Analysis of a News Article in the SARS-CoV-2 Pandemic and Infodemic with Current Scientific Literature

PurposeDespite the growing interest in AI, the scientific literature lacks multinational studies that examine how mainstream media depict AI applications. This paper is one of the first empirical studies to explore how French and English-speaking mainstream media portray AI during a pandemic. The purpose of this study is to examine how media define AI and how they frame this technology.Design/methodology/approachThe authors selected five media outlets and extracted all news articles that mentioned AI over a period of 30 days. The authors constituted the sample to ensure a mix of global, national and local media newspapers. The authors included Le Temps (Switzerland), Le Monde (France), The Guardian (United Kingdom), Politico Europe (Europe) and the New York Times (USA). The authors used the NexisUni database to collect the news articles. This resulted in a sample of 54 articles, which the authors then refined to 35 articles mentioning at the same AI and COVID-19. They then manually coded to identify media frames about AI.FindingsAlthough no news article provides a definition of AI, most articles highlight two main characteristics: information processing and adaptability. This paper also shows that the coverage of AI in US newspaper is more optimistic than pessimistic. European newspapers offer a more balanced perspective of the risks and benefits associated with the technology, and highlight its use mainly in the context of the COVID-19. Media framing changes according to the evolution of the pandemic. While the USA were not yet heavily affected by the virus, Europe experienced the peak of the crisis. The authors argue that the framing of AI follows that of the pandemic.Research limitations/implicationsThis study is limited in terms of timeframe (30 days) and media outlets (5). It would be useful to extend this sample to verify the results, and also conduct interviews among journalists to understand their motivations and understanding of AI.Originality/valueDespite the growing interest in AI, the scientific literature lacks multinational studies that examine how mainstream media depict AI applications in society. This paper is one of the first empirical studies to explore how French and English-speaking mainstream media portray AI during a pandemic.Peer reviewThe peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-09-2020-0393

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A 200-Year History of the Study of Childhood Language Disorders of Unknown Origin: Changes in Terminology

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig1-2019-0007 ◽

2020 ◽

Vol 5 (1) ◽

pp. 6-11 ◽

Cited By ~ 2

Author(s):

Laurence B. Leonard

Keyword(s):

Language Impairment ◽

Specific Language Impairment ◽

Scientific Literature ◽

Language Disorder ◽

Language Disorders ◽

Unknown Origin ◽

Developmental Language Disorder ◽

The Past ◽

History Of ◽

The Many

Purpose The current “specific language impairment” and “developmental language disorder” discussion might lead to important changes in how we refer to children with language disorders of unknown origin. The field has seen other changes in terminology. This article reviews many of these changes. Method A literature review of previous clinical labels was conducted, and possible reasons for the changes in labels were identified. Results References to children with significant yet unexplained deficits in language ability have been part of the scientific literature since, at least, the early 1800s. Terms have changed from those with a neurological emphasis to those that do not imply a cause for the language disorder. Diagnostic criteria have become more explicit but have become, at certain points, too narrow to represent the wider range of children with language disorders of unknown origin. Conclusions The field was not well served by the many changes in terminology that have transpired in the past. A new label at this point must be accompanied by strong efforts to recruit its adoption by clinical speech-language pathologists and the general public.

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Examining the Effects of Two Mindful Eating Exercises on Chocolate Consumption

European Journal of Health Psychology ◽

10.1027/2512-8442/a000040 ◽

2019 ◽

Vol 26 (4) ◽

pp. 120-128 ◽

Cited By ~ 3

Author(s):

Michael Mantzios ◽

Kirby Skillett ◽

Helen Egan

Keyword(s):

Likert Scale ◽

News Article ◽

Mindful Eating ◽

The Impact

Abstract. The present study aimed to investigate and compare the impact of the Mindful Construal Diary (MCD) and the Mindful Raisin Exercise on the sensory tasting experience of chocolate and participants’ chocolate consumption. Participants were randomly allocated into three conditions (MCD, mindful raisin exercise, and mindless control), and engaged with either the MCD, the mindful raisin exercise, or, were asked to read a news article, respectively, while they ate a piece of chocolate. They then rated their satisfaction and desire to consume more chocolate on a 10-point Likert scale, and filled in a state mindful eating scale. Afterward, participants were informed that the study had ended and were asked to wait while the experimenter recorded some information, and any extra chocolate consumption during this time was recorded. Participants in both mindfulness conditions consumed significantly less chocolate after the exercise than participants in the control condition. No significant differences were found between the three conditions on ratings of satisfaction and desire to consume more chocolate. Both the MCD and the raisin exercise can be used to successfully moderate the intake of calorific foods, while the MCD can be utilized as an alternative practice to the typical meditation-based interventions.

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Development of Reading Remediation for Dyslexic Individuals

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000259 ◽

2016 ◽

Vol 224 (4) ◽

pp. 240-246 ◽

Cited By ~ 4

Author(s):

Mélanie Bédard ◽

Line Laplante ◽

Julien Mercier

Keyword(s):

20Th Century ◽

Scientific Literature ◽

Behavioral Data ◽

Educational Neuroscience ◽

Reading Remediation ◽

Functional Brain ◽

Neurophysiological Data ◽

Brain Correlates ◽

Research Questions ◽

The Brain

Abstract. Dyslexia is a phenomenon for which the brain correlates have been studied since the beginning of the 20th century. Simultaneously, the field of education has also been studying dyslexia and its remediation, mainly through behavioral data. The last two decades have seen a growing interest in integrating neuroscience and education. This article provides a quick overview of pertinent scientific literature involving neurophysiological data on functional brain differences in dyslexia and discusses their very limited influence on the development of reading remediation for dyslexic individuals. Nevertheless, it appears that if certain conditions are met – related to the key elements of educational neuroscience and to the nature of the research questions – conceivable benefits can be expected from the integration of neurophysiological data with educational research. When neurophysiological data can be employed to overcome the limits of using behavioral data alone, researchers can both unravel phenomenon otherwise impossible to document and raise new questions.

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