984 resultados para Inferência lexical


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Este trabalho teve por objetivos utilizar krigagem por indicação para espacializar propriedades de solos expressas por atributos numéricos, gerar uma representação acompanhada de medida espacial de incerteza e modelar a propagação de incerteza por procedimentos fuzzy de álgebra de mapas. Foram estudados os atributos: teores de potássio (K) e de alumínio (Al) trocáveis, saturação por bases (V), soma de bases (S), capacidade de troca catiônica (CTC) e teor de areia total (AT), extraídos de 222 perfis pedológicos e de 219 amostras extras, localizados no estado de Santa Catarina. Quando os atributos foram expressos em classes de fertilidade, a incerteza de Al, S e V aumentou e a de K e CTC diminuiu, considerando intervalos de confiança de 95 % de probabilidade. Constatou-se que um maior número de dados numéricos de K, S e V levou a uma maior incerteza na inferência espacial, enquanto o maior número de dados numéricos de AT e CTC diminuiu o grau de incerteza. A incerteza diminuiu quando diferentes representações numéricas foram integradas.

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O sistema solo-serapilheira é o habitat natural para grande variedade de organismos, que diferem em tamanho e metabolismo, responsáveis por inúmeras funções. O monitoramento dos grupos de fauna no sistema solo-serapilheira permite não só uma inferência sobre a funcionalidade destes organismos, mas também uma indicação simples da complexidade ecológica dessas comunidades. O presente trabalho teve como objetivo caracterizar a distribuição da fauna edáfica nos compartimentos solo e serapilheira em duas épocas do ano e em cinco diferentes coberturas vegetais (eucalipto, floresta não preservada, floresta preservada, capoeira, pasto) no Norte Fluminense. As coberturas de floresta natural, especialmente das florestas preservadas e não preservadas, mostraram, de maneira geral, valores de densidade e riqueza de fauna superiores aos de eucalipto e pasto, tanto no solo quanto na serapilheira, nas duas épocas de coleta. Em geral, não houve preferência dos grupos de fauna pelos compartimentos solo e serapilheira. A densidade de fauna, riqueza de espécies, índice de Shannon e índice de Pielou também variaram conforme a época de coleta, sendo, no verão, estabelecidas maiores diferenças entre as diferentes coberturas vegetais estudadas do que no inverno. O índice de Pielou foi a variável mais estável e, portanto, mais apropriada para o estudo da dissimilaridade entre as coberturas vegetais em termos de distribuição dos grupos de fauna.

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A morfologia e a classificação do solo estabelecem referenciais em atributos do solo que podem ser usados para inferência de propriedades ou para correlacionar sistemas e resultados de manejo entre sítios sob mesmas condições. Apesar das evidências nesse sentido, atributos morfológicos ainda são criticados por sua subjetividade. O objetivo deste estudo foi validar o uso de atributos morfológicos do solo, usados na taxonomia, como preditores de propriedades físicas mensuráveis e analisadas pela geoestatística, particularmente aquelas que diferenciam horizontes B níticos de B latossólicos. Três perfis de solo selecionados em áreas manejadas com sistema de plantio direto e em preparo convencional sob pousio foram descritos morfologicamente e classificados. Os perfis estudados foram classificados como Latossolo Vermelho distroférrico típico, tanto no sistema de plantio direto (LD) como no cultivo convencional (LC), e como Nitossolo Vermelho distroférrico latossólico (ND), todos de textura muito argilosa. Amostras foram coletadas por horizonte genético, para caracterização físico-hídrica (curva de retenção de água, porosidade e densidade do solo), química e granulométrica. Em uma das paredes do perfil (0,40 x 1,5 m), em uma grade de 80 pontos distanciados de 10 cm, foram realizadas medições de resistência do solo à infiltração de água e de resistência do solo à penetração, para análise de dependência espacial utilizando geoestatística. A estrutura menos desenvolvida e a menor espessura do horizonte A do solo sob plantio convencional refletiram o revolvimento excessivo e a eliminação da cobertura do solo. O Nitossolo Vermelho distroférrico latossólico diferiu dos demais por apresentar estrutura forte e em blocos desde a superfície até a profundidade de 1,0 m, caracterizando, em associação com sua cerosidade, horizonte B nítico sobrejacente a B latossólico. A estrutura do horizonte nítico condicionou não apenas a classificação do solo, mas também a resistência do solo à penetração e à infiltração de água e a retenção de água do solo. Os limites verticais dos horizontes diagnósticos de superfície e subsuperfície definidos por critérios morfológicos, como estrutura e consistência, mostraram estreita associação com as propriedades físicas mensuradas em campo e analisadas geoestatisticamente, validando os critérios morfológicos na separação de camadas de solo com propriedades físicas diferenciadas. A mensuração das propriedades físico-hídricas dos solos discriminou os horizontes diagnósticos B latossólicos do B nítico, mostrando a validade dos critérios morfológicos e taxonômicos para discriminação desses horizontes diagnósticos nos solos estudados e consolidando o uso desses critérios como indicadores de propriedades físicas diferenciadas dos solos.

