scholarly journals Research on the on-line processing of collocation: Replication of Wolter and Gyllstad (2011) and Millar (2011)

2021 ◽  
Author(s):  
S Sonbul ◽  
Anna Siyanova
Keyword(s):  
Teaching Practice ◽  
Native Speakers ◽  
Experimental Studies ◽  
Key Factors ◽  
Actual Performance ◽  
Cambridge University ◽  
Replication Studies ◽  
The Past ◽  
On Line ◽  
Testing Techniques

© Cambridge University Press 2019. Research employing psycholinguistic techniques to assess the on-line processing of collocation by native and non-native speakers has flourished in the past few years. This line of research aims (among other things) at exploring actual performance in real time as opposed to the traditional paper-and-pencil testing techniques that have been extensively employed in collocation research. The present paper reviews some of the pertinent research on the on-line processing of collocations and argues for the need for more replication studies in the area. It then looks at how two experimental studies on the topic - Millar (2011) and Wolter and Gyllstad (2011) - may be replicated in order to gain deeper understanding of the key factors behind collocation processing and to obtain more valid and generalizable results that can find their way into language teaching practice.

scholarly journals Research on the on-line processing of collocation: Replication of Wolter and Gyllstad (2011) and Millar (2011)

2021 ◽  
Author(s):  
S Sonbul ◽  
Anna Siyanova
Keyword(s):  
Teaching Practice ◽  
Native Speakers ◽  
Experimental Studies ◽  
Key Factors ◽  
Actual Performance ◽  
Cambridge University ◽  
Replication Studies ◽  
The Past ◽  
On Line ◽  
Testing Techniques

© Cambridge University Press 2019. Research employing psycholinguistic techniques to assess the on-line processing of collocation by native and non-native speakers has flourished in the past few years. This line of research aims (among other things) at exploring actual performance in real time as opposed to the traditional paper-and-pencil testing techniques that have been extensively employed in collocation research. The present paper reviews some of the pertinent research on the on-line processing of collocations and argues for the need for more replication studies in the area. It then looks at how two experimental studies on the topic - Millar (2011) and Wolter and Gyllstad (2011) - may be replicated in order to gain deeper understanding of the key factors behind collocation processing and to obtain more valid and generalizable results that can find their way into language teaching practice.

scholarly journals Research on the on-line processing of collocation: Replication of Wolter and Gyllstad (2011) and Millar (2011)

2019 ◽  
pp. 1-9
Author(s):  
Suhad Sonbul ◽  
Anna Siyanova-Chanturia
Keyword(s):  
Real Time ◽  
Teaching Practice ◽  
Native Speakers ◽  
Experimental Studies ◽  
Key Factors ◽  
Actual Performance ◽  
Replication Studies ◽  
The Past ◽  
On Line ◽  
Testing Techniques

Research employing psycholinguistic techniques to assess the on-line processing of collocation by native and non-native speakers has flourished in the past few years. This line of research aims (among other things) at exploring actual performance in real time as opposed to the traditional paper-and-pencil testing techniques that have been extensively employed in collocation research. The present paper reviews some of the pertinent research on the on-line processing of collocations and argues for the need for more replication studies in the area. It then looks at how two experimental studies on the topic – Millar (2011) and Wolter and Gyllstad (2011) – may be replicated in order to gain deeper understanding of the key factors behind collocation processing and to obtain more valid and generalizable results that can find their way into language teaching practice.

scholarly journals Toward a replication culture: Speech production research in the classroom

2018 ◽  
Author(s):  
Timo Benjamin Roettger ◽  
Dinah Baer-Henney
Keyword(s):  
Data Collection ◽  
Speech Production ◽  
Large Scale ◽  
Laboratory Experiments ◽  
Experimental Studies ◽  
Critical Importance ◽  
Replication Studies ◽  
The Past ◽  
Production Research ◽  
Classroom Studies

