Exploring the Relationship Between Lexical Behavior and Concept Formation in Design Conversations

2005 ◽  
Author(s):  
Andy Dong ◽  
Kevin Davies ◽  
David McInnes
Keyword(s):  
Computational Method ◽  
Linguistic Features ◽  
Design Concepts ◽  
Syntactic Pattern ◽  
Chain Analysis ◽  
Individual Knowledge ◽  
Computational Systems ◽  
Lexical Chain ◽  
The Relationship ◽  
Grammatical Structures

Designers bring individual knowledge and perspectives to the team. The hypothesis tested in this research is that semantic and grammatical structures (the language through which concepts are expressed) enable designers to bridge relations among ideas stored in each designer’s mind and from this to generate design concepts. This paper describes a linguistic and a computational method to examine the grammatical and semantic structure of design conversations and the linguistic processes by which individuals bridge their knowledge to the group’s ongoing knowledge accumulation. To test the hypothesis, we conducted a linguistic (systemic functional linguistics) and computational linguistic (lexical chain analysis) analysis of a design team conversation The computational analysis revealed hypernym relations as the primary lexico-syntactic pattern by which designers offer, interrelate and develop concepts. The linguistic analysis highlighted the grammatical linguistic features that actively contribute to the generation of design content by teams. These analyses point to the prospect of a functional correspondence between language use and a team’s ability to construct knowledge for design. This interrelation has implications both for computational systems that assess design teams and design teamwork education.

scholarly journals Linguistic structures and functions of thesis and dissertation titles in Dentistry

2020 ◽  
Vol 65 (1) ◽  
pp. 49-73 ◽  
Author(s):  
Oscar Alberto Morales ◽  
Bexi Perdomo ◽  
Daniel Cassany ◽  
Rosa María Tovar ◽  
Élix Izarra
Keyword(s):  
Single Unit ◽  
English Language ◽  
Genre Studies ◽  
Linguistic Features ◽  
Distinctive Features ◽  
Syntactic Structures ◽  
Nominal Phrase ◽  
Research Students ◽  
Linguistic Structures ◽  
Grammatical Structures

AbstractTitles play an important role in genre analysis. Cross-genre studies show that research paper and thesis titles have distinctive features. However, thesis and dissertation titles in the field of dentistry have thus far received little attention. Objective: To analyze the syntactic structures and their functions in English-language thesis and dissertation titles in dentistry. Methodology: We randomly chose 413 titles of English-language dentistry theses or dissertations presented at universities in 12 countries between January 2000 and June 2019. The resulting corpus of 5,540 running words was then analyzed both qualitatively and quantitatively, the two complementary focuses being grammatical structures and their functions. Results: The average title length was 13.4 words. Over half of the titles did not include any punctuation marks. For compound titles, we found that colons, dashes, commas, and question marks were used to separate the different components, colons being the most frequent. Four syntactic structures (nominal phrase, gerund phrase, full-sentence, and prepositional phrase) were identified for single-unit titles. Single-unit nominal phrase titles constituted the most frequent structure in the corpus, followed by compound titles. Four particular rhetorical combinations of compound title components were found to be present throughout the corpus. Conclusions: Titles of dentistry theses and dissertation in English echo the content of the text body and make an important contribution to fulfilling the text’s communicative purposes. Thus, teaching research students about the linguistic features of thesis titles would be beneficial to help them write effective titles and also facilitate assessment by teachers.

scholarly journals An investigation of the interrelationships between linear and nonlinear polarizabilities and bond-length alternation in conjugated organic molecules

1993 ◽  
Vol 90 (23) ◽  
pp. 11297-11301 ◽  
Author(s):  
C B Gorman ◽  
S R Marder
Keyword(s):  
Bond Length ◽  
Organic Molecules ◽  
Computational Method ◽  
Bond Length Alternation ◽  
Conjugated Molecules ◽  
Conjugated Organic Molecules ◽  
Alpha Beta ◽  
Relationship Of ◽  
The Relationship ◽  
Observable Parameter

A computational method was devised to explore the relationship of charge separation, geometry, molecular dipole moment (mu), polarizability (alpha), and hyperpolariz-abilities (beta, gamma) in conjugated organic molecules. We show that bond-length alternation (the average difference in length between single and double bonds in the molecule) is a key structurally observable parameter that can be correlated with hyperpolarizabilities and is thus relevant to the optimization of molecules and materials. By using this method, the relationship of bond-length alternation, mu, alpha, beta, and gamma for linear conjugated molecules is illustrated, and those molecules with maximized alpha, beta, and gamma are described.

