Elaboration and testing of new methodologies for automatic abstracting

The primary objective of this research was to understand what kinds of knowledge and skills people use in `extracting' relevant information from text and to assess the extent to which expert systems techniques could be applied to automate the process of abstracting. The approach adopted in this thesis is based on research in cognitive science, information science, psycholinguistics and textlinguistics. The study addressed the significance of domain knowledge and heuristic rules by developing an information extraction system, called INFORMEX. This system, which was implemented partly in SPITBOL, and partly in PROLOG, used a set of heuristic rules to analyse five scientific papers of expository type, to interpret the content in relation to the key abstract elements and to extract a set of sentences recognised as relevant for abstracting purposes. The analysis of these extracts revealed that an adequate abstract could be generated. Furthermore, INFORMEX showed that a rule based system was a suitable computational model to represent experts' knowledge and strategies. This computational technique provided the basis for a new approach to the modelling of cognition. It showed how experts tackle the task of abstracting by integrating formal knowledge as well as experiential learning. This thesis demonstrated that empirical and theoretical knowledge can be effectively combined in expert systems technology to provide a valuable starting approach to automatic abstracting.

Language against the odds, or rather not:the weak central coherence hypothesis and language

EV is a child with a talent for learning language combined with Asperger syndrome. EV’s talent is evident in the unusual circumstances of her acquisition of both her first (Bulgarian) and second (German) languages and the unique patterns of both receptive and expressive language (in both the L1 and L2), in which she shows subtle dissociations in competence and performance consistent with an uneven cognitive profile of skills and abilities. We argue that this case provides support for theories of language learning and usage that require more general underlying cognitive mechanisms and skills. One such account, the Weak Central Coherence (WCC) hypothesis of autism, provides a plausible framework for the interpretation of the simultaneous co-occurrence of EV’s particular pattern of cognitive strengths and weaknesses. Furthermore, we show that specific features of the uneven cognitive profile of Asperger syndrome can help explain the observed language talent displayed by EV. Thus, rather than demonstrating a case where language learning takes place despite the presence of deficits, EV’s case illustrates how a pattern of strengths within this profile can specifically promote language learning.

Common variance in amplitude envelope perception tasks and their impact on phoneme duration perception and reading and spelling in Finnish children with reading disabilities

Our goal was to investigate auditory and speech perception abilities of children with and without reading disability (RD) and associations between auditory, speech perception, reading, and spelling skills. Participants were 9-year-old, Finnish-speaking children with RD (N = 30) and typically reading children (N = 30). Results showed significant group differences between the groups in phoneme duration discrimination but not in perception of amplitude modulation and rise time. Correlations among rise time discrimination, phoneme duration, and spelling accuracy were found for children with RD. Those children with poor rise time discrimination were also poor in phoneme duration discrimination and in spelling. Results suggest that auditory processing abilities could, at least in some children, affect speech perception skills, which in turn would lead to phonological processing deficits and dyslexia.

Early predictors of phonological and morphological awareness and the link with reading:evidence from children with different patterns of early deficit

This study examines the contribution of early phonological processing (PP) and language skills on later phonological awareness (PA) and morphological awareness (MA), as well as the links among PA, MA, and reading. Children 4-6 years of age with poor PP at the start of school showed weaker PA and MA 3 years later (age 7-9), regardless of their language skills. PA and phonological and morphological strategies predict reading accuracy, whereas MA predicts reading comprehension. Our findings suggest that children with poor early PP are more at risk of developing deficits in MA and PA than children with poor language. They also suggest that there is a direct link between PA and reading accuracy and between MA and reading comprehension that cannot be accounted for by strategy use at the word level.