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Author: William F. Brewer
Publisher:
ISBN:
Category : Discourse analysis, Narrative
Languages : en
Pages : 94
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Book Description
Author: William F. Brewer
Publisher:
ISBN:
Category : Discourse analysis, Narrative
Languages : en
Pages : 94
Get Book Here
Book Description
Author: Jean Matter Mandler
Publisher: Psychology Press
ISBN:
Category : Psychology
Languages : en
Pages : 152
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Book Description
First Published in 1984. Routledge is an imprint of Taylor & Francis, an informa company.
Author: J. M. Mandler
Publisher: Psychology Press
ISBN: 1317768590
Category : Psychology
Languages : en
Pages : 145
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Book Description
First published in 1984. This book is an expansion of three lectures on schema theory given at the University of Alberta in the fall of 1983 as part of the MacEachran Memorial Lecture Series.
Author: Bruce K. Britton
Publisher: Routledge
ISBN: 1351584642
Category : Psychology
Languages : en
Pages : 374
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Book Description
Originally published in 1985, the various chapters in this volume give examples of research on all three aspects of text understanding – namely, structure, world knowledge and process. More than this, however, the research described represents a shift in emphasis from studying stories, which dominated the field in the late 1970s, to studying expository text. This focus on stories was probably due to the essential first step in any science of examining the simplest materials possible. However, the editors thought that it was time to shift the research focus from stories to expository text and this volume is their attempt to provide this transition.
Author: Nathanael William Chambers
Publisher: Stanford University
ISBN:
Category :
Languages : en
Pages : 159
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Book Description
The majority of information on the Internet is expressed in written text. Understanding and extracting this information is crucial to building intelligent systems that can organize this knowledge, but most algorithms focus on learning atomic facts and relations. For instance, we can reliably extract facts like "Stanford is a University" and "Professors teach Science" by observing redundant word patterns across a corpus. However, these facts do not capture richer knowledge like the way detonating a bomb is related to destroying a building, or that the perpetrator who was convicted must have been arrested. A structured model of these events and entities is needed to understand language across many genres, including news, blogs, and even social media. This dissertation describes a new approach to knowledge acquisition and extraction that learns rich structures of events (e.g., plant, detonate, destroy) and participants (e.g., suspect, target, victim) over a large corpus of news articles, beginning from scratch and without human involvement. As opposed to early event models in Natural Language Processing (NLP) such as scripts and frames, modern statistical approaches and advances in NLP now enable new representations and large-scale learning over many domains. This dissertation begins by describing a new model of events and entities called Narrative Event Schemas. A Narrative Event Schema is a collection of events that occur together in the real world, linked by the typical entities involved. I describe the representation itself, followed by a statistical learning algorithm that observes chains of entities repeatedly connecting the same sets of events within documents. The learning process extracts thousands of verbs within schemas from 14 years of newspaper data. I present novel contributions in the field of temporal ordering to build classifiers that order the events and infer likely schema orderings. I then present several new evaluations for the extracted knowledge. Finally, I apply Narrative Event Schemas to the field of Information Extraction, learning templates of events with sets of semantic roles. Most Information Extraction approaches assume foreknowledge of the domain's templates, but I instead start from scratch and learn schemas as templates, and then extract the entities from text as in a standard extraction task. My algorithm is the first to learn templates without human guidance, and its results approach those of supervised algorithms.
Author: Jean Costermans
Publisher: Psychology Press
ISBN: 131777969X
Category : Language Arts & Disciplines
Languages : en
Pages : 301
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Book Description
During the last 10 years, more and more linguistic and psycholinguistic research has been devoted to the study of discourse and written texts. Much of this research deals with the markers that underline the connections and the breaks between clauses and sentences plus the use of these markers -- by adults and children -- in the production and comprehension of oral and written material. In this volume, major observations and theoretical views from both sides of the Atlantic are brought together to appeal to a wide range of linguists, psychologists, and speech therapists. The volume presents contributions from researchers interested specifically in adult language and from others concerned with developmental aspects of language. Some contributors deal primarily with production, whereas others concentrate on comprehension. Some direct their attention to oral discourse while others focus on written texts. To preserve overall coherence, however, the contributors were given the following recommendations: * With regard to the level of linguistic analysis, the emphasis should be on the clause level -- more particularly, on the relationships between clauses. * Special emphasis should also be placed on linguistic markers (e.g., connectives, markers of segmentation, punctuation). * An overview of a given field of research should be offered, and current research should be put into perspective. * For contributors in the developmental field, attention should be paid to the fact that an account of the acquisition of some language functions throughout childhood should be included only if general principles of interclause relations that might be masked by the exclusive examination of adult evidence could be derived from it.
