scholarly journals The role of gender in the acquisition of the Serbian case system

2021 ◽  
Vol 6 (1) ◽  
pp. 896
Author(s):  
Stefan Pophristic ◽  
Kathryn Schuler
Keyword(s):  
Sufficient Evidence ◽  
Single Gender ◽  
Tolerance Principle ◽  
Case System ◽  
Noun Classes ◽  
Noun Class ◽  
Abstract Categories ◽  
Categorization System

Serbo-Croatian is marked for seven cases and has a noun class vs. gender distinction. Given the complexity of the inflectional system, we look at Serbo-Croatian as a case study in case acquisition. We explore different correlations  available in the input that children could leverage to acquire the case system in Serbo-Croatian. We ask three main questions: 1) does a noun’s gender predict the noun’s nominative singular suffix? 2) does a noun’s nominative singular suffix predict the noun’s gender? and 3) does a noun’s noun class predict the noun’s gender? Specifically, we ask whether the language input provides children with sufficient evidence to form these three productive generalizations. To test this, we apply the Tolerance Principle (Yang, 2016) to a corpus of 270 inflected Serbian nouns. Within this set of data, we find that: 1) all nominative singular suffixes productively predict a gender; 2) all genders productively predict a nominative singular suffix (with the exception of the neuter gender which predicts two suffixes); and 3) two of the three noun classes predict a single gender. We conclude that the input provides sufficient evidence for these productive correlations and we argue that children can leverage these generalizations to infer the declension patterns or gender of novel nouns. We discuss how, given these findings, children could acquire most of the inflectional system by focusing on gender as a categorization system for nouns, without needing to posit abstract categories of noun class.

scholarly journals The role of Bayes factors in testing interactions

2019 ◽  
Author(s):  
Bence Palfi ◽  
Zoltan Dienes
Keyword(s):  
Experimental Manipulation ◽  
Bayes Factors ◽  
Sufficient Evidence ◽  
Frequentist Statistics ◽  
Shiny App ◽  
Bayesian Evidence ◽  
The Difference ◽  
Condition B

Psychologists are often interested whether an experimental manipulation has a different effect in condition A than in condition B. To test such a question, one needs to directly compare the conditions (i.e. test the interaction). Yet, many tend to stop when they find a significant test in one condition and a non-significant test in the other condition, and deem it as sufficient evidence for the difference between the two conditions. This tutorial aims to raise awareness of this inferential mistake when Bayes factors are used with conventional cut-offs to draw conclusions. For instance, some might falsely conclude that there must be good enough evidence for the interaction if they find good enough Bayesian evidence for H1 in condition A and good enough Bayesian evidence for H0 in condition B. The introduced case study highlights that ignoring the test of the interaction can lead to unjustified conclusions and demonstrates that the principle that any assertion about the existence of an interaction necessitates the comparison of the conditions is as true for Bayesian as it is for frequentist statistics. We provide an R script of the analyses of the case study and a Shiny App that can be used with a 2x2 design to develop intuitions on the current issue, and we introduce a rule of thumb with which one can estimate the sample size one might need to have a well-powered design.

Conclusion and Policy Implications

2016 ◽  
Author(s):  
Shlomi Dinar ◽  
Ariel Dinar
Keyword(s):  
Positive Impact ◽  
Policy Implications ◽  
Sufficient Evidence ◽  
Environmental Cooperation ◽  
Power Asymmetry ◽  
Financial Transfers ◽  
Per Capita ◽  
International Environmental Cooperation

This chapter highlights several important empirical conclusions that emerge from the chapters of the book. First, the statistical analysis investigating the linkages among water availability (measured as water quantity per capita) and variability of water supply and treaty-cooperation as well as the analysis investigating the type of institutions that contribute to treaty effectiveness in basins facing increased scarcity and variability support an inverted U-shape cooperation-scarcity/variability relationship. The chapter also discusses the role of several control variables that allow us to add nuance to the results and overall lessons for cooperation. Several conclusions emerge: we find little support for the claim that power asymmetry facilitates international cooperation. On the contrary, power asymmetry does not have a positive impact on treaty cooperation. We also find that incentives (which have been incorporated into existing treaties) such as financial transfers (often at the disposal of richer states) provide a better means for fostering international environmental cooperation between asymmetric parties. Both the quantitative empirical analysis and case-study investigation provide sufficient evidence to suggest that existing and future levels of scarcity and variability can be accommodated not only by institutions in and of themselves but likewise the mechanisms negotiated as part of these institutions.

The role of multiplicity in a cult: A case study

1987 ◽  
Author(s):  
William A. Worrall ◽  
Ann W. Stockman

Endangered Butterflies and their Non-Native Host Plants: Examining Shifting Values of Belonging in Restoration

2019 ◽  
Vol 3 (1) ◽  
pp. 1-9
Author(s):  
Robert M. Anderson ◽  
Amy M. Lambert
Keyword(s):  
Ecological Restoration ◽  
Native Species ◽  
Puget Sound ◽  
A Value ◽  
The Social ◽  
Remote Island ◽  
Scientific Truth ◽  
Native Host

The island marble butterfly (Euchloe ausonides insulanus), thought to be extinct throughout the 20th century until re-discovered on a single remote island in Puget Sound in 1998, has become the focus of a concerted protection effort to prevent its extinction. However, efforts to “restore” island marble habitat conflict with efforts to “restore” the prairie ecosystem where it lives, because of the butterfly’s use of a non-native “weedy” host plant. Through a case study of the island marble project, we examine the practice of ecological restoration as the enactment of particular norms that define which species are understood to belong in the place being restored. We contextualize this case study within ongoing debates over the value of “native” species, indicative of deep-seated uncertainties and anxieties about the role of human intervention to alter or manage landscapes and ecosystems, in the time commonly described as the “Anthropocene.” We interpret the question of “what plants and animals belong in a particular place?” as not a question of scientific truth, but a value-laden construct of environmental management in practice, and we argue for deeper reflexivity on the part of environmental scientists and managers about the social values that inform ecological restoration.

Drama in Education Reaching Beyond the “Art Form or Teaching Tool” Dichotomy

2018 ◽  
Vol 5 (3) ◽  
pp. 70-77
Author(s):  
Irina Lešnik
Keyword(s):  
Elementary Education ◽  
Social Issues ◽  
Drama In Education ◽  
History Curriculum ◽  
Art Form ◽  
Creative Solutions ◽  
Theatre Pedagogy ◽  
Emotional Level

Abstract In the following article we try to re-evaluate, the place drama occupies in contemporary elementary education. By limiting the role of drama to literature studies and theatre productions, we lose a greater potential Theatre Pedagogy has to offer to a much broader educational spectrum. The participatory practices of Theatre and Drama in Education (TiE, DiE) promote active learning, based on a most organic children’s activity - play. While students co-create the fictional world of drama, teacher's guidance is crucial in setting new challenges, encouraging students to find creative solutions and reflect on often-complex social issues. Because of its art component, drama challenges the participants on a cognitive as well as emotional level, becoming a truly transformational experience. As such, Drama in Education is especially useful when approaching sensitive and controversial topics. This thesis is presented on a case study observing Year 6 students at St’ Michael’s CE Academy in Birmingham, UK, using Drama in Education method as part of History curriculum.

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