Showing papers on "Context (language use) published in 1980"

Research Methods in Education

Abstract: Part One: The Context Of Educational Research Part Two: Planning Educational Research Part Three: Styles Of Educational Research Part Four: Strategies And Instruments For Data Collection And Researching Part Five: Data Analysis

Patients and healers in the context of culture : an exploration of the borderland between anthropology, medicine, and psychiatry

Abstract: List of Figures Preface 1. Orientations 1: The Problem, the Setting, and the Approach 2. Orientations 2: Culture, Health Care Systems, and Clinical Reality 3. Orientations 3: Core Clinical Functions and Explanatory Models 4. The Cultural Construction of Illness Experience and Behavior, 1: Affects and Symptoms in Chinese Culture 5. The Cultural Construction of Illness Experience and Behavior, 2: A Model of Somatization of Dysphoric Affects and Affective Disorders 6. Family-Based Popular Health Care 7. Patients and Healers: Transactions Between Explanatory Models and Clinical Realities. Part 1. Sacred Folk Healer-Client Relationships 8. Patients and Healers: Transactions Between Explanatory Models and Clinical Realities. Part 2: Professional Practitioner-Patient and Family-Patient Relationships 9. The Healing Process 10. Epilogue: Implications Glossary Bibliography Index

Toward an interactive-compensatory model of individual differences in the development of reading fluency

Abstract: INTERACTIVE MODELS OF READING appear to provide a more accurate conceptualization of reading performance than do strictly top-down or bottom-up models. When combined with an assumption of compensatory processing (that a deficit in any particular process will result in a greater reliance on other knowledge sources, regardless of their level in the processing hierarchy), interactive models provide a better account of the existing data on the use of orthographic structure and sentence context by good and poor readers. A review of the research literature seems to indicate that, beyond the initial stages of reading acquisition, superior reading ability is not associated with a greater tendency to use the redundancy inherent in natural language to speed word recognition. Instead, general comprehension strategies and rapid context-free word recognition appear to be the processes that most clearly distinguish good from poor readers.

The roles of accounting in organizations and society

Abstract: The paper seeks to contrast the roles that have been claimed on behalf of accounting with the ways in which accounting functions in practice. It starts by examining the context in which rationales for practice are articulated and the adequacy of such claims. Thereafter consideration is given to how accounting is implicated in both organizational and social practice. The paper concludes with a discussion of the implications for accounting research.

Baboon mothers and infants

Abstract: When it was originally released in 1980, Jeanne Altmann's book transformed the study of maternal primate relationships by focusing on motherhood and infancy within a complex ecological and sociological context. Available again with a new foreword by the author, "Baboon Mothers and Infants" is a classic book that has been, in its own right, a mother to a generation of influential research and will no doubt provide further inspiration.

Optimum Stimulation Level: Its Relationship to Personality, Demographics, and Exploratory Behavior

Abstract: Two studies are reported that examine the relationships between optimum stimulation level (OSL), selected personality traits, demographic variables, and exploratory behavior in the consumer context. The results show several significant correlations between OSL and the other variables examined. Research and managerial implications of the results are outlined.

Spoken word recognition processes and the gating paradigm

Abstract: Words varying in length (one, two, and three syllables) and in frequency (high and low) were presented to subjects in isolation, in a short context, and in a long context. Each word was presented repeatedly, and its presentation time (duration from the onset of the word) increased at each successive pass. After each pass, subjects were asked to write down the word being presented and to indicate how confident they were about each guess. In addition to replicating a frequency, a context, and a word-length effect, this “gating” paradigm allowed us to study more closely the narrowing-in process employed by listeners in the isolation and recognition of words: Some delay appears to exist between the moment a word is isolated from other word candidates and the moment it is recognized; word candidates differ in number and in type from one context to the other; and, like syntactic processing, word recognition is strewn with garden paths. The active direct access model proposed by Marslen-Wilson and Welsh is discussed in light of these findings.

