A structural model of cognitive-motivational variables as explanatory factors of academic achievement in Spanish Language and Mathematics

In recent years, several explanatory models have been developed which attempt to analyse the predictive worth of various factors in relation to academic achievement, as well as the direct and indirect effects that they produce. The aim of this study was to examine a structural model incorporating various cognitive and motivational variables which influence student achievement in the two basic core skills in the Spanish curriculum: Spanish Language and Mathematics. These variables included differential aptitudes, specific self-concept, goal orientations, effort and learning strategies. The sample comprised 341 Spanish students in their first year of Compulsory Secondary Education. Various tests and questionnaires were used to assess each student, and Structural Equation Modelling (SEM) was employed to study the relationships in the initial model. The proposed model obtained a satisfactory fit for the two subjects studied, and all the relationships hypothesised were significant. The variable with the most explanatory power regarding academic achievement was mathematical and verbal aptitude. Also notable was the direct influence of specific self-concept on achievement, goal-orientation and effort, as was the mediatory effect that effort and learning strategies had between academic goals and final achievement.

Myth, Language, and Complex Ideologies

Ideologies use for their conservation and propagation persuasive methods of communication: rhetoric. Rhetoric is analyzed from the semiotic and logical-mathematical points of view. The following hypotheses are established: (1) language L is a self-explanatory system, mediated by a successive series of systems of cultural conventions, (2) connotative significances of an ideological advertising rhetoric must be known, and (3) the notion of ideological information is a neutral notion that does not imply the valuation of ideology or its conditions of veracity or falsification. Rhetorical figures like metonymy, metaphor, parable analogy, and allegory are defined as relations. Metaphor and parable are order relations. Operations of metonymic and metaphoric substitution are defined and several theorems derived from these operations have been deduced.

Technology Language and Frankenstein Strategy

Teaching architecture is experiencing a moment of opportunity. New methods, like constructivist pedagogy, based on complexity and integration are yet to be explored. In this context of opportunity teaching architecture has a duty to integrate complexity in their curriculum. Teaching methods should also assume inherent indeterminacy and contingency of all complex process. If we accept this condition as part of any teaching method, the notion of truth or falsehood it becomes irrelevant. In this regard it could focus on teaching to contingency of language. Traditionally, technology is defined as the language of science. If we assume contingency as one of the characteristics of language, we could say that technology is also contingent. Therefore we could focus technology teaching to redefine its own vocabulary. So, redefining technological vocabulary could be an area of opportunity for education in architecture. The student could redefine their own tools, technology, to later innovate with them. First redefine the vocabulary, the technology, and then construct the new language, the technique. In the case of Building Technology subjects, it should also incorporate a more holistic approach for enhancing interdisciplinary transfer. Technical transfer, either from nature or other technologies to the field of architecture, is considered as a field of great educational possibilities. Evenmore, student get much broader technical approach that transgresses the boundaries of architectural discipline.

Opinion and generic question answering systems: a performance analysis

The importance of the new textual genres such as blogs or forum entries is growing in parallel with the evolution of the Social Web. This paper presents two corpora of blog posts in English and in Spanish, annotated according to the EmotiBlog annotation scheme. Furthermore, we created 20 factual and opinionated questions for each language and also the Gold Standard for their answers in the corpus. The purpose of our work is to study the challenges involved in a mixed fact and opinion question answering setting by comparing the performance of two Question Answering (QA) systems as far as mixed opinion and factual setting is concerned. The first one is open domain, while the second one is opinion-oriented. We evaluate separately the two systems in both languages and propose possible solutions to improve QA systems that have to process mixed questions.

A Theorical Point of View of Reality, Perception, and Language

It is possible to view the relations between mathematics and natural language from different aspects. This relation between mathematics and language is not based on just one aspect. In this article, the authors address the role of the Subject facing Reality through language. Perception is defined and a mathematical theory of the perceptual field is proposed. The distinction between purely expressive language and purely informative language is considered false, because the subject is expressed in the communication of a message, and conversely, in purely expressive language, as in an exclamation, there is some information. To study the relation between language and reality, the function of ostensibility is defined and propositions are divided into ostensives and estimatives.