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Recent theory of physiology of language suggests a dual stream dorsal/ventral organization of speech perception. Using intra-cerebral Event-related potentials (ERPs) during pre-surgical assessment of twelve drug-resistant epileptic patients, we aimed to single out electrophysiological patterns during both lexical-semantic and phonological monitoring tasks involving ventral and dorsal regions respectively. Phonological information processing predominantly occurred in the left supra-marginal gyrus (dorsal stream) and lexico-semantic information occurred in anterior/middle temporal and fusiform gyri (ventral stream). Similar latencies were identified in response to phonological and lexico-semantic tasks, suggesting parallel processing. Typical ERP components were strongly left lateralized since no evoked responses were recorded in homologous right structures. Finally, ERP patterns suggested the inferior frontal gyrus as the likely final common pathway of both dorsal and ventral streams. These results brought out detailed evidence of the spatial-temporal information processing in the dual pathways involved in speech perception.

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Na determinação dos teores de carbono (C) em resíduos orgânicos, são utilizadas variações de marchas analíticas empregadas para solos, sem a necessária calibração. Assim, torna-se necessário avaliar e calibrar métodos de determinação dos teores de C e de matéria orgânica (MO) nesses materiais, tendo como referência o método da combustão seca. Objetivou-se neste estudo: avaliar métodos de determinação dos teores de carbono total (CT), carbono orgânico (CO) e MO em amostras de resíduos orgânicos diversificadas; determinar um modelo matemático de conversão de C e MO de um método analítico para outro; e avaliar a possibilidade de o método da mufla ser utilizado em rotina de laboratórios para análise de teores de MO e inferência de teores de CT em resíduos orgânicos. Foram avaliados os teores de CT, CO e MO em 42 amostras de compostos, estercos, resíduos vegetais, lodos de esgoto e camas de frango e de suíno, cujas coletas foram realizadas em 2010, em municípios do Sul de Minas Gerais e em Jundiaí-SP. As amostras foram secas em estufa a 65 ºC, por 48 h, maceradas e passadas em peneiras com malha de 0,250 mm e analisadas. Os métodos utilizados nas análises foram: Walkley-Black modificado - Yeomans & Bremner (YB), combustão seca a 950 ºC (analisador TOC) e combustão em mufla a 550 ºC, para as determinações de CO, CT e MO, respectivamente. Os teores de CT nos resíduos orgânicos variaram de 8,5 a 51,4 %. O método de Yeomans & Bremner subestima os teores de C em relação ao método da combustão seca. Em função da determinação dos teores de MO e CO e de uso de equações matemáticas, é possível estimar os teores de CT pelo método da combustão seca.

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Summary: Lexical knowledge and the vocabulary of course books on the Finnish language

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The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

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Schizotypy is a multidimensional personality construct representing the extension of psychosis-like traits into the general population. Schizotypy has been associated with attenuated expressions of many of the same neuropsychological abnormalities as schizophrenia, including atypical pattern of functional hemispheric asymmetry. Unfortunately, the previous literature on links between schizotypy and hemispheric asymmetry is inconsistent with some research indicating that elevated schizotypy is associated with relative right over left hemisphere shifts, left over right hemisphere shifts, bilateral impairments, or with no hemispheric differences at all. This inconsistency may result from different methodologies, scales, and / or sex proportions between studies. In a within-participant design, we tested for the four possible links between laterality and schizotypy by comparing the relationship between two common self-report measures of multidimensional schizotypy (the O-LIFE questionnaire, and two Chapman scales, magical ideation and physical anhedonia) and performance in two computerized lateralised hemifield paradigms (lexical decision, chimeric face processing) in 80 men and 79 women. Results for the two scales and two tasks did not unequivocally support any of the four possible links. We discuss the possibilities that a link between schizotypy and laterality 1) exists, but is subtle, probably fluctuating, unable to be assessed by traditional methodologies used here; 2) does not exist, or 3) is indirect, mediated by other factors (e.g. stress-responsiveness, handedness, drug use) whose influences need further exploration.

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Summary: The effect on lexical borrowing on language maintenance in Australian Finnish

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There are currently few studies exploring doctors' personal perspectives on integrating sexuality into medical consultations. This study focuses on the views of gynaecologists on introducing, or not introducing, sexuality into their work. A total of 30 semistructured interviews were conducted with gynaecologists in the French-speaking part of Switzerland. The thematic content analysis and computer-assisted lexical analysis (Alceste) on the interview transcripts highlighted four categories: perceptions and description of sexuality, patient's sexological history, training in sexology and perceived difficulties. It is observed that, above all, the 'medical dimension' characterises gynaecologists' perceptions. Of greater interest is our observation of disparities in gynaecologists' discussion of their practice, which is often the product of lay knowledge based on common sense and/or personal experience. Finally, the decision to integrate questions relating to sexuality seems to depend on non-medical factors such as the personal experience, interest or gender of the doctor.