Comparing the characteristics of EFL students’ multimodal composing and traditional monomodal writing: The case of a reading-to-write task

2021 ◽  
pp. 136216882110467
Author(s):  
Hyejin Cho ◽  
YouJin Kim
Keyword(s):  
High School ◽  
High School Students ◽  
Linguistic Features ◽  
School Students ◽  
Writing Practices ◽  
Multimodal Composing ◽  
Language Classrooms ◽  
Efl Students ◽  
The Relationship

Although digital multimodal composing (DMC) is receiving increasing attention in language classrooms, the extent to which it contributes to students’ writing practices is controversial. In order to understand the affordances of DMC compared to traditional monomodal writing in school contexts, it is pertinent to compare DMC and traditional writing using academic integrated-skills tasks. The current study aims to investigate the relationship between the quality of Korean high school students’ multimodal composing and that of the same students’ traditional monomodal writing, as well as content and language alignment. Thirty-one Korean high school students carried out a summary-reflection task through DMC and traditional monomodal writing. After reading a short fable by Aesop, students summarized and reflected on the text. While students used only one mode in traditional writing (i.e. English text), they utilized multiple modes in DMC (e.g. pictures, movies). Students’ task outcomes were scored using analytic rubrics, and texts were coded in terms of the content and linguistic features students retrieved from the text (i.e. alignment) and their degree of reflection. The results showed that there were no statistically significant differences in the quality, content and language alignment, or amount of reflection in writing outcomes between students’ DMC and traditional monomodal writing.

scholarly journals Determinants of Individual Knowledge Innovation Behavior

2021 ◽  
Vol 33 (6) ◽  
pp. 1-24
Author(s):  
Sihua Chen ◽  
Hua Xiao ◽  
Wei He ◽  
Jian Mou ◽  
Mikko Siponen ◽  
...  
Keyword(s):  
Organizational Behavior ◽  
Positive Emotion ◽  
Organizational Context ◽  
Negative Emotion ◽  
Knowledge Innovation ◽  
Event Theory ◽  
Individual Knowledge ◽  
The Impact ◽  
The Relationship ◽  
Team Trust

With the upsurge of "emotional storm" in the field of organizational behavior, the studies on individual emotions in organizational context are rising. Especially the relationship between emotions and knowledge innovation has attracted much attention by scholars. In particular, individual emotions may exert great effect on knowledge innovation whereas the mechanism is still unclear. Based on the emotional event theory, this paper constructs a model which explores the interaction of positive and negative emotions with individual knowledge innovation. Based on questionnaire data analysis, the results show that knowledge sharing partly mediate the relationship between positive emotion and knowledge innovation as well as the relationship between negative emotion and knowledge innovation; team trust accentuates the relationship between positive emotion and knowledge innovation as well as the relationship between negative emotion and knowledge innovation. The above findings are helpful to clarify the impact mechanism of emotions on knowledge innovation.

On Texts and Disciplines: How the Prātiśākhyas are Categorised by Their Commentaries

2018 ◽  
Vol 3 (3) ◽  
pp. 310-336 ◽  
Author(s):  
Giovanni Ciotti
Keyword(s):  
Frame Of Reference ◽  
Linguistic Features ◽  
Textual Space ◽  
The Relationship

Abstract This article explores the relationship between texts and the scholarly categories to which they are attributed. In particular, it focuses on the Prātiśākhyas—grammars of the linguistic features characterising Vedic recitation—and on the position they occupy within the domains of Sanskritic scholarship according to the different views expressed by their commentaries. In fact, the Prātiśākhyas are variously presented as corresponding to specific canonical or non-canonical disciplines, or as piecing together parts of many disciplines. Because of the inherent stylistic difference between the Prātiśākhyas and their commentaries, Vedic scholars found in the latter ones the (textual) space where they could express their opinions regarding the scholarly frame of reference to which the Prātiśākhyas were said to belong.

scholarly journals On the Geometric Mean Method for Incomplete Pairwise Comparisons

Mathematics ◽  
2020 ◽  
Vol 8 (11) ◽  
pp. 1873
Author(s):  
Konrad Kułakowski
Keyword(s):  
Least Squares ◽  
Least Squares Method ◽  
Geometric Mean ◽  
Computational Method ◽  
Pairwise Comparisons ◽  
Similar Relationship ◽  
Final Solution ◽  
The Difference ◽  
The Relationship ◽  
Theoretical Considerations

