Modelling logical expressions exercises

Exercises of application of the systematic procedure to derive linear inequalities for logic expressions (Ejercicios de aplicación del método sistemático de obtención de restricciones lineales para expresiones lógicas).

Recognizing and tagging temporal expressions in Spanish

This paper shows a system about the recognition of temporal expressions in Spanish and the resolution of their temporal reference. For the identification and recognition of temporal expressions we have based on a temporal expression grammar and for the resolution on an inference engine, where we have the information necessary to do the date operation based on the recognized expressions. For further information treatment, the output is proposed by means of XML tags in order to add standard information of the resolution obtained. Different kinds of annotation of temporal expressions are explained in another articles [WILSON2001][KATZ2001]. In the evaluation of our proposal we have obtained successful results.

Grammar specification for the recognition of temporal expressions

This paper tells about the recognition of temporal expressions and the resolution of their temporal reference. A proposal of the units we have used to face up this tasks over a restricted domain is shown. We work with newspapers' articles in Spanish, that is why every reference we use is in Spanish. For the identification and recognition of temporal expressions we base on a temporal expression grammar and for the resolution on a dictionary, where we have the information necessary to do the date operation based on the recognized expressions. In the evaluation of our proposal we have obtained successful results for the examples studied.

Perceived emotional intelligence, general intelligence and early professional success: predictive and incremental validity

Although the study of factors affecting career success has shown connections between biographical and other aspects related to ability, knowledge and personality, few studies have examined the relationship be-tween emotional intelligence and professional success at the initial career stage. When these studies were carried out, the results showed significant relationships between the dimensions of emotional intelligence (emotional self-awareness, self-regulation, social awareness or social skills) and the level of professional competence. In this paper, we analyze the relationship between perceived emotional intelligence, measured by the Trait Meta-Mood Scale (TMMS-24) questionnaire, general intelligence assessed by the Cattell factor "g" test, scale 3, and extrinsic indicators of career success, in a sample of 130 graduates at the beginning of their careers. Results from hierarchical regression analysis indicate that emotional intelligence makes a specific contribution to the prediction of salary, after controlling the general intelligence effect. The perceived emotional intelligence dimensions of TMMS repair, TMMS attention and sex show a higher correlation and make a greater contribution to professional success than general intelligence. The implications of these results for the development of socio-emotional skills among University graduates are discussed.

Applying semantic knowledge to the automatic processing of temporal expressions and events in natural language

This paper addresses the problem of the automatic recognition and classification of temporal expressions and events in human language. Efficacy in these tasks is crucial if the broader task of temporal information processing is to be successfully performed. We analyze whether the application of semantic knowledge to these tasks improves the performance of current approaches. We therefore present and evaluate a data-driven approach as part of a system: TIPSem. Our approach uses lexical semantics and semantic roles as additional information to extend classical approaches which are principally based on morphosyntax. The results obtained for English show that semantic knowledge aids in temporal expression and event recognition, achieving an error reduction of 59% and 21%, while in classification the contribution is limited. From the analysis of the results it may be concluded that the application of semantic knowledge leads to more general models and aids in the recognition of temporal entities that are ambiguous at shallower language analysis levels. We also discovered that lexical semantics and semantic roles have complementary advantages, and that it is useful to combine them. Finally, we carried out the same analysis for Spanish. The results obtained show comparable advantages. This supports the hypothesis that applying the proposed semantic knowledge may be useful for different languages.

Does Trait Emotional Intelligence Predict Unique Variance in Early Career Success Beyond IQ and Personality?

In order to determine the contribution of emotional intelligence (EI) to career success, in this study, we analyzed the relationship between trait EI (TEI), general mental ability (GMA), the big five personality traits, and career success indicators, in a sample of 130 graduates who were in the early stages of their careers. Results from hierarchical regression analyses indicated that TEI, and especially its dimension “repair,” has incremental validity in predicting one of the career success indicators (salary) after controlling for GMA and personality. These findings provide support for the use of TEI measures as predictors of career success in the early stage.

Detecting implicit expressions of affect in text using EmotiNet and its extensions

In the past years, an important volume of research in Natural Language Processing has concentrated on the development of automatic systems to deal with affect in text. The different approaches considered dealt mostly with explicit expressions of emotion, at word level. Nevertheless, expressions of emotion are often implicit, inferrable from situations that have an affective meaning. Dealing with this phenomenon requires automatic systems to have “knowledge” on the situation, and the concepts it describes and their interaction, to be able to “judge” it, in the same manner as a person would. This necessity motivated us to develop the EmotiNet knowledge base — a resource for the detection of emotion from text based on commonsense knowledge on concepts, their interaction and their affective consequence. In this article, we briefly present the process undergone to build EmotiNet and subsequently propose methods to extend the knowledge it contains. We further on analyse the performance of implicit affect detection using this resource. We compare the results obtained with EmotiNet to the use of alternative methods for affect detection. Following the evaluations, we conclude that the structure and content of EmotiNet are appropriate to address the automatic treatment of implicitly expressed affect, that the knowledge it contains can be easily extended and that overall, methods employing EmotiNet obtain better results than traditional emotion detection approaches.

Differences between the personal, social and emotional profiles of teaching and computer engineering professionals and students

The evidence suggests that emotional intelligence and personality traits are important qualities that workers need in order to successfully exercise a profession. This article assumes that the main purpose of universities is to promote employment by providing an education that facilitates the acquisition of abilities, skills, competencies and values. In this study, the emotional intelligence and personality profiles of two groups of Spanish students studying degrees in two different academic disciplines – computer engineering and teacher training – were analysed and compared. In addition, the skills forming part of the emotional intelligence and personality traits required by professionals (computer engineers and teachers) in their work were studied, and the profiles obtained for the students were compared with those identified by the professionals in each field. Results revealed significant differences between the profiles of the two groups of students, with the teacher training students scoring higher on interpersonal skills; differences were also found between professionals and students for most competencies, with professionals in both fields demanding more competencies that those evidenced by graduates. The implications of these results for the incorporation of generic social, emotional and personal competencies into the university curriculum are discussed.

Profiles of emotional intelligence and learning strategies in a sample of Chilean students

In the last few years, one of the lines of research of great interest in the field of emotional intelligence (EI) has been the analysis of the role of emotions in the educational context and, in particular, their influence on learning strategies. The aims of this study are to identify the existence of different EI profiles and to determine possible statistically significant differences in learning strategies between the obtained profiles. The study involved 1253 Chilean school students from 14 to 18 years (M = 15.10, SD = 1.30), who completed the Trait Meta-Mood Scale-24 (TMMS-24) and the Inventory of Learning and Study Strategies—High School version (LASSI-HS). Cluster analysis identified four EI profiles: a group of adolescents with a high EI profile, a group with predominance of low emotional attention and high repair skills, a group with high scores on attention and low scores on clarity and repair, and a final group of adolescents with low EI. Also, students in groups with high overall scores in EI and low attention and high repair emotional obtained higher scores on the different learning strategies; however, the effect size analysis showed that these differences had no empirical relevance.

How to Use Cooperative Learning for Assessing Students’ Emotional Competences: A Practical Example at the Tertiary Level

Cooperative learning allows students acquisition of competences that are essential for the labour market such as leadership, critical thinking, communication, and so on. For this reason, different cooperative activities were designed in a language subject in English Studies so that students could work in groups and acquire those competences. This article describes some such activities and the emotional competences that students acquire with them. Moreover, a survey was conducted in order to establish students’ opinions about the main competences they acquired with the activities designed and their opinion about a cooperative methodology. Students’ answers were positive and they were aware of what they had learned.