Processing real-world violations embedded within a fantasy-world narrative

2018 ◽  
Vol 71 (11) ◽  
pp. 2282-2294 ◽  
Author(s):  
Erinn K Walsh ◽  
Anne E Cook ◽  
Edward J O’Brien
Keyword(s):  
Real World ◽  
Information Sources ◽  
Local Level ◽  
Target Sentence ◽  
World Knowledge ◽  
Global Level ◽  
The Real ◽  
Fantasy World ◽  
Contextual Support ◽  
Processing Difficulty

Fantasy-text is a genre in which events routinely violate rules we know to be true in the real world. In four experiments, we explored the inherent contradiction between unrealistic fictional events and general world knowledge (GWK) to examine these competing information sources within the context of an extended fantasy-narrative. Experiments 1a and 1b demonstrated that fantasy-unrelated inconsistencies caused disruption to comprehension despite an abundance of contextual support for real-world impossible events that violate GWK. Experiment 2a demonstrated that fantasy-related inconsistencies caused disruption when they occurred at the local level and the fantasy-context stood in direct opposition to the target sentence. However, Experiment 2b demonstrated that disruption can be initially eliminated when readers encountered fantasy-related violations at the global level, but delayed-processing difficulty occurred on the spillover sentence, downstream of the target sentence. All four experiments are discussed within the context of the RI-Val model.

scholarly journals Processing pronouns with real-world referents: An electrophysiological investigation

2019 ◽  
Author(s):  
Clinton L. Johns ◽  
Debra L. Long ◽  
Tamara Y Swaab
Keyword(s):  
Real World ◽  
Event Related Potentials ◽  
Background Knowledge ◽  
Sentence Context ◽  
World Knowledge ◽  
Electrophysiological Investigation ◽  
High Quality ◽  
Discourse Model ◽  
Related Potentials ◽  
Processing Difficulty

Investigations of coreferential processing typically require participants to link anaphors with semantically underspecified (“empty”) discourse entities. However, outside the laboratory, anaphors often refer to people, objects, or events about which we possess extensive background knowledge. In addition, recent evidence indicates that comprehenders experience processing difficulty when sentence characters are semantically similar. In the current study we examined whether activating pre-existing real-world knowledge about antecedents influenced coreferential processing in a developing sentence context. Event-related potentials were recorded as participants read sentences containing ambiguous pronouns. Antecedents were either “empty” or were real, well-known individuals. In addition, pronouns either matched or mismatched the sex of their antecedents. Mismatching anaphors elicited a P600 effect whose amplitude was significantly greater when sentence characters were real. Moreover, matching pronouns elicited a P600-like effect when their antecedents were semantically “empty”. Our results suggest that the presence of high-quality representations in a discourse model facilitates coreferential processing.

Climbing the Virtual Minbar of Cyberspace

2011 ◽  
Vol 45 (2) ◽  
pp. 182-191 ◽  
Author(s):  
Daniel M. Varisco
Keyword(s):  
Real World ◽  
Fairy Tale ◽  
The Internet ◽  
Ivory Tower ◽  
The Real ◽  
Brothers Grimm ◽  
Fantasy World ◽  
The Witch ◽  
Wilhelm Grimm

“Rapunzel, Rapunzel, let down your hair, so that I may climb the golden stair.BROTHERS GRIMM FAIRY TALEAs an avowedly secular anthropologist who studies Islamic cultures, what better way to orient myself than a fairy tale of the Brothers Grimm. As the story of Rapunzel is spun, a young maiden is trapped in a tower by a wicked witch and forced to let down her golden hair for the old dame to climb. One day along comes a prince, who with the best of intentions tries to free the girl but is pushed out of the tower by the witch and blinded by thorns. In the children’s version the couple is eventually reunited and lives happily ever after. In the real world ever before us there are seldom such happy endings. As scholars of Islam, institutionally holed up in the Ivory Tower of Academic Isolation, there are not many opportunities to let down our doctored hair and allow our golden voices to escape the classroom. One such opportunity, seemingly out of a fantasy world not even imagined by Jakob and Wilhelm Grimm, is opened up by the Internet.