Index, context, and content

Abstract: If a grammar is to do its jobs as part of a systematic restatement of our common knowledge about our practices of linguistic communication, it must assign semantic values that determine which sentences are true in which contexts. If the semantic values of sentences also serve to help determine the semantic values of larger sentences having the given sentence as a constituent, then also the semantic values must determine how the truth of a sentence varies when certain features of context are shifted, one feature at a time.

Monte-carlo simulation in an engineering context

Abstract: The computational and physical requirements for the successful application of the direct simulation Monte-Carlo method to typical engineering flows, as opposed to earlier applications to artificial test cases, are discussed. An outline is given of the changes that have occurred in the program structure as a result of both altered requirements and advances in computer technology. The accumulated experience from applications of the classical molecular models is reviewed. It is shown that requirements for the accurate modeling of engineering flows are best met by a new molecular model called the variable hard sphere, or VHS, model, The necessary kinetic theory for the application of this model is presented.

The influence of social-affective context on the formation of children's food preferences.

Abstract: BIRCH, LEANN LIPPS; ZIMMERMAN, SHERYL ITKIN; and HIND, HONEY. The Influence of Socialaffective Context on the Formation of Children's Food Preferences. CHILD DEVELOPMENT, 1980, 51, 856-861. The effects of several social-affective presentation contexts on the formation of preschool children's food preferences were investigated. The children's preferences for a set of snack foods were initially assessed and a neutral food, neither highly preferred nor nonpreferred, was selected for each child. This snack food was then presented to the child in one of four social-affective contexts: (1) as a reward; (2) noncontingently, paired with adult attention; (3) in a nonsocial context; (4) at snack time. 16 children participated in each condition. Half of the children in each condition received a sweet snack food, half a nonsweet snack food. Results indicated that presenting foods as rewards or presenting them noncontingently paired with adult attention produced significant increases in preference, and the effects persisted for at least 6 weeks following termination of the presentations. In contrast, no consistent changes in preference were noted when the foods were presented in a nonsocial context or at snack time. The results suggest that the social-affective context in which foods are presented is extremely important in the formation of young children's food preferences.

Context and conditioning: A place for space

Abstract: Notions about the influence of environmental context on behavior are briefly reviewed and criticized. In contrast to the traditional view that a context is merely a compound CS, to be treated in learning theory in much the same way as simple CSs, we propose that contexts are superordinate to such CSs. Within this hierarchical relation, a context both contains and predicts CSs. This approach to environmental context derives from cognitive map theory (O’Keefe & Nadel, 1978), and predictions based on that theory and the present extension are offered for several conditioning paradigms.

Remote Sensing in Geology

Abstract: Describes the theory, techniques, and applications of remote sensing in the geological sciences. Prepared by 20 leading experts in the field and written within an integrated context, the text has been organized into 4 sections; the science of the interaction of light with surfaces and the acquisition of data; optical and digital processing of data in preparation for analysis; interpretive techniques; and the application of remotely sensed data to different disciplines within geology.

Picture-Book Reading in Mother-Infant Dyads Belonging to Two Subgroups in Israel

Abstract: NINIO, ANAT. Picture-Book Reading in Mother-Infant Dyads Belonging to Two Subgroups in Israel. CmLD DEVELOPMENT, 1980, 51, 587-590. This study investigated vocabulary acquisition in the context of joint picture-book reading in mother-infant dyads belonging to 2 social classes. 20 middle-class and 20 lower-class dyads were observed, the infants ranging in age between 17 and 22 months. In both groups interaction focused on the eliciting or the provision of labeling information. The most frequent formats consisted of cycles headed by "What's that?" questions, by "Where is X?" questions, and by labeling statements emitted by the mother. Cluster analysis revealed that these formats and other measures of input language fell into 3 groups, each apparently representing a different dyadic interaction style. In the high-SES group, each style was associated with the size of a different vocabulary in the infant: productive, comprehension, and imitative vocabularies. In the low-SES group, the proportion of maternal "what" questions was correlated with the infant's level, whereas "where" questions and labeling statements were not adjusted to the infant's level. Low-SES mothers talked less and provided less varied labels for actions and attributes. They asked less "what" questions and more "where" questions. High-SES infants had a bigger productive vocabulary, and low-SES infants had a bigger imitative vocabulary. The rate of development was slower in the low-SES group, as evidenced by lower correlations with the age of the infant.

