scholarly journals Potentials of Chatbots for Spell Check among Youngsters

2019 ◽  
Vol 1 (1) ◽  
pp. 77
Author(s):  
Jeton Arifi ◽  
Markus Ebner ◽  
Martin Ebner
Keyword(s):  
Test Data ◽  
Learning Processes ◽  
Spell Check ◽  
Spelling Mistake

Chatbots are already being used successfully in many areas. This publication deals with the development and programming of a chatbot prototype to support learning processes. This Chatbot prototype is designed to help pupils in order to correct their spelling mistakes by providing correction proposals to them. Especially orthographic spelling mistake should be recognized by the chatbot and should be replaced by correction suggestions stored in test data.

A cognitive approach to cumulative technological culture is useful and necessary but only if it also applies to other species

2020 ◽  
Vol 43 ◽  
Author(s):  
Thibaud Gruber
Keyword(s):  
Social Learning ◽  
Cognitive Processes ◽  
Learning Processes ◽  
Cognitive Approach ◽  
Technological Culture ◽  
Social Learning Processes

Abstract The debate on cumulative technological culture (CTC) is dominated by social-learning discussions, at the expense of other cognitive processes, leading to flawed circular arguments. I welcome the authors' approach to decouple CTC from social-learning processes without minimizing their impact. Yet, this model will only be informative to understand the evolution of CTC if tested in other cultural species.

Social epistemic actions

2020 ◽  
Vol 43 ◽  
Author(s):  
Giovanni Pezzulo ◽  
Laura Barca ◽  
Domenico Maisto ◽  
Francesco Donnarumma
Keyword(s):  
Social Interaction ◽  
Joint Action ◽  
Niche Construction ◽  
Cultural Practices ◽  
Learning Processes ◽  
Epistemic Actions ◽  
Target Article ◽  
Online Social Interaction

Abstract We consider the ways humans engage in social epistemic actions, to guide each other's attention, prediction, and learning processes towards salient information, at the timescale of online social interaction and joint action. This parallels the active guidance of other's attention, prediction, and learning processes at the longer timescale of niche construction and cultural practices, as discussed in the target article.

Speech Reception in the Presence of Classroom Noise

1979 ◽  
Vol 10 (4) ◽  
pp. 221-230 ◽  
Author(s):  
Veronica Smyth
Keyword(s):  
Signal To Noise Ratio ◽  
Learning Processes ◽  
Speech Discrimination ◽  
Signal To Noise ◽  
Speech Reception ◽  
Monosyllabic Words ◽  
Noise Ratio

Three hundred children from five to 12 years of age were required to discriminate simple, familiar, monosyllabic words under two conditions: 1) quiet, and 2) in the presence of background classroom noise. Of the sample, 45.3% made errors in speech discrimination in the presence of background classroom noise. The effect was most marked in children younger than seven years six months. The results are discussed considering the signal-to-noise ratio and the possible effects of unwanted classroom noise on learning processes.

Test Validation Without Measurement

2016 ◽  
Vol 32 (3) ◽  
pp. 204-214 ◽  
Author(s):  
Emilie Lacot ◽  
Mohammad H. Afzali ◽  
Stéphane Vautier
Keyword(s):  
Test Data ◽  
Test Scores ◽  
Scientific Explanation ◽  
Test Validation ◽  
Clinical Tests ◽  
Ethical Perspective ◽  
Power Of Test ◽  
Memory Accuracy ◽  
Social Uses ◽  
Special Case

Abstract. Test validation based on usual statistical analyses is paradoxical, as, from a falsificationist perspective, they do not test that test data are ordinal measurements, and, from the ethical perspective, they do not justify the use of test scores. This paper (i) proposes some basic definitions, where measurement is a special case of scientific explanation; starting from the examples of memory accuracy and suicidality as scored by two widely used clinical tests/questionnaires. Moreover, it shows (ii) how to elicit the logic of the observable test events underlying the test scores, and (iii) how the measurability of the target theoretical quantities – memory accuracy and suicidality – can and should be tested at the respondent scale as opposed to the scale of aggregates of respondents. (iv) Criterion-related validity is revisited to stress that invoking the explanative power of test data should draw attention on counterexamples instead of statistical summarization. (v) Finally, it is argued that the justification of the use of test scores in specific settings should be part of the test validation task, because, as tests specialists, psychologists are responsible for proposing their tests for social uses.

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