Our understanding of human sound systems is increasingly shaped by experimental studies. What we can learn from a single study, however, is limited. It is of critical importance to evaluate and substantiate existing findings in the literature by directly replicating published studies. Our publication system, however, does not reward direct replications in the same way as it rewards novel discoveries. Consequently, there is a lack of incentives for researchers to spend resources on conducting replication studies, a situation that is particularly true for speech production experiments, which often require resourceful data collection procedures and recording environments. In order to sidestep this issue, we propose to run direct replication studies with our students in the classroom. This proposal offers an easy and inexpensive way to conduct large-scale replication studies and has valuable pedagogical advantages for our students. To illustrate the feasibility of this approach, we report on two classroom-based replication studies on incomplete neutralization, a speech phenomenon that has sparked many methodological debates in the past. We show that in our classroom studies, we not only replicated incomplete neutralization effects, but our studies yielded effect magnitudes comparable to laboratory experiments and meta analytical estimates. We discuss potential challenges to this approach and outline possible ways to help us substantiate our scientific record.

scholarly journals Towards a replication culture in phonetic research: Speech production research in the classroom

2019 ◽  
Vol 1 (4) ◽  
pp. 1-23 ◽  
Author(s):  
Timo B. Roettger ◽  
Dinah Baer-Henney
Keyword(s):  
Data Collection ◽  
Speech Production ◽  
Large Scale ◽  
Laboratory Experiments ◽  
Experimental Studies ◽  
Critical Importance ◽  
Replication Studies ◽  
The Past ◽  
Production Research ◽  
Classroom Studies

Our understanding of human sound systems is increasingly shaped by experimental studies. What we can learn from a single study, however, is limited. It is of critical importance to evaluate and substantiate existing findings in the literature by directly replicating published studies. Our publication system, however, does not reward direct replications in the same way as it rewards novel discoveries. Consequently, there is a lack of incentives for researchers to spend resources on conducting replication studies, a situation that is particularly true for speech production experiments, which often require resourceful data collection procedures and recording environments. In order to sidestep this issue, we propose to run direct replication studies with our students in the classroom. This proposal offers an easy and inexpensive way to conduct large-scale replication studies and has valuable pedagogical advantages for our students. To illustrate the feasibility of this approach, we report on two classroom-based replication studies on incomplete neutralization, a speech phenomenon that has sparked many methodological debates in the past. We show that in our classroom studies, we not only replicated incomplete neutralization effects, but our studies yielded effect magnitudes comparable to laboratory experiments and meta analytical estimates. We discuss potential challenges to this approach and outline possible ways to help us substantiate our scientific record.

The on-line use of histogram data for high-speed correction and alignment of electron microscope images

1984 ◽  
Vol 42 ◽  
pp. 556-557
Author(s):  
William Krakow
Keyword(s):  
Power Spectrum ◽  
High Speed ◽  
Direct Memory Access ◽  
Digital Television ◽  
Contrast Transfer Function ◽  
The Past ◽  
High Resolution Tem ◽  
On Line ◽  
Correction Of Astigmatism ◽  
The Fourier Transform

In the past few years on-line digital television frame store devices coupled to computers have been employed to attempt to measure the microscope parameters of defocus and astigmatism. The ultimate goal of such tasks is to fully adjust the operating parameters of the microscope and obtain an optimum image for viewing in terms of its information content. The initial approach to this problem, for high resolution TEM imaging, was to obtain the power spectrum from the Fourier transform of an image, find the contrast transfer function oscillation maxima, and subsequently correct the image. This technique requires a fast computer, a direct memory access device and even an array processor to accomplish these tasks on limited size arrays in a few seconds per image. It is not clear that the power spectrum could be used for more than defocus correction since the correction of astigmatism is a formidable problem of pattern recognition.

