The concept generation process seems like an intuitional thought: difficult to capture and perform, although everyone is capable of it. It is not an analytical process but a synthetic process which has yet to be clarified. Furthermore, new research methods for investigating the concept generation processa very difficult task since the concept generation process is driven by inner feelings deeply etched in the mindare necessary to establish its theory and methodology. Concept Generation for Design Creativity A Systematized Theory and Methodology presents the concept generation process both theoretically and methodologically. Theoretically, the concept generation process is discussed by comparing metaphor, abduction, and General Design Theory from the notions of similarities and dissimilarities. Analogy, blending, and integration by thematic relation have been explained methodologically. So far, these theories and methods have been discussed independently, and the relations among them have not been clarified. Two newly developed research methods to investigate the concept generation process are clearly explained: the explanation-based protocol analysis and constructive simulation. By reading Concept Generation for Design Creativity A Systematized Theory and Methodology, students, researchers and lecturers in design disciplines (including engineering design, industrial design, software design, CHI, design education, and cognitive science ) can obtain a clear picture of the advanced research findings and the outline of the theories and methods for concept generation. Furthermore, readers are expected to achieve the competence to generate new concepts.

Grammaire pratique du français d'aujourd'hui, langue parlée, langue écrite

Concept Generation for Design Creativity: A Systematized Theory and Methodology

This study examined the on-line processing of French sentences in a grammaticality judgment experiment. Three age groups of French children (mean age: 6 ; 8, 8 ; 6 and 10 ; 10 years) and a group of adults were asked to detect grammatical violations as quickly as possible. Three factors were studied: the violation type: agreement violations (number and gender) vs. word order violations; the violation position: early vs. late in the sentence; the target type of the violations: intra vs. interphrasal. An example of an early interphrasal verbal agreement violation follows: 'Chaque semaine la voisine remplissent le frigo apres avoir fait les courses au marche' (Every week the neighbour fill the fridge after shopping at the market). The main developmental results were the following: not surprisingly, children were always slower than adults in the detection of grammatical violations. At each age level, morphological violations were more rapidly detected than word order violations. Each age group was faster at judging sentences with later occurring violations and the position effect was especially strong in the youngest groups. Finally, intraphrasal violations were more rapidly detected than interphrasal ones, this effect being observed only in the oldest groups (i.e. 10 ; 10 years and adults). The results were compared to previous on-line data obtained in modern Greek (Kail & Diakogiorgi, 1998) showing strong similarities, even though Greek is a very rich morphological language. These results are discussed within the framework of the Competition Model, outlining the necessity to incorporate new processing constraints into the model.

background

On-line grammaticality judgments in French children and adults: a crosslinguistic perspective.

The Biblical Hebrew (henceforth, BH) suffix conjugation qatal — besides other meanings and functions 1 —is occasionally employed in order to perform acts (1.a) rather than to describe a situation or an activity (1.b). This means that, if determined conventional cir- cumstances are respected, the fact of uttering a given proposition with the verb in the qatal triggers a new state in the speaker’s reality. This is what scholars have been referring to as the ‘performative qatal,’ a use of the suffix conjugation where it appears 2 with a clear performative force. This particular sense or function of the BH gram 3 constitutes the object of the present paper.

Making It Sound - The Performative Qatal and Its Explanation

Ce travail de recherche propose de revisiter les rapports entre les francais parles et les francais enseignes en classe de FLE (Francais Langue Etrangere). On considere generalement que le francais parle enseigne en FLE est souvent le reflet d'une conception ecrite de la langue. Cependant, une etude linguistique et didactique de donnees authentiques aboutit a une conclusion beaucoup plus nuancee. Notre recherche porte sur le corpus Lancom (1993, Universite de Louvain-Leuven) enrichi de nos donnees personnelles (70.000 mots, 2006), corpus differentiel natif/non-natif enregistre pour moitie en France, et pour moitie dans des classes de FLE du secondaire en Belgique (apprenants et enseignants neerlandophones). Apres une revue des etudes linguistiques et didactiques sur le francais parle, nous etudions d'abord les francais enseignes dans les manuels et par les enseignants de Belgique neerlandophone, avec un eclairage particulier sur les premieres lecons des manuels qui associent le presentatif voila a l'acte de presentation. A partir de l'etude croisee de trois types de francais parles de notre corpus, nous proposons ensuite une analyse de la question et de l'accord, deux actes importants dans tout type d'interaction, et qui constituent l'echange didactique type. L'analyse linguistique de ces deux actes permet de nuancer une vision souvent trop monolithique du francais parle en classe de langue, mais surtout, de presenter de nouvelles hypotheses linguistiques et semantico-pragmatiques pour l'emploi des differents types de questions et de marqueurs d'accord. Nous nous interessons notamment a voila, qui joue un role primordial en francais parle comme marqueur de confirmation.

https://tel.archives-ouvertes.fr/tel-00787789/document

Français parlés et français enseignés Analyses linguistiques et didactiques de discours de natifs, de non-natifs et d'enseignants

La presente etude traite du rapport synchronique et micro-diachronique entre les formes synthetique et analytique du futur en francais moderne, sur la base d’un corpus oral d’un million de mots, collecte a 40 ans d’intervalle (ESLO1 (1968-1971) et ESLO2 (2008-)). Les 3370 occurrences de futur identifiees ont ete annotees, afin de determiner le type d’emploi (modal, futural et mixte) ainsi que la sous-specification semantique modale (attenuation, typicalisation, modalisation du dire, etc.). Notre regard sera focalise ici sur le rapport FP (futur periphrastique)/FS (futur simple) en relation avec la variable modale. Si les tendances quantitatives montrent d’ESLO1 a ESLO2 une forte augmentation du FP et un affaissement du FS, l’examen plus precis du rapport de force entre les deux tiroirs a la lumiere de la variable modale nous fait decouvrir une situation contrastee ou coexistent differents cas de figure, allant de la concurrence diachronique ayant abouti au triomphe du FP dans certains emplois, a la complementarite, garantissant a chacun des deux tiroirs un domaine semantique reserve (par exemple, l’emploi generique pour le FS, l’allure extraordinaire pour le FP), voire a une evolution independante montrant un FP qui progresse non pas au detriment du FS mais au depens d’autres formes linguistiques.

Additional excerpts

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Grammaire pratique du français d'aujourd'hui, langue parlée, langue écrite

Citations

Concept Generation for Design Creativity: A Systematized Theory and Methodology

On-line grammaticality judgments in French children and adults: a crosslinguistic perspective.

Making It Sound - The Performative Qatal and Its Explanation

Français parlés et français enseignés Analyses linguistiques et didactiques de discours de natifs, de non-natifs et d'enseignants

Du rapport entre formes synthétique et analytique du futur. Étude de la variable modale dans un corpus oral micro-diachronique

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