One of the most popular methods of calculating priorities based on the pairwise comparisons matrices (PCM) is the geometric mean method (GMM). It is equivalent to the logarithmic least squares method (LLSM), so some use both names interchangeably, treating it as the same approach. The main difference, however, is in the way the calculations are done. It turns out, however, that a similar relationship holds for incomplete matrices. Based on Harker’s method for the incomplete PCM, and using the same substitution for the missing entries, it is possible to construct the geometric mean solution for the incomplete PCM, which is fully compatible with the existing LLSM for the incomplete PCM. Again, both approaches lead to the same results, but the difference is how the final solution is computed. The aim of this work is to present in a concise form, the computational method behind the geometric mean method (GMM) for an incomplete PCM. The computational method is presented to emphasize the relationship between the original GMM and the proposed solution. Hence, everyone who knows the GMM for a complete PCM should easily understand its proposed extension. Theoretical considerations are accompanied by a numerical example, allowing the reader to follow the calculations step by step.

Modellierung sprachlicher Anforderungen in Testaufgaben verschiedener Unterrichtsfächer: Theoretische und empirische Grundlagen

2018 ◽  
Vol 2018 (69) ◽  
pp. 69-96 ◽  
Author(s):  
Lena Heine ◽  
Madeleine Domenech ◽  
Lisa Otto ◽  
Astrid Neumann ◽  
Michael Krelle ◽  
...  
Keyword(s):  
Empirical Study ◽  
Education System ◽  
Task Difficulty ◽  
School Success ◽  
Academic Language ◽  
Linguistic Features ◽  
Subject Specific ◽  
German Speaking ◽  
The Subject ◽  
The Relationship

AbstractRecent years have witnessed a growing interest in the relationship between academic language registers and school success in the German-speaking education system. However, we still know very little about the actual effects that academic language has on the academic performance of students, for instance, in how far the extent to which academic language is used in subject tasks actually makes these tasks more difficult. It is therefore highly vital that any operationalization of difficulty-inducing linguistic features of tasks is made on solid theoretical and empirical grounds. The purpose of this article is thus to present the linguistic foundation used in an interdisciplinary empirical study in which 1.346 7th and 8th graders solved a set of subject-oriented tasks from Maths, Physics, German, PE and Music, while the degree of linguistic demands in the tasks was systematically varied. First, the theoretical and empirical research on linguistic difficulty from a range of research discourses is discussed. The findings are merged into a model of linguistic demands. Its operationalization is then illustrated in three linguistically varied versions of the subject-specific tasks. Finally, an outlook on preliminary results of the empirical study is given, which indicate that the categories used in the model actually do produce differences in subject-task difficulty, even though there are a number of effects that need further investigation.

Regiolect vs dialect: new searches of ethnolinguists (reflections on the book: Donetsk Regiolect: monograph / edited by V.I. Terkulov. – Donetsk: Folio, 2018. – 265 p.)

Neophilology ◽  
2020 ◽  
pp. 836-845
Author(s):  
Vasilii I. Suprun
Keyword(s):  
Native Speakers ◽  
Linguistic Features ◽  
The Relationship

We consider the relationship between the terms regiolect and dialect, and note that the regiolect has the following features: 1) geographically limited, found only on the territory of the subethnos’ residence; 2) socially limited, is the speech of people who consider themselves as a subethnos; 3) has homogeneous linguistic features; 4) may have prestige associated with positive ideas of native speakers about their subethnos; 5) has its own onomastic space consisting of special models of onym formation and onyms characteristic only for this subethnos; 6) includes dialects with some specific linguistic features, but do not destroy the homogeneous unity of folk speech; 7) presented in folklore, artistic and publicistic texts. In the book review of Donetsk linguists “Donetsk Regiolect” we note that the authors convincingly prove the existence of analyzed idiom., which: 1) is limited to the territory of Donbass; 2) is based on the professionally colored speech of miners; 3) is quite homogeneous, distributed throughout the region; 4) is positively evaluated by native speakers who are careful about the words and phrases of their Donetsk speech; 5) has a rich onymic space; 6) has a consistently used katoikonym донбассовцы (and донбассцы), which reveals ethnonymic features; 7) operates outside of Russia; 8) includes some phenomena of the neighboring Ukrainian language; 9) is convincingly presented in folklore, artistic and publicistic texts.

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