Spilling the beans on understanding and memory for idioms in conversation.

Abstract: Three experiments examine people's understanding and memory for idioms. Experiment 1 indicates that in a conversational context, subjects take less time to comprehend conventional uses of idiomatic expression than unconventional, literal uses. Paraphrase judgment errors show that there is a strong bias to interpret idiomatic expressions conventionally when there is no preceding context; however, subjects interpret literal uses of these expressions correctly when there is appropriate context. Experiment 2 showed that in a free recall task, literal uses of idioms are remembered better than conventional uses of these utterances. Experiment 3 indicated that in conversation, literal and idiomatic recall prompts facilitate memory for literal uses of idioms equally well. The results from these experiments suggest that memory for conventional utterances is not as good as for unconventional uses of the same utterances and that subjects understanding unconventional uses of idioms tend to analyze the idiomatic meaning of these expressions before deriving the literal, unconventional interpretation. It is argued that the traditional distinction between literal and metaphoric language is better characterized as a continuum between conventional and unconventional utterances.

Influence of vocalic context on perception of the [∫]-[s] distinction

Abstract: When synthetic fricative noises from a [∫]-[s] continuum are followed by [a] or [u] (with appropriate formant transitions), listeners perceive more instances of [s] in the context of [u] than in the context of [a]. Presumably, this reflects a perceptual adjustment for the coarticulatory effect of rounded vowels on preceding fricatives. In Experiment 1, we found that varying the duration of the fricative noise leaves the perceptual context effect unchanged, whereas insertion of a silent interval following the noise reduces the effect substantially. Experiment 2 suggested that it is temporal separation rather than the perception of an intervening stop consonant that is responsible for this reduction, in agreement with recent, analogous observations on anticipatory coarticulation. In Experiment 3, we showed that the vowel context effect disappears when the periodic stimulus portion is synthesized so as to contain no formant transitions. To dissociate the contribution of formant transitions from contextual effects due to vowel quality per se, Experiment 4 employed synthetic fricative noises followed by periodic portions excerpted from naturally produced [∫a], [sa], [∫u], and [su]. The results showed strong and largely independent effects of formant transitions and vowel quality on fricative perception. In addition, we found a strong speaker (male vs. female) normalization effect. All three influences on fricative perception were reduced by temporal separation of noise and periodic stimulus portions. Although no single hypothesis can explain all of our results, they are generally supportive of the view that some knowledge of the dynamics of speech production has a role in speech perception.

When does context influence recognition memory

Abstract: Hewitt (1977) has distinguished intrinsic context, which is directly involved in the encoding of material and extrinsic context comprising such arbitrary features of the learning situation as environment of learning. While both types of context influence recall, with better performance when the original context is reinstated, recognition effects have been observed only with intrinsic context. The present study uses the contrast between the land and underwater environments to explore this apparent discrepancy. Subjects learned lists of 36 words either on land or under water, and subsequently tried to recognize them from a list of 72 words presented in either the same or the alternative environment. In contrast to an earlier recall study, no trace of context dependency was observed. Implications for the distinction between intrinsic and extrinsic context are discussed.

Theoretical issues in reading comprehension : perspectives from cognitive psychology, linguistics, artificial intelligence, and education

Abstract: Research in cognitive psychology, linguistics, education and artificial intelligence -- the four disciplines that have the most direct application to an understanding of the mental processes in reading -- is presented in this multilevel work that attempts to provide a systematic and scientific basis for understanding and building a comprehensive theory of reading comprehension. The major focus is on understanding the processes involoved in the comprehension of written text. The underlying message in most of the contributions is the assumption that skilled reading comprehension requires a coordination of text with context in a way that goes far beyond simply chaining together the meanings of a string of decoded words.