Salvaging the Mother Tongue in Exile

2017 ◽  
Vol 14 (2-3) ◽  
pp. 187-204
Author(s):  
Tomás Espino Barrera
Keyword(s):  
Native Speakers ◽  
Mother Tongue ◽  
First Language ◽  
Language Attrition ◽  
The Past ◽  
Progressive Loss ◽  
First Language Attrition ◽  
Lost In Translation ◽  
Deliberate Effort ◽  
Deep Sense

The dramatic increase in the number of exiles and refugees in the past 100 years has generated a substantial amount of literature written in a second language as well as a heightened sensibility towards the progressive loss of fluency in the mother tongue. Confronted by what modern linguistics has termed ‘first-language attrition’, the writings of numerous exilic translingual authors exhibit a deep sense of trauma which is often expressed through metaphors of illness and death. At the same time, most of these writers make a deliberate effort to preserve what is left from the mother tongue by attempting to increase their exposure to poems, dictionaries or native speakers of the ‘dying’ language. The present paper examines a range of attitudes towards translingualism and first language attrition through the testimonies of several exilic authors and thinkers from different countries (Vladimir Nabokov's Speak, Memory, Hannah Arendt's interviews, Jorge Semprún's Quel beau dimanche! and Autobiografía de Federico Sánchez, and Eva Hoffman's Lost in Translation, among others). Special attention will be paid to the historical frameworks that encourage most of their salvaging operations by infusing the mother tongue with categories of affect and kinship.

Q & A. Lisa Randall. [interview]

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
New York ◽  
New York City ◽  
Particle Physics ◽  
Harvard University ◽  
The Past ◽  
Talent Search ◽  
Cosmological Inflation ◽  
On Line ◽  
Theoretical Physicist ◽  
Fundamental Forces

Lisa Randall is a theoretical physicist working in particle physics and cosmology. She was born in Queens, New York City, on June 18, 1962. Lisa Randall is an alumna of Hampshire College Summer Studies in Mathematics; and she graduated from Stuyvesant High School in 1980. She won first place in the 1980 Westinghouse Science Talent Search at the age of 18; and at Harvard University, Lisa Randall earned both a BA in physics (1983) and a PhD in theoretical particle physics (1987) under advisor Howard Mason Georgi III, a theoretical physicist. She is currently Frank B. Baird, Jr. Professor of Science on the physics faculty of Harvard University, where he has been for the past a decade. Her works concerns elementary particles and fundamental forces, and has involved the study of a wide variety of models, the most recent involving dimensions. She has also worked on supersymmetry, Standard Model observables, cosmological inflation, baryogenesis, grand unified theories, and general relativity. Consequently, her studies have made her among the most cited and influential theoretical physicists and she has received numerous awards and honors for her scientific endeavors. Since December 27, 2010 at 00:42 (GMT+7), Lisa Randall is Twitter’s user with account @lirarandall. “Thanks to new followers. Interesting how different it feels broadcasting on line vs.via book or article. Explanations? Pithiness? Rapidity?” is her first tweet.

It was horrible, but we live now

Focaal ◽  
2016 ◽  
Vol 2016 (74) ◽  
pp. 97-110 ◽  
Author(s):  
Lisa J. Krieg
Keyword(s):  
High School ◽  
Field Study ◽  
Key Factors ◽  
Strange Matter ◽  
The Past ◽  
Holocaust Memorial ◽  
Personal Relation ◽  
The Holocaust

Based on an ethnographic field study in a museum and an evening high school in Cologne, this paper discusses experiences of young German adults in everyday encounters with the Holocaust, which are oft en accompanied by feelings of discomfort. Considering the Holocaust as an uncanny, strange matter contributes to understanding that distance and proximity are key factors in creating uncomfortable encounters. Distance from the Holocaust reduces discomfort, but where distance cannot be created, other strategies have to be put to work. This article underlines the significance of experience in an individual’s personal relation to the past for gaining an improved understanding of Holocaust memorial culture in Germany.

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