially to show the standard contrast behaviour for such dislocations, indicating some dislocation segments were undissociated (contrast A), while other segments were dissociated to give two Shockley partials separated by approximately 6nm (contrast B) . A more detailed examination, however, revealed that some segments exhibited a third and anomalous contrast behaviour (contrast C), interpreted here as being due to a new dissociation not previously reported. Experimental results obtained for a dislocation along [211] with for the six <220> type reflections using (g,5g) weak-beam conditions are summarised in the table below, together with the relevant values.

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Communication Sciences and Disorders PhD Graduates' Perceptions of Their PhD Program

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-19-00107 ◽

2020 ◽

Vol 5 (2) ◽

pp. 463-478

Author(s):

Elizabeth Crais ◽

Melody Harrison Savage

Keyword(s):

Detailed Examination ◽

Career Expectations ◽

Doctoral Preparation ◽

Creative Solutions ◽

Phd Education ◽

Doctor Of Philosophy ◽

First Time ◽

Students Success ◽

Phd Program

Purpose The shortage of doctor of philosophy (PhD)–level applicants to fill academic and research positions in communication sciences and disorders (CSD) programs calls for a detailed examination of current CSD PhD educational practices and the generation of creative solutions. The intended purposes of the article are to encourage CSD faculty to examine their own PhD program practices and consider the perspectives of recent CSD PhD graduates in determining the need for possible modifications. Method The article describes the results of a survey of 240 CSD PhD graduates and their perceptions of the challenges and facilitators to completing a PhD degree; the quality of their preparation in research, teaching, and job readiness; and ways to improve PhD education. Results Two primary themes emerged from the data highlighting the need for “matchmaking.” The first time point of needed matchmaking is prior to entry among students, mentors, and expectations as well as between aspects of the program that can lead to students' success and graduation. The second important matchmaking need is between the actual PhD preparation and the realities of the graduates' career expectations, and those placed on graduates by their employers. Conclusions Within both themes, graduate's perspectives and suggestions to help guide future doctoral preparation are highlighted. The graduates' recommendations could be used by CSD PhD program faculty to enhance the quality of their program and the likelihood of student success and completion. Supplemental Material https://doi.org/10.23641/asha.11991480

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