Academic literature on the topic 'Contrastive analysis hypothesis'
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Journal articles on the topic "Contrastive analysis hypothesis"
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Khalifa, Mohamed Fathy. "Contrastive Analysis, Error Analysis, Markedness Theory, Universal Grammar and Monitor Theory and their Contributions to Second Language Learning." International Journal of Linguistics 10, no. 1 (January 14, 2018): 12. http://dx.doi.org/10.5296/ijl.v10i1.12479.
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Theories of second language acquisition (SLA) play an important role in second language (L2) learning. These theories can help both language teachers and their students to understand L2 language learning process. There are various theories and approaches of SLA which try to explain how L2 learning takes place. Each theory accounts for L2 acquisition from a different perspective. This paper describes and compares five theories of L2 acquisition: Contrastive Analysis (CA), Error Analysis (EA), Markedness Theory, Universal Grammar (UG) and Monitor Theory, explains their contributions to L2 learning and shows the criticism of each theory. First, in Contrastive Analysis, the weak and strong hypotheses and types of language transfer are explained. Second, in Error Analysis, attitudes towards errors and aims, process and models of Error Analysis are described. Third, in Markedness Theory, the role of typological markedness in the explanation of L2 learning, the Markedness Differential Hypothesis (MDH) and the Structural Conformity Hypothesis (SCH) are explained. Fourth, in Universal Grammar, it is shown that L2 acquisition occurs on the basis of first language (L1) acquisition: L2 acquisition is a matter of setting the correct L2 parameters. The Language Acquisition Device (LAD) and L2 access to UG are explained. Finally, in Monitor Theory, it is suggested that comprehensible input is crucial for L2 acquisition and the five hypotheses of the theory are explained: (a) The Input Hypothesis, (b) The Learning-Acquisition Hypothesis, (c) The Monitor Hypothesis, (d) The Natural Order Hypothesis and (e) The Affective Filter Hypothesis.
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Ali, Akbar, Bilal Khan, and Nazakat Awan. "Contrastive Analysis of the English and Pashto Adjectives." Global Language Review I, no. I (December 30, 2016): 74–84. http://dx.doi.org/10.31703/glr.2016(i-i).07.
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The paper mainly focuses on the contrastive analysis of the use of English and Pashto adjectives. Contrastive Analysis hypothesis developed in the 20th century from the two renowned theories of language acquisition and linguistics i.e. behaviorism and structuralism. This hypothesis states that the major barriers in the second learning and acquisition process arise from the interference of the first language. Contrastive analysis between languages facilitate the linguists and language teachers in predicting the difficulties a learner may confront through a structural, scientific analysis of pairs of languages (Brown, 2007). The adjectives of English and Pashto have been compared in the paper using contrastive analysis approach. The study finds that there are certain similarities and differences in the use of adjectives in English and Pashto which can cause issues in learning English adjective use by L1 Pashto speakers as ESL learners.
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Fraai, G. Th. "Spaanse Si En Cuando Zinnen En Hun Equivalenten In Het Nederlands Een Contrastieve En Foutenanalyse." Toegepaste Taalwetenschap in Artikelen 26 (January 1, 1986): 51–69. http://dx.doi.org/10.1075/ttwia.26.05fra.
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The object of this investigation was to conduct a contrastive analysis of the following Spanish and Dutch conjunctions:.on the one hand the Spanish pair si_, as a conjunction of hypothesis or condition, and cuando, as a hypothetical/conditional or temporal conjunction, and, on the other hand, the Dutch equivalents als, wanneer, indien and the synonymous conjunctionless construction (0). On the basis of the"strong" predictive version of the Contrastive Analysis Hypothesis (CAH) one or more hypotheses were formulated, which served as predictors of errors likely to be made by Dutch learners of Spanish. The hypotheses were tested in an experimental investigation, involving 31 students.
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Suhirman, Lalu. "NUANCE IN SIMPLE AND PAST TENSE PATTERNS BY INDONESIAN EFL LEARNERS: A CONTRASTIVE ANALYSIS." IJOLTL: Indonesian Journal of Language Teaching and Linguistics 1, no. 3 (September 3, 2016): 219. http://dx.doi.org/10.30957/ijoltl.v1i3.186.
