The discourse of biology lectures : aspects of its mode and text structure

The present thesis investigates mode related aspects in biology lecture discourse and attempts to identify the position of this variety along the spontaneous spoken versus planned written language continuum. Nine lectures (of 43,000 words) consisting of three sets of three lectures each, given by the three lecturers at Aston University, make up the corpus. The indeterminacy of the results obtained from the investigation of grammatical complexity as measured in subordination motivates the need to take the analysis beyond sentence level to the study of mode related aspects in the use of sentence-initial connectives, sub-topic shifting and paraphrase. It is found that biology lecture discourse combines features typical of speech and writing at sentence as well as discourse level: thus, subordination is more used than co-ordination, but one degree complexity sentence is favoured; some sentence initial connectives are only found in uses typical of spoken language but sub-topic shift signalling (generally introduced by a connective) typical of planned written language is a major feature of the lectures; syntactic and lexical revision and repetition, interrupted structures are found in the sub-topic shift signalling utterance and paraphrase, but the text is also amenable to analysis into sentence like units. On the other hand, it is also found that: (1) while there are some differences in the use of a given feature, inter-speaker variation is on the whole not significant; (2) mode related aspects are often motivated by the didactic function of the variety; and (3) the structuring of the text follows a sequencing whose boundaries are marked by sub-topic shifting and the summary paraphrase. This study enables us to draw four theoretical conclusions: (1) mode related aspects cannot be approached as a simple dichotomy since a combination of aspects of both speech and writing are found in a given feature. It is necessary to go to the level of textual features to identify mode related aspects; (2) homogeneity is dominant in this sample of lectures which suggests that there is a high level of standardization in this variety; (3) the didactic function of the variety is manifested in some mode related aspects; (4) the features studied play a role in the structuring of the text.

Ontology augmentation:combining semantic web and text resources

This work investigates the process of selecting, extracting and reorganizing content from Semantic Web information sources, to produce an ontology meeting the specifications of a particular domain and/or task. The process is combined with traditional text-based ontology learning methods to achieve tolerance to knowledge incompleteness. The paper describes the approach and presents experiments in which an ontology was built for a diet evaluation task. Although the example presented concerns the specific case of building a nutritional ontology, the methods employed are domain independent and transferrable to other use cases. © 2011 ACM.

The effects of word prediction and text-to-speech technologies on the narrative writing skills of students with specific learning disabilities

This study investigated the effects of word prediction and text-to-speech on the narrative composition writing skills of 6, fifth-grade Hispanic boys with specific learning disabilities (SLD). A multiple baseline design across subjects was used to explore the efficacy of word prediction and text-to-speech alone and in combination on four dependent variables: writing fluency (words per minute), syntax (T-units), spelling accuracy, and overall organization (holistic scoring rubric). Data were collected and analyzed during baseline, assistive technology interventions, and at 2-, 4-, and 6-week maintenance probes. ^ Participants were equally divided into Cohorts A and B, and two separate but related studies were conducted. Throughout all phases of the study, participants wrote narrative compositions for 15-minute sessions. During baseline, participants used word processing only. During the assistive technology intervention condition, Cohort A participants used word prediction followed by word prediction with text-to-speech. Concurrently, Cohort B participants used text-to-speech followed by text-to-speech with word prediction. ^ The results of this study indicate that word prediction alone or in combination with text-to-speech has a positive effect on the narrative writing compositions of students with SLD. Overall, participants in Cohorts A and B wrote more words, more T-units, and spelled more words correctly. A sign test indicated that these perceived effects were not likely due to chance. Additionally, the quality of writing improved as measured by holistic rubric scores. When participants in Cohort B used text-to-speech alone, with the exception of spelling accuracy, inconsequential results were observed on all dependent variables. ^ This study demonstrated that word prediction alone or in combination assists students with SLD to write longer, improved-quality, narrative compositions. These results suggest that word prediction or word prediction with text-to-speech be considered as a writing support to facilitate the production of a first draft of a narrative composition. However, caution should be given to the use of text-to-speech alone as its effectiveness has not been established. Recommendations for future research include investigating the use of these technologies in other phases of the writing process, with other student populations, and with other writing styles. Further, these technologies should be investigated while integrated into classroom composition instruction. ^

Dyslexia, problem solving and text processing : a conceptual framework describing reading difficulties in dyslexia as an information-processing problem

Résumé : Une définition opérationnelle de la dyslexie qui est adéquate et pertinente à l'éducation n'a pu être identifiée suite à une recension des écrits. Les études sur la dyslexie se retrouvent principalement dans trois champs: la neurologie, la neurolinguistique et la génétique. Les résultats de ces recherches cependant, se limitent au domaine médical et ont peu d'utilité pour une enseignante ou un enseignant. La classification de la dyslexie de surface et la dyslexie profonde est la plus appropriée lorsque la dyslexie est définie comme trouble de lecture dans le contexte de l'éducation. L'objectif de ce mémoire était de développer un cadre conceptuel théorique dans lequel les troubles de lecture chez les enfants dyslexiques sont dû à une difficulté en résolution de problèmes dans le traitement de l'information. La validation du cadre conceptuel a été exécutée à l'aide d'un expert en psychologie cognitive, un expert en dyslexie et une enseignante. La perspective de la résolution de problèmes provient du traitement de l'information en psychologie cognitive. Le cadre conceptuel s'adresse uniquement aux troubles de lectures qui sont manifestés par les enfants dyslexiques.||Abstract : An extensive literature review failed to uncover an adequate operational definition of dyslexia applicable to education. The predominant fields of research that have produced most of the studies on dyslexia are neurology, neurolinguistics and genetics. Their perspectives were shown to be more pertinent to medical experts than to teachers. The categorization of surface and deep dyslexia was shown to be the best description of dyslexia in an educational context. The purpose of the present thesis was to develop a theoretical conceptual framework which describes a link between dyslexia, a text-processing model and problem solving. This conceptual framework was validated by three experts specializing in a specific field (either cognitive psychology, dyslexia or teaching). The concept of problem solving was based on information-processing theories in cognitive psychology. This framework applies specifically to reading difficulties which are manifested by dyslexic children.

Studies on the embryology of the Sipunculidae. I. The embryonal envelope and its homologue. ... By John H. Gerould.

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