Completion norms for 329 sentence contexts

Abstract: Completion responses were collected for two sets of sentence contexts, which were designed to produce different distributions of probabilities for the primary responses. The subject population consisted of undergraduate college students. For each context, responses and their respective probability of occurrence are listed, and an index of the primary responses is provided. It is hoped that these normative materials will facilitate comparison among future studies of the effects of sentence contexts on word processing.

Text and Context: Aspects of Language in a Social-Semiotic Perspective

Abstract: Texte de six conferences sur la structure du texte et sur le contexte, les fonctions du langage et les variations.

The Background of Meaning

Abstract: This article is a continuation of a line of investigation I began in ‘Literal Meaning’.1 Its aim is to explore some of the relations between the meaning of words and sentences and the context of their utterance. The view I shall be challenging is sometimes put by saying that the meaning of a sentence is the meaning that it has independently of any context whatever — the meaning it has in the so-called „null context“. The view I shall be espousing is that in general the meaning of a sentence only has application (it only, for example, determines a set of truth conditions) against a background of assumptions and practices that are not representable as a part of the meaning.

An Improved Context-Free Recognizer

Abstract: A new algorithm for recognizing and parsing arbitrary context-free languages is presented, and several new results are given on the computational complexity of these problems. The new algorithm is of both practical and theoretical interest. It is conceptually simple and allows a variety of efficient implementations, which are worked out in detail. Two versions are given which run in faster than cubic time. Surprisingly close connections between the Cocke-Kasami-Younger and Earley algorithms are established which reveal that the two algorithms are “almost” identical.

Validity in Content Analysis

Abstract: Content analysis involves replicable and valid methods for making inferences from observed communications to their context. As such, content analys1s is at least 75 years old. It emerged during journalistic debates over the quality of the mass media but has now become part of the repertoire of social science research methods. In the course of its evolution one notes not only an increasing level of technical sophistication and scientific rigor,and an increasing spread to different disciplines using any kind of data for analysis, but also a growing social impact of its findings. Let me consider a few examples.

Some of the Interactive Processes in Reading and Their Role in Reading Skill.

Abstract: Interactive processes of the sort under discussion are mutually supporting in the ordinary case. This chapter discusses some features of a model of reading that is both sensitive to individual differences and consistent with the assumption that reading processes are interactive in some interesting way. It describes how this model is interactive in a way that helps us account for individual differences in reading skill. The reader differs from the slow sentence computer in that, given word identification, he or she can perform mental computation on sentences; however, neither word identication nor the processes that depend on it are much affected by conceptually derived data. Data derived from the text allows identification of a word to be made with less data from the graphic input, and vice versa. The first experiment is one of three reported in Perfetti, Goldman, and Hogaboam, in which discourse context was provided by a short story.

Fitting Cox's Regression Model to Survival Data Using Glim

Abstract: The proportional hazard regression model is reviewed, and its analysis using GLIM is described. Methods of estimating the underlying survivor functions are discussed. The Poisson model which allows the use of GLIM is introduced and interpreted. Two different treatments of tied observations are mentioned, and their properties are compared in the context of a specific example.

On Asking Children Bizarre Questions

Abstract: When five-and seven-year old children were presented with questions intended to be bizarre (in the sense that their meaning required clarification, or that further information beyond that provided was required for an answer), the children almost invariably gave replies. The older children were more likely to do so by making sense of the questions through characteristics of the elements referred to, or through rules that might be expected to apply in the situations referred to; the younger children were more likely to make sense of the questions by importing additional context. Older children were also more likely to indicate their uncertainty about the questions by qualifying their responses in some way.

DSM-III: Psychiatric Diagnosis in a University Population

Abstract: Using DSM-III the authors reviewed psychiatric diagnoses in a sample of 500 students at a university psychiatric clinic. They present prevalence data and associated age and sex characteristics of this population in relationship to their diagnostic findings and discuss these in the context of earlier epidemiologic studies and their impact on university mental health services.