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This article aims to identify the differences between Indonesian and English in constructing affirmative, negative, and interrogative sentences in simple present and present progressive, and simple past and past progressive tenses. This research is descriptive qualitative design. The 40 first semester students of STIKOM Jayapura was selected as research subject. The result indicated that Contrastive Analysis was the systematic study of a pair of languages with a view to identifying their differences and similarities with the assumption the different elements between the native (Indonesian) and the target (English) language caused learning problems, while similar elements did not cause any problems. Contrastive analysis hypothesis is criticized for not all problems predicted by contrastive analysis always appear to be difficult for the students. Errors that do turn up are not predicted by contrastive analysis, but if errors cannot be identified through Contrastive Analysis, it will be suggested using Error Analysis.
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Dost, Islam Namazian, and Ghassem Bohloulzadeh. "A REVIEW OF CONTRASTIVE ANALYSIS HYPOTHESIS WITH A PHONOLOGICAL AND SYNTACTICAL VIEW: A CROSS-LINGUISTIC STUDY." Buckingham Journal of Language and Linguistics 10 (December 13, 2017): 32–41. http://dx.doi.org/10.5750/bjll.v10i0.1482.
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Although contrastive analysis has often been questioned for its inadequacy to predict the transfer errors that learners will make in actual learning contexts it cannot be easily denied that “such interference does exist and can explain difficulties” (Brown, 1994, p. 200), especially in the phonological aspects of second/foreign language learning. In this line, the present research is trying to shed light on the concept of contrastive analysis hypothesis by focusing on the background and origins of the concept, then the procedures and its different versions. Also, the current study will discuss the differences and similarities exist in the phonology and syntax of two languages, namely Persian and English in order to be able to find the areas of possible difficulty for L2 learners of English.
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GÖK, Şahin. "Contrastive error analysis of Turkish EFL learners in writing." International Journal of Language and Literary Studies 2, no. 4 (December 26, 2020): 236–42. http://dx.doi.org/10.36892/ijlls.v2i4.429.
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The aim of this study is to find out to what extent Turkish EFL students make interlingual (interference) and intralingual (developmental) errors in writing at the university level. The mid-term and final examination papers of 50 Turkish EFL students were taken and their errors were categorized into interference and developmental errors. The results of our research have shown that they made a mean of %14.6 interference errors. Thus, this proportion does not confirm the contrastive analysis hypothesis claiming that all errors are due to the negative transfer from the mother tongue. On the other hand, they made a mean of %85.4 developmental errors which are not related to L1. So the results of T?Test indicate that Turkish EFL students made significantly more (p<.001) developmental errors.
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Gast, Volker. "On the use of translation corpora in contrastive linguistics." Contrasting contrastive approaches 15, no. 1 (April 3, 2015): 4–33. http://dx.doi.org/10.1075/lic.15.1.02gas.
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This article argues for a type of corpus-based contrastive research that is item-specific, predictive and hypothesis-driven. It reports on a programmatic study of the ways in which impersonalization is expressed in English and German. Impersonalization is taken to be epitomized by human impersonal pronouns like German man (e.g. Man lebt nur einmal ‘You/one only live(s) once’). English does not have a specialized impersonal pronoun like Germ. man and uses a variety of strategies instead. The question arises what determines the choice of a given impersonalization strategy in English. Drawing on relevant theoretical work and using data from a translation corpus (Europarl), variables potentially affecting the distribution of impersonalization strategies in English are identified, and their influence on the choice of a strategy is determined. By testing hypotheses derived from theoretical work and using multivariate quantitative methods of analysis, the study is intended to illustrate how bridges can be built between fine-grained semantic analyses, on the one hand, and more coarse-grained, but empirically valid, corpus research, on the other.
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Putri Gita Ardiantari, Ida Ayu. "Revising Syntactic Interference on Conversation Scripts by Contrastive Analysis Teaching Method." ELT Worldwide: Journal of English Language Teaching 8, no. 1 (April 30, 2021): 109. http://dx.doi.org/10.26858/eltww.v8i1.19563.
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This study is a research to the third semester of DIV Midwifery students of Kartini Polytechnique Denpasar on Bahasa Inggris I class. The purpose of this research are (1) to identify the syntactic interference of Indonesian Language into English found in conversation scripts written by the third semester of DIV Midwifery students and (2) to investigate the quality of English conversation scripts after the application of contrastive analysis method. The data of this study were taken from English conversation scripts written by the third semester of DIV Midwifery students of Kartini Polytechnique. The interview and observation method also used in collecting the data of this research to find out the students understanding in English syntactic structure. The data were grouped, tabulated and analyzed through sociolinguistic theory of interference that supported by Surface Strategy Taxonomy as well, and the Contrastive Analysis Hypothesis. Based on the analysis, the syntactic interferences found are in level of phrase, clause and sentence; and the error caused by omission, addition, and mis-formation. The interview and observation method showed the increase of the student understanding in English syntactic structure after the application of contrastive analysis method that effect the better quality of English conversation scripts.
