Anaphors in casual and controlled talks groups of Iranian EFL learners

By relying mainly on the accessibility approach to anaphora, this article intends to analyze the types, distributions and retrieval of anaphors in two forms of spoken discourse: casual and controlled talk. For the specific purposes of the study, twenty sophomore Iranian students were randomly selected to conduct the talks. The subjects were divided into two groups of casual and controlled talk. According to the settings and adopted topics, the overall casual talk group was further divided into two groups of dorm and academic talk. In the end, it was observed that as the talk situations vary, types, frequencies, distances, retrieval qualities and thematic structure (patterning) of anaphors undergo dramatic changes too. Further analyses of the obtained data show that the number of pronominal anaphors is by far more than NP anaphors in dorm casual talk whereas in academic casual talk the number of NP anaphors exceeds that of the former talk groups. However, the distribution of anaphors in the performance of controlled talk groups has shown to be more moderate with regard to the types of anaphors used in it. Overall, the distributional patterns of various anaphoric devices in different talk situations are considered to be a function of the speakers’ evaluation of the cognitive states of the listeners/addressees.
Average distances and frequencies of the different types of zero, pronominal, and NP anaphors have also been shown to undergo dramatic changes as talk situations vary.

"I will start treatment when I think the time is right":HIV-positive gay men talk about their decision not to access antiretroviral therapy.

In a qualitative study, 20 HIV-infected Australian gay men were interviewed about their decision not to access antiretroviral drug therapy. The main reasons given for the decision were fear of side effects; fear of long-term damage to body organs; the inconvenience of the treatment regimens; belief that the regimen's demands would be a threat to morale; and belief that there was no reason to start therapy in the absence of AIDS-related symptoms. Actions taken by the men to monitor and maintain their health included seeing a doctor regularly; having regular T-cell and viral load tests; and trying to maintain a positive outlook by not letting HIV/AIDS 'take over' their lives. Almost half the men considered they had been subjected to unreasonable pressure to access therapy and there was considerable pride at having resisted this pressure. The findings suggest that the men disagreed with the biomedical model for managing HIV/AIDS only on the question of if and when to access therapy. They also suggest that underlying the men's dissent from the biomedical model was a different mode of thinking than is required by the model: while the model demands thinking that is abstract, the men focused strongly on factors close to the 'here and now' of immediate experience. The practical implications of the findings are explored.

Study of ensemble strategies in discovering linear casual models

Determining the causal structure of a domain is frequently a key task in the area of Data Mining and Knowledge Discovery. This paper introduces ensemble learning into linear causal model discovery, then examines several algorithms based on different ensemble strategies including Bagging, Adaboost and GASEN. Experimental results show that (1) Ensemble discovery algorithm can achieve an improved result compared with individual causal discovery algorithm in terms of accuracy; (2) Among all examined ensemble discovery algorithms, BWV algorithm which uses a simple Bagging strategy works excellently compared to other more sophisticated ensemble strategies; (3) Ensemble method can also improve the stability of parameter estimation. In addition, Ensemble discovery algorithm is amenable to parallel and distributed processing, which is important for data mining in large data sets.

Representing the mind: adult talk to speech-delayed preschoolers

There is evidence from a range of studies that adult input influences a young child's language development Of interest is how adult input contributes to emotional and cognitive understandings. Children with special needs in mainstream schools are expected to develop social skills which entails the understanding of a situation from the perspective of other participants. The question is whether children with a speech delay hear adult language that helps them develop a theory of mind. The study of the acquisition of a theory of mind has focused on children who have been asked to carry out tasks demonstrating their understanding of what another person might be thinking. Tager-Flusberg et al. (2001) have found that children who perform better on theory of mind tasks are children who talk about thoughts and feelings. The present study looks at mental state language input provided to children that might help them learn to talk about thoughts and feelings. Activities involving children and their mothers, and activities in a preschool program were studied for cognitive and emotional content in the adult input. The input provided to normally developing children would be more supportive of the development of their talk about thoughts and feelings.

Differences in how english and german speakers talk and reason about CAUSE

This research identifies how English and German speakers differ in the range of situations they describe as causal and how these difference may influence causal reasoning. In Experiments 1 and 2, English and German speakers described 3D animations of complex events using CAUSE verbs (cause, get) and ENABLE verbs (let, enable). As predicted, English speakers used CAUSE verbs to describe a wider range of events than German speakers. In Experiment 3, English and German speakers viewed 3D animations of CAUSE and ENABLE events and then estimated the likelihood of the effect (E) in the presence of the affector (A), p(E|A), in hypothetical situations similar to the one they just saw. Given the results of Experiments 1 and 2, we predicted that German speakers’ estimates of p(E|A) would be higher than English speakers’ estimates of p(E|A) for ENABLE events, but not necessarily for CAUSE events. The results were as predicted. The findings suggest that English and German speakers differ in the range of situations they describe as causal and that these differences in linguistic coding may lead to differences in causal reasoning.

School mathematics and ICT: are we doing enough? - The talk

The author discusses how to improve the use of ICT in mathematics education. A number of measures are recommended including the need to conduct an ICT-and-mathematics audit across the curriculum. The author points out that ICT is changing traditional understandings of literacy and numeracy and how it is taught. ICT approaches may help to teach things in slightly different ways, but will not necessarily do this any better than old ways. The author highlights that teaching is changing from face-to-face oral discussion to virtual talk, with ICT just the latest technology in a long line of technological innovations that have transformed teaching since the nineteenth century.