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La recherche « Le sens des messages préventifs du sida » a été dirigée par une équipe de spécialistes relevant de domaines distincts - linguistique (Pr Pascal Singy), santé publique (Dre Brenda Spencer), médecine psychosociale (Pr Patrice Guex). Partant du constat que les langues naturelles n'existent que sous la forme de variétés, il a été postulé que le registre lexical du VIH/sida et de sa prévention n'échappe pas au principe de variabilité sémantique qui veut que, séparés par la multiplicité de leurs identités (sexe, appartenance socioculturelle, âge, etc.), les membres d'une « même » communauté linguistique tendent à associer à une unité lexicale donnée des significations différentes, voire antagonistes. Menée entre 2004 et 2006 en Suisse romande, la recherche « Le sens des messages préventifs du sida » s'appuie sur une approche sémantique de la prévention. Elle interroge les limites d'une communication préventive différée - par voie d'affiches et de brochures, en particulier - qui suppose que le destinataire ou récepteur d'un message en prend connaissance en l'absence de celui qui l'a émis. Les différents mécanismes conversationnels d'ajustement faisant à l'évidence défaut dans ce type de situation de communication, la variabilité sémantique peut dès lors apparaître problématique. S'agissant de l'objectif de cette recherche, il a essentiellement tenu dans la mise en évidence du degré de consensus que montrent les récepteurs (la population générale) ainsi que les émetteurs des messages préventifs à propos des significations attachées à des unités constitutives du lexique du VIH/sida et de sa prévention. Cette mise en évidence a par ailleurs permis d'évaluer la convergence des résultats obtenus pour les premiers et pour les seconds. Du point de vue méthodologique, un corpus de documents préventifs a été constitué - des brochures, principalement, publiées en français entre 1996 et 2004 - et analysé. Soixante et une unités lexicales, relevant du français commun ou spécialisé, ont alors été sélectionnées. L'ensemble de ces unités a été soumis à soixante représentants de la population générale vaudoise ainsi qu'à trente professionnels vaudois de la prévention dans le cadre d'entretiens en face à face. Ces entretiens ont permis de dégager les significations que ces deux populations attachent à une partie des unités lexicales (N=21) et le niveau d'intelligibilité/utilisation de l' autre partie des unités (N=40) - cf. infra *. Sur la base des résultats obtenus pour la population générale vaudoise, quinze unités lexicales apparues particulièrement problématiques ont été sélectionnées et soumises par le moyen d'une enquête téléphonique (CATI) à cinq cents Romands. Mêlant techniques qualitatives et quantitatives, la recherche « Le sens des messages préventifs du sida » apporte des résultats intéressant non plus seulement les agents de la prévention du VIH/sida, mais également les patients de celle-ci, c'est-à-dire la population générale. Des résultats qui se trouvent susceptibles de renforcer la portée de la prévention du VIH/sida en particulier dans la partie francophone de la Suisse. *Les unités lexicales sélectionnées sont les suivantes : abstinence, anus, caresses, coït anal, contact sexuel, contamination par voie sexuelle, coucher avec, cunnilingus, dépistage, « évitez le contact de la bouche avec du sperme ou du sang », faire l'amour, fellation, fidèle, gai, gay, immunisé, infection sexuellement transmissible, IST, liquides biologiques, maladies vénériennes, menstruation, MST, muqueuses, muqueuse buccale, muqueuses génitales, « pas de sperme dans la bouche », pathogène, pénétration, plaie ouverte, préservatif, préservatif féminin, prophylaxie de post-exposition [PEP], rapport bucco-génital, rapport sexuel, rapports sexuels non protégés, rapports sexuels oraux, rectum, relation anale, relation stable, relation vaginale, safer sex, sécrétions sexuelles, sécrétions vaginales, séronégatif, séropositif, sexe à moindre risque, sexe anal, sida, sperme, surcontamination, symptôme, système immunitaire, test d'anticorps VIH, test VIH, traitements antirétroviraux combinés, traitement combiné, trithérapies, urètre, vaginal, VIH, virus IH.

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O objetivo deste trabalho é apresentar uma forma alternativa para aplicar os métodos da Pesquisa Operacional aos fenômenos bibliométricos que surgiram no início do século XX, até hoje muito polêmicos. Dentre as várias formulações no campo da bibliometria, a chamada "lei de Bradford" foi o foco da investigação. Tentativas deste gênero podem ser uma saída para sistematizar conceitos na bibliometria, confirmando ou descartando descrições e princípios oriundos de suas formulações empíricas. Tendo por base uma linha de analogia entre fenômenos físicos da Teoria do Caos -resolvidos pela Pesquisa Operacional (PO) - e casos de oferta e procura de periódicos, é possível encontrar uma explicação para o comportamento anômalo da curva de Bradford em certas condições críticas. Para aduzir alguma evidência empírica para este ensaio, dois casos práticos na área da PO foram adaptados para a resolução de problemas bibliométricos típicos. Além disso, ao longo de todo o texto, foram assinalados alguns pontos que parecem comuns entre a bibliometria e a Teoria do Caos. Este ensaio, portanto, enseja uma nova questão: a PO poderá contribuir com a ciência da informação, suprindo-a com modelos determinísticos e bayesianos para explicar os fenômenos bibliométricos?

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The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.