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Hajimohammad, Mohammad, Batool Alinezhad, and Adel Rafiei. "Total Assimilation in Persian Phonology: A Modified Contrastive Specification Account." International Journal of Linguistics, Literature and Translation 3, no. 9 (September 30, 2020): 250–59. http://dx.doi.org/10.32996/ijllt.2020.3.9.26.
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Nowadays the main stream in the most fields of linguistics including phonology is minimalism and redundancy removing, which derives from the principle of the economy of language. The advent of under specification theory in the late 19th century can be considered as the beginning of redundancy removing in the domain of phonology. During recent decades different versions of under specification such as Radical Under specification, Contrastive Specification and Modified Contrastive Specification (MCS) have been presented. Modified Contrastive Specification (MCS), which is the finding of Toronto Phonology School is based on Contrastive Hypothesis in which a contrastive hierarchy is applied to specify the contrastive features. It is believed that only contrastive features are specified in phonological representations and redundant values never exist in underlying representations. This paper aims to present a novel analysis of total assimilation process in terms of the manner of articulation in consonant clusters having the structures of –st and –zd in Persian which is an active process in phonology of Persian. Working within the framework of the MCS, through drawing a contrastive hierarchy for phonological features, this paper leads to this conclusion that the feature [continuant] in Persian consonants is a contrastive feature so by spreading this feature, the coronal stops /t/, /d/ assimilate to fricatives /s/ and /z/ respectively. To represent contrast and markedness in this system, we have proposed a contrastive hierarchy of [son] > [lab] > [cont]> [voiced] for consonants involved in the process of total assimilation in Persian.
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Eckman, Fred R. "Some Theoretical and Pedagogical Implications of the Markedness Differential Hypothesis." Studies in Second Language Acquisition 7, no. 3 (October 1985): 289–307. http://dx.doi.org/10.1017/s0272263100005544.
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This paper is intended as a programmatic contribution to the work of a number of scholars in second language acquisition (SLA) who are attempting to explain various facts about SLA in terms of an interaction between native-language transfer and language universals (Gass & Selinker, 1983). In the present paper, some of the theoretical assumptions and consequences of the Markedness Differential Hypothesis (MDH) (Eckman, 1977) are discussed in comparison with the Contrastive Analysis Hypothesis. Crucial differences between the two hypotheses are presented, and empirical evidence in favor of the MDH is reviewed. Pedagogical implications of the MDH are then taken up, and a strategy for interlanguage-intervention is discussed in light of an empirical study. Finally, several problems for the MDH which have been proposed in the literature are considered.
Dissertations / Theses on the topic "Contrastive analysis hypothesis"
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Green, Evelina. "Can you pronunce January? : A comparative study of Swedish students learning English in an at-home environment and a study-abroad environment." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-56593.
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The aim of the study was to investigate whether there is a difference between Swedish learners of English in an at-home environment compared to Swedish learners of English who studied English abroad for a year, in their ability to distinguish between certain English phoneme. The method used to investigate was through a questionnaire where the informants had to identify words containing the sounds /z/, /θ/, /ð/, /ʃ/, /ʒ/, /tʃ/, /dʒ/ and /w/. The results showed that the informants who had been abroad were more familiar with the sounds than the informants who had studied in a Swedish senior high school over the same period of time. It was found that the sound /z/ was the hardest sound to identify, followed by /ʒ/, for both groups of informants.Syftet med studien var att undersöka om det är någon skillnad mellan svenska elever som lär sig engelska under ett år i klassrummet eller under ett år genom utbytesstudier, när det gäller deras förmåga att skilja mellan vissa engelska fonem. Metoden som användes var genom en enkät där informanterna fick identifiera ord som innehöll ljuden /z/, /θ/, /d/, /ʃ/, /ʒ/, /tʃ/, /dʒ/ och /v/. Resultaten visade att informanterna som hade varit utomlands var mer bekanta med ljuden än informanterna som hade studerat vid ett svenskt gymnasium under samma tid. Det visade sig att ljudet /z/ var den svåraste ljudet att identifiera, följt av /ʒ/ för båda informantgrupperna.
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Englund, Mikaela. "The Mind or the Mother Tongue? : A study of grammatical errors among L1 Swedish learners in Year 9." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49221.