scholarly journals Children's spontaneous inferences about time and causality in narrative

2020 ◽  
Author(s):  
Katharine A Tillman ◽  
Nestor Tulagan ◽  
Jess Sullivan
Keyword(s):  
Real World ◽  
Temporal Relations ◽  
World Knowledge ◽  
Causal Relations ◽  
The Real

How do children understand the temporal and causal relations among events in a narrative? We explored the roles of (a) connectives like before and because, (b) clause order, and (c) world knowledge in supporting children's inferences about causal and temporal relations in narrative. We told 3- to 7-year-old children stories containing two events. We then surprised them by asking them to retell the stories, to test what they remembered about the relations between events. Children attended to and recalled the causal and temporal relations from the stories. They were also sensitive to the ordering of the clauses in the stories, and to their plausibility: Children were more likely to modify their retellings when the events in the story were not described chronologically, or if the causal relations described were inconsistent with children’s knowledge of the real world. These tendencies interacted with the specific connectives in the story and their positioning.

Finding Answers

2019 ◽  
pp. 20-40
Author(s):  
Sunny Bains
Keyword(s):  
Intellectual Property ◽  
Real World ◽  
Information Sources ◽  
Work Flow ◽  
Annual Reports ◽  
Technical Literature ◽  
The Real ◽  
Basic Work ◽  
Trade Press

“Finding Answers” addresses the information you need to answer questions. The chapter starts by suggesting a basic work flow for gathering material. It then moves on to consider where to look for that material; specifically, the information sources that can be accessed both virtually and by reaching out into the real world. These include everything from keywords, technical literature, patents, intellectual property, the trade press, annual reports, conferences, lab visits, industry roadmaps, industry blogger, books, and more. For each one, the chapter discusses not only what each source can offer and which questions they are most likely to answer but also their strengths, their weaknesses, and common pitfalls in using them.

Information Behavior of Competitive Intelligence Professionals: A Convergence Approach

2014 ◽  
Author(s):  
Tao Jin ◽  
France Bouthillier
Keyword(s):  
Real World ◽  
Information Needs ◽  
Information Sources ◽  
Information Behavior ◽  
Competitive Intelligence ◽  
The Real ◽  
Types Of Information

Competitive intelligence activities are intensive information behavior. This paper reports a portion of results from a study of how 28 Canadian CI professionals work in the real world, such as the mechanism of their information needs, the types of information that they seek, and the information sources that they use.Les activités de la veille concurrentielle constituent des comportements informationnels intensifs. Cet article présente une partie des résultats d’une étude portant sur la manière dont 28 professionnels canadiens de la veille concurrentielle travaillent dans le monde réel, et plus particulièrement le mécanisme de leurs besoins informationnels, les catégories d’information recherchées, et les sources d’information utilisées. 

What Is the Knowledge We Need?

We the Gamers ◽  
2021 ◽  
pp. 51-64
Author(s):  
Karen Schrier
Keyword(s):  
Real World ◽  
Public Life ◽  
World Knowledge ◽  
White House ◽  
The Real ◽  
Ethical Frameworks ◽  
Types Of Knowledge

Chapter 4 describes the type of civics and ethics knowledge necessary to learn, including the real- world structures, processes, and institutions of public life. It also includes ethical frameworks and approaches such as hedonism or utilitarianism, or virtues and moral habits. This knowledge forms the foundation for being able to civically engage and participate in society. The chapter also includes an overview of why gaining knowledge is necessary, what types of knowledge are necessary, and why games may support this. It also includes the limitations of using games to convey knowledge, and how to minimize those limitations. Finally, it reviews strategies that teachers can take to use games to build real-world knowledge. The chapter opens with the example Executive Command and also shares three examples in action: Win the White House, PolitiCraft, and Fable III.

Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe
Keyword(s):  
Clinical Education ◽  
Real World ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
University Faculty ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Basic Principles ◽  
The Real ◽  
Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

The Real-World Fellowship

2006 ◽  
Vol 40 (7) ◽  
pp. 47
Author(s):  
LEE SAVIO BEERS
Keyword(s):  
Real World ◽  
The Real
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