Author: Martin Cortazzi
Publisher: Routledge
ISBN: 1134079826
Category : Education
Languages : en
Pages : 171
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Book Description
An important recent development in the study of teaching is the use of narrative analysis to study teachers' lives, their work and anecdotes exchanged in the staffroom.; This book critically examines current approaches to the study of teachers' narratives and argues that, for narrative research to be effective, we need to see narrative in a multi- disciplinary perspective. The book examines models of narrative analysis currently proposed in linguistics, sociology, psycology, anthropology and literature and applies insights from these disciplines to the study of teachers' narratives. The author proposes an alternative approach to studying narratives which is then applied to original data, demonstrating how narrative analysis can be used to study primary teachers' perceptions of their work. lt is suggested that narrative analysis could be used to study the perceptions or culture of any professional group.
Author: Sandra P. Marshall
Publisher: Cambridge University Press
ISBN: 0521430720
Category : Education
Languages : en
Pages : 440
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Book Description
Schemas in Problem Solving introduces a new approach to the study of learning, instruction, and assessment. Focusing on the area of arithmetic story problems, Marshall shows how instruction can lead to more meaningful learning by emphasizing the ways students acquire and store knowledge in memory. She identifies major knowledge structures called schemas, describes instruction designed around theses structures, and assesses the strengths and weaknesses in the knowledge that the students demonstrate following instruction. To evaluate the success of her approach, Marshall describes traditional experiments and computer simulations of student performance.
Author: Anna De Fina
Publisher: Cambridge University Press
ISBN: 1139502581
Category : Language Arts & Disciplines
Languages : en
Pages : 241
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Book Description
The socially minded linguistic study of storytelling in everyday life has been rapidly expanding. This book provides a critical engagement with this dynamic field of narrative studies, addressing long-standing questions such as definitions of narrative and views of narrative structure but also more recent preoccupations such as narrative discourse and identities, narrative language, power and ideologies. It also offers an overview of a wide range of methodologies, analytical modes and perspectives on narrative from conversation analysis to critical discourse analysis, to linguistic anthropology and ethnography of communication. The discussion engages with studies of narrative in multiple situational and cultural settings, from informal-intimate to institutional. It also demonstrates how recent trends in narrative analysis, such as small stories research, positioning analysis and sociocultural orientations, have contributed to a new paradigm that approaches narratives not simply as texts, but rather as complex communicative practices intimately linked with the production of social life.
Author: David H. Jonassen
Publisher: Routledge
ISBN: 1136474412
Category : Education
Languages : en
Pages : 278
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Book Description
This book introduces the concept of a hypothetical type of knowledge construction -- referred to as structural knowledge -- that goes beyond traditional forms of information recall to provide the bases for knowledge application. Assuming that the validity of the concept is accepted, the volume functions as a handbook for supporting the assessment and use of structural knowledge in learning and instructional settings. It's descriptions are direct and short, and its structure is consistent. Almost all of the chapters describe a technique for representing and assessing structural knowledge acquisition, conveying knowledge structures through direct instruction, or providing learners with strategies that they may use to acquire structural knowledge. These chapters include the following sections in the same sequence: * description of the technique and its theoretical or conceptual rationale * examples and applications * procedures for development and use * effectiveness -- learner interactions and differences, and advantages and disadvantages * references to the literature. The chapters are structured to facilitate access to information as well as to illuminate comparisons and contrasts among the techniques.
