C3: The Compositional Construction of Context. 'A More Effective and Efficient Way to Marshal Inferences from Background Knowledge'

2013 ◽  
Author(s):  
David McDonald ◽  
James Pustejovsky
Keyword(s):  
Background Knowledge

Feature distribution and background knowledge in category learning

2000 ◽  
Vol 53 (4) ◽  
pp. 962-982 ◽  
Author(s):  
Gregory L. Murphy ◽  
Audrey S. Kaplan
Keyword(s):  
Category Learning ◽  
Background Knowledge

LEXICAL MEANS OF EXPRESSING EVALUATION IN MODERN GERMAN JOURNALISTIC TEXTS

2020 ◽  
Author(s):  
Ирина Владимировна Матвеева ◽  
Сергей Николаевич Саможенов ◽  
Юлия Николаевна Зинцова
Keyword(s):  
Background Knowledge ◽  
Evaluation Tools ◽  
Language Competence

Авторы публицистических текстов все чаще отходят от стандартизации речи и клишированности в пользу поиска новых экспрессивных средств выражения оценочности, которые требуют от читателя определенного количества фоновых знаний и разработанной языковой компетенции. В данной статье установлены лексические особенности использования оценочных средств в немецких публицистических текстах, выявлены их разновидности и сферы употребления. Authors of journalistic texts are increasingly moving away from the standardization of speech and cliché in favor of searching for new expressive means of expressing evaluation, which require the reader to have a certain amount of background knowledge and developed language competence. In this article, the lexical features of the use of evaluation tools in German journalistic texts are established, their varieties and areas of use are identified.

scholarly journals Being a Patient Representative Is More Work Than Being a Patient Advocate—Done Right, It Is Also Likely to Be More Effective

2021 ◽  
Vol 28 (2) ◽  
pp. 1017-1019
Author(s):  
Richard Wassersug
Keyword(s):  
Health Outcomes ◽  
Background Knowledge ◽  
Positive Influence ◽  
Patient Advocate ◽  
Different Types ◽  
Health Related ◽  
Patient Representative

For a patient to be effective as a “patient representative” within a health-related organization, work and more than just accepting an honorific title is required. I argue that for a patient to be most effective as a patient representative requires different types of background knowledge and commitment than being a “patient advocate”. Patients need to be cautious about how, when, and where they take on an official role of either an “advocate” or “representative”, if they truly want to be a positive influence on health outcomes.

Probabilistic Rule Learning Systems

2021 ◽  
Vol 54 (4) ◽  
pp. 1-16
Author(s):  
Abdus Salam ◽  
Rolf Schwitter ◽  
Mehmet A. Orgun
Keyword(s):  
Probability Theory ◽  
Rule Learning ◽  
Background Knowledge ◽  
Learning Systems ◽  
Future Research ◽  
Research Directions ◽  
System Architectures ◽  
Probabilistic Rule ◽  
Future Research Directions ◽  
High Level

This survey provides an overview of rule learning systems that can learn the structure of probabilistic rules for uncertain domains. These systems are very useful in such domains because they can be trained with a small amount of positive and negative examples, use declarative representations of background knowledge, and combine efficient high-level reasoning with the probability theory. The output of these systems are probabilistic rules that are easy to understand by humans, since the conditions for consequences lead to predictions that become transparent and interpretable. This survey focuses on representational approaches and system architectures, and suggests future research directions.

scholarly journals Predictors of Successful Reading Comprehension in Bilingual Adults: The Role of Reading Strategies and Language Proficiency

Languages ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 18
Author(s):  
Deanna C. Friesen ◽  
Bailey Frid
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Text Analysis ◽  
Reading Strategies ◽  
Background Knowledge ◽  
Strategy Use ◽  
Dominant Language ◽  
Analysis Strategies

The current study investigated the type of strategies that English–French bilingual adults utilize when reading in their dominant and non-dominant languages and which of these strategies are associated with reading comprehension success. Thirty-nine participants read short texts while reporting aloud what they were thinking as they read. Following each passage, readers answered three comprehension questions. Questions either required information found directly in the text (literal question) or required a necessary inference or an elaborative inference. Readers reported more necessary and elaborative inferences and referred to more background knowledge in their dominant language than in their non-dominant language. Engaging in both text analysis strategies and meaning extraction strategies predicted reading comprehension success in both languages, with differences observed depending on the type of question posed. Results are discussed with respect to how strategy use supports the development of text representations.

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