Scalable and Usable Relational Learning With Automatic Language Bias

Author(s):  
Jose Picado ◽  
Arash Termehchy ◽  
Alan Fern ◽  
Sudhanshu Pathak ◽  
Praveen Ilango ◽  
...  
Virittäjä ◽  
2020 ◽  
Vol 124 (1) ◽  
Author(s):  
Mikko Laasanen

Artikkeli käsittelee saussurelaista kielikäsitystä kohtaan esitettyä kritiikkiä. Artikkelin tavoitteena on puolustaa saussurelaista kielikäsitystä ja esittää Saussure moni-puolisempana ajattelijana kuin mitä Kurssin vahvasti strukturalisesta luennasta voisi päätellä. Artikkelissa tarkastellaan käsitystä kielestä järjestelmänä (Saussuren langue), kontekstivapaata merkitystä, kirjoitetun kielen vääristymää (written language bias), Roy Harrisin kielimyyttiä sekä kielen dynaamisuutta. Artikkelissa esitetään, että langue on sekä metodologinen että ontologinen käsite, joka viittaa sekä kielen järjestäytymättömiin sääntöihin että kielitieteilijän niistä luomaan järjestelmään. Kontekstivapaan merkityksen osalta korostetaan sitä, että jonkinlainen merkityksen pysyvyys on välttämätön osa kieltä kommunikaatiojärjestelmänä. Artikkelissa argumentoidaan kirjoitetun kielen vääristymän vahvaa muotoa vastaan, jonka mukaan esimerkiksi puheen analysoiminen diskreeteiksi yksiköiksi johtuu kirjoitetun kielen vaikutuksesta. Harrisin kielimyytin osalta esitetään, että kyse ei ole Saussuren näkemyksistä vaan Harrisin tulkinnoista. Artikkelissa esitetään myös, että dynaamisuus ei ole yhteensopimaton käsite saussurelaisen kielikäsityksen kanssa.   On the critique of the Saussurean concept of language: some perspectives and counter-arguments The article deals with the critique of the Saussurean concept of language. The purpose of the article is to defend the Saussurean concept of language and to present Saussure as a more versatile thinker than may be assumed from a purely structuralist reading of Course. The article discusses the concept of language as a system (Saussure’s langue), the notion of context-free meaning, the so-called written-language bias, Roy Harris’ language myth, and the notion of dynamicity in language in relation to the Saussurean concept of language. The article begins by arguing that langue is both a methodological and an ontological concept that refers both to the unorganised rules of language and to the system of language rules as organised by the linguist. Second, the author asserts that some kind of permanence of meaning is essential to the concept of language as a communication system. Third, an argument is presented against the strong form of written-language bias, according to which, for instance, the analysis and reduction of continuous speech into discrete units is based on the model of written language. Fourth, the author posits that the language myth, developed by Harris, is not based on Saussure’s views but on Harris’ interpretation of Saussure’s views. The article ends with the contention that the notion of dynamicity is not incompatible with the Saussurean concept of language.


Author(s):  
Zhao Xu ◽  
Volker Tresp ◽  
Kai Yu ◽  
Shipeng Yu ◽  
Hans-Peter Kriegel
Keyword(s):  

Author(s):  
Tingyi Wanyan ◽  
Akhil Vaid ◽  
Jessica K De Freitas ◽  
Sulaiman Somani ◽  
Riccardo Miotto ◽  
...  

2021 ◽  
Author(s):  
Caina Figueiredo ◽  
Joao Gabriel Lopes ◽  
Rodrigo Azevedo ◽  
Gerson Zaverucha ◽  
Daniel Sadoc Menasche ◽  
...  

2002 ◽  
Vol 11 (2) ◽  
pp. 124-138 ◽  
Author(s):  
Sean M. Redmond

Several reports suggest that socio-emotional disorders and language impairments frequently co-occur in children receiving special education services. One explanation for the high levels of co-occurrence is that limitations inherent to linguistic deficiencies are frequently misinterpreted as symptomatic of underlying socioemotional pathology. In this report, five commonly used behavioral rating scales are examined in light of language bias. Results of the review indicated that children with language impairments are likely to be overidentified as having socioemotional disorders. An implication of these findings is that speech-language pathologists need to increase their involvement in socioemotional evaluations to ensure that children with language impairments as a group are not unduly penalized for their language limitations. Specific guidelines for using ratings with children with language impairments are provided.


2017 ◽  
Vol 41 (5) ◽  
pp. 669-686 ◽  
Author(s):  
Thomas F. Hawk

In the 10 years since Hawk and Lyons published, “Please Don’t Give Up on Me: When Faculty Fail to Care” in Journal of Management Education, much has changed about the nature of pedagogical caring, relational learning, and the instructor–student relationship per se. The landscape of expectations for the type and depth of relationships faculty will have with students has shifted toward a blurring of relational boundaries and roles. Chory and Offstein’s article in the first Journal of Management Education issue of 2017, “‘Your Professor Will Know You as a Person’: Evaluating and Rethinking the Relational Boundaries Between Faculty and Students” draws on Hawk and Lyons and critically examines the advisability of extending an ethic of care to situations outside the classroom setting. In this essay, I engage with Chory and Offstein’s work and the three rejoinders that accompanied it in Journal of Management Education, Volume 41, Issue 1, and share specific ways in which faculty can “get to know their students” that directly benefits student learning.


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