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This study aims to analyse errors written by Year 9 and examine whether the errors derive from the pupils´ mother tongue (Swedish) or not. 20 essays collected from a school in southern Sweden were examined for this study. The Contrastive Analysis Hypothesis, which states that grammatical errors in L2 English are the result of interference from L1 Swedish, was used as the theoretical basis for this study. Different processes of errors in second language acquisition were then analysed, which are called transfers and generalisation. Four different types of grammatical errors will be described and the errors found in the essays are discussed on the basis of these linguistic errors. In addition, some lexical errors will be accounted for. This study aims to find out whether it is possible to see any connections with the pupils´s errors to Swedish. The results show that some errors can be directly linked to their mother tongue, such as direct translations of prepositions, which were by far the most common type of errors. Some errors are however more likely to be generalisations, where the pupils´ have used their previous knowledge of English syntax, in a new context.
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Jevring, Cecilia. "Charlie likes sherry and chips, Shirley likes cherries and ships : New sounds in a new language." Thesis, Stockholms universitet, Engelska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-113261.
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This study aims at investigating the suitability of the Contrastive Analysis Hypothesis and the Speech Learning Model in describing young Swedish learners’ L2 phonology difficulties. It also explores what L1 sounds they replace L2 sounds with, and whether spelling has any influence on pronunciation. 15 Swedish students aged 9-10 were interviewed and recorded reading a word list containing minimal pairs, a text passage, and free speech. The focus was on initial and final / ʃ / and / tʃ /, initial and medial / s / and / z /, and initial / ð / and / θ /. The recordings were analysed with spectrograms and compared to a native speaker. The results were that the SLM has an advantage over the CAH. The results show that / z / was replaced by / s / 100% of the time, / tʃ / was mostly replaced by / ʃ /, but also by / k /; and that / θ / and / ð / were replaced by many different sounds that were not anticipated. The results also showed that orthography affects pronunciation for / θ /, / ð / and / tʃ /, but not for / z /. Some students had nearly established new categories for some of the new sounds, but their daily encounters with English through TV, music, and school does not seem to have had a significant part in this.
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Achten, Michael. "Die fehleranalytische Relevanz der prädominanten Spracherwerbshypothesen." Doctoral thesis, 2006. http://hdl.handle.net/11858/00-1735-0000-0006-AECC-B.
Full textBooks on the topic "Contrastive analysis hypothesis"
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Repp, Sophie. Contrast. Edited by Caroline Féry and Shinichiro Ishihara. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199642670.013.006.
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This article critically evaluates the notion of contrast and discusses the role that contrast has been claimed to have in grammar. It argues that a precise understanding of grammatical effects of contrast can only be gained if both the contrastive constituents with the kind of alternative set they evoke as well as the discourse relations that connect the discourse segments containing the contrastive constituents are subjected to detailed analysis for their effects on grammar (prosody, morphosyntax). It presents three hypotheses specifying the details for the identification of (a) contrast-related alternative formation, (b) contrastive discourse relations, and (c) grammatical manifestations of contrast. It reviews previous research on contrast in relation to these hypotheses, examining the linguistic materials that have been used to elicit grammatical manifestations of contrast, and discussing specific findings for particular languages from the prosodic and the morphosyntactic literature on contrast.
Book chapters on the topic "Contrastive analysis hypothesis"
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Odlin, Terence. "1. Was there Really Ever a Contrastive Analysis Hypothesis?" In Crosslinguistic Influence in Second Language Acquisition, edited by Rosa Alonso Alonso, 1–23. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783094837-003.
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Gutiérrez-Bravo, Rodrigo, Carlos Martín Sobrino, and Melanie Uth. "Contrastive Focus in Yucatecan Spanish." In The Syntactic Variation of Spanish Dialects, 275–96. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190634797.003.0010.
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This chapter provides a description and analysis of contrastive focus constructions in Yucatecan Spanish, the dialect of Spanish spoken in the Yucatán Peninsula, Mexico. In this variety of Spanish fronted focus constructions are notoriously common. Closer inspection, however, shows that fronted foci in Yucatecan Spanish behave in a way that is markedly different from that of any other variety of Spanish that we are aware of. We provide evidence in favor of the hypothesis that the particular Yucatecan Spanish focus fronting constructions observed in Yucatecan Spanish originate from language contact between Yucatecan Spanish and Yucatec Maya (the Mayan language spoken in Yucatán; ISO code: yua). The main reason is that the syntax of the Yucatecan Spanish focus constructions is strikingly similar to that of comparable constructions in Yucatec Maya.
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McDowall, David, Richard McCleary, and Bradley J. Bartos. "Into the Future." In Interrupted Time Series Analysis, 154–70. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190943943.003.0006.
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Chapter 6 introduces two conceptual issues that, in our opinion, will become important in the near