Unsupervised Story Comprehension with Hierarchical Encoder-Decoder

2019 ◽  
Author(s):  
Bingning Wang ◽  
Ting Yao ◽  
Qi Zhang ◽  
Jingfang Xu ◽  
Kang Liu ◽  
...  
Keyword(s):  
Story Comprehension

Examining the validity of three methods of measuring pre-readers’ knowledge of storybook events

2021 ◽  
pp. 026565902199554
Author(s):  
Lynn Dempsey
Keyword(s):  
The Other ◽  
Narrative Comprehension ◽  
Important Predictor ◽  
Story Comprehension ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Event Knowledge ◽  
Yield Information ◽  
Highly Correlated ◽  
Planning Intervention

Planning intervention for narrative comprehension deficits requires a thorough understanding of a child’s skill in all component domains. The purpose of this study was to examine the validity of three methods of measuring pre-readers’ event knowledge, an important predictor of story comprehension. Thirty-eight typically developing children (12 males; 26 females) between the ages of 30–59 months ( M = 42.05 SD = 7.62) completed three measures – verbal account, enactment, picture-sequencing – that tapped their knowledge of two different events before listening to stories based on each of those events and completing story comprehension tasks. Scores for verbal account and enactment, but not for picture sequencing, (1) were moderately correlated with comprehension scores for the corresponding story; (2) reflected differential knowledge of the two events, though not in the expected direction; (3) were moderately correlated with one another in the case of each story. In general measures for the same event were more highly correlated with one another than with measures of the other event. Overall, results suggest that verbal account and enactment may yield information useful for clinicians planning intervention for children with narrative comprehension deficits.

Where Is the Beat? The Neural Correlates of Lexical Stress and Rhythmical Well-formedness in Auditory Story Comprehension

2017 ◽  
Vol 29 (7) ◽  
pp. 1119-1131 ◽  
Author(s):  
Katerina D. Kandylaki ◽  
Karen Henrich ◽  
Arne Nagels ◽  
Tilo Kircher ◽  
Ulrike Domahs ◽  
...  
Keyword(s):  
Stress Pattern ◽  
Lexical Stress ◽  
Story Comprehension ◽  
Speech Comprehension ◽  
New Approach ◽  
Sensorimotor Network ◽  
Electrophysiological Studies ◽  
Stress Patterns ◽  
Domain Independent ◽  
The Brain

While listening to continuous speech, humans process beat information to correctly identify word boundaries. The beats of language are stress patterns that are created by combining lexical (word-specific) stress patterns and the rhythm of a specific language. Sometimes, the lexical stress pattern needs to be altered to obey the rhythm of the language. This study investigated the interplay of lexical stress patterns and rhythmical well-formedness in natural speech with fMRI. Previous electrophysiological studies on cases in which a regular lexical stress pattern may be altered to obtain rhythmical well-formedness showed that even subtle rhythmic deviations are detected by the brain if attention is directed toward prosody. Here, we present a new approach to this phenomenon by having participants listen to contextually rich stories in the absence of a task targeting the manipulation. For the interaction of lexical stress and rhythmical well-formedness, we found one suprathreshold cluster localized between the cerebellum and the brain stem. For the main effect of lexical stress, we found higher BOLD responses to the retained lexical stress pattern in the bilateral SMA, bilateral postcentral gyrus, bilateral middle fontal gyrus, bilateral inferior and right superior parietal lobule, and right precuneus. These results support the view that lexical stress is processed as part of a sensorimotor network of speech comprehension. Moreover, our results connect beat processing in language to domain-independent timing perception.

scholarly journals Researching ELT 4.0 and Transmediality: Fostering Transliterate Reading through Transmedia Storytelling

2019 ◽  
Author(s):  
R. Della N Kartika Sari Amirulloh ◽  
Muhammad Amir Zikri
Keyword(s):  
New Media ◽  
Teaching And Learning ◽  
Classroom Observation ◽  
Interactive Media ◽  
Communication Studies ◽  
Story Comprehension ◽  
Transmedia Storytelling ◽  
Class A ◽  
Reading Activities

The notion of Education 4.0 has directed to the utilization of various media platforms in teaching, which, in this context, is the adoption of Transmedia storytelling. Transmedia storytelling is the material presented to the students during the teaching and learning session that aims at fostering students transliterate reading. Through transmedia storytelling students are introduced to reading activities that enable them to read through multiple media platforms presented in class. A number of studies have been done in researching transmediality in the area of communication studies, however only little is known in ELT research. Therefore, this paper endeavors to explore the ways in which transmedia storytelling helps foster students’ transliterate reading. Adopting Transmedia Play and Storytelling theories grounded in transmediality, the paper utilizes a case study as the research design. Employing classroom observation and students’ response sheets, the findings reveal that transmedia storytelling promotes students transliterate reading through facilitating them in engaging with multiple types of visual, audio and interactive media activities. It helps them develop awareness in three areas: 1) awareness of the function of pictures for story comprehension and vocabulary acquisition; 2) awareness of the way sound helps for narrative elements interpretation; 3) awareness of the needs of text-reader transaction through new media for comprehension.

scholarly journals MENINGKATKAN PEMAHAMAN CERITA DENGAN PENDEKATAN SHARED BOOK READING DI PAUD

2019 ◽  
Vol 2 (1) ◽  
pp. 100-119
Author(s):  
Siti Shaliha ◽  
Rose Mini Agoes Salim ◽  
Rini Hildayani
Keyword(s):  
Cognitive Skills ◽  
Book Reading ◽  
Shared Book Reading ◽  
Sign Test ◽  
Story Comprehension ◽  
Childhood Education ◽  
Approach Training ◽  
Post Test ◽  
Comprehension Score ◽  
The Relationship

ABSTRAK Pendekatan membacakan buku cerita oleh guru akan membantu anak meningkatkan keterampilan kognitifnya dalam memahami cerita yang dibacakan sebelum memasuki tahapan pembaca mandiri. Penelitian ini bertujuan untuk melihat hubungan antara pendekatan shared book reading(SBR) dan pemahaman anak terhadap cerita. Penelitian ini menggunakan within subject designdengan melakukan kontrol kondisi untuk membandingkan skor pemahaman anak terhadap cerita pada masing-masing kondisi yang diberikan. Partisipan dalam penelitian ini adalah 4 orang guru dan 21 orang anak (rentang usia 4-5 tahun)di Satuan PAUD Sejenis (SPS). Data kuantitatif yang diperoleh mengenai pemahaman anak terhadap cerita dianalisa menggunakan uji sign test. Penelitian ini juga memberikan pelatihan pada guru serta melakukan pengukuran terhadap keterampilan guru. Pengukuran pemahaman anak terhadap cerita dan keterampilan guru dalam menggunakan pendekatan saat membacakan buku cerita dilakukan sebanyak tiga kali pada tahap pre-test,post test 1dan post test 2, untuk melihat peningkatan yang terjadi setelah pemberian intervensi.Hasil penelitian ini menunjukkan bahwa terdapat peningkatan skor pemahaman anak terhadap cerita saat guru membacakan cerita dengan pendekatan SBR dengan nilai probabilitas .05, yaitu 0.01. Hasil tersebut berbanding lurus dengan peningkatan skor keterampilan yang diperoleh guru setelah diberikan pelatihan pendekatan SBR yang ditampilkan di dalam grafik. Kata kunci: pemahaman anak terhadap cerita; anak 4-5 tahun; guru; pendekatan membaca SBR; pelatihan. ABSTRACT Certain reading approach used by the teacher will help children to improve their cognitive skills in understanding the stories that has been read, before entering the independent reader stage. This study aims to investigate the relationship between shared book reading (SBR) approach and children's story comprehension. This study used within group design by controlling condition to compare children’s story comprehension score in each condition given. Participants in this study were 4 teachers and 21 children aged 4-5 years old from an early childhood education unit or Satuan Pendidikan Anak Usia Dini (PAUD) which is categorized as Satuan PAUD Sejenis (SPS). A sign test was employed to analyze the quantitative data gained about children’s story comprehension. This study also provides training for teachers as well as measuring teacher’s skills. The measurement of children’s story comprehension and teachers’s skill in reading book to children was conducted three time, in pre-test, post-test 2, and post-test 2, to perceive the skill’s improvement. The findings of this study indicated that there was an increase in children's story comprehension when teacher read the story with SBR approach by showing probability value of 0.05, which is 0.01. These results were directly proportional to the increase in skills scores obtained by teachers after training in the SBR approach shown in the graph. Keywords: children’s story comprehension; 4-5 years old children; teacher; SBR approach; training.

Does talking about emotions impact young Turkish children's emotion recognition, word learning, and story comprehension?

2021 ◽  
pp. 1-9
Author(s):  
Merve Aydemir ◽  
Ayşe Nur Bilir ◽  
İmren Geçgin ◽  
Burcu Sarı Uğurlu
Keyword(s):  
Emotion Recognition ◽  
Word Learning ◽  
Story Comprehension ◽  
Children's Emotion

A Method of Recognizing Entity and Relation

2011 ◽  
pp. 1216-1223
Author(s):  
Xinghua Fan
Keyword(s):  
Information Extraction ◽  
Question Answering ◽  
Important Task ◽  
Story Comprehension ◽  
Semantic Classes ◽  
Unstructured Text

Entity and relation recognition, i.e. assigning semantic classes (e.g., person, organization and location) to entities in a given sentence and determining the relations (e.g., born-in and employee-of) that hold between the corresponding entities, is an important task in areas such as information extraction (IE) (Califf and Mooney, 1999; Chinchor, 1998; Freitag, 2000; Roth and Yih, 2001), question answering (QA) (Voorhees, 2000; Changki Lee et al., 2007) and story comprehension (Hirschman et al., 1999). In a QA system, many questions ask for the specific entities involved in some relations. For example, the question that “Where was Poe born?” in TREC-9 asks for the location entity in which Poe was born. In a typical IE extraction task such as constructing a jobs database from unstructured text, the system has to extract many meaning entities like title and salary, ideally, to determine whether the entities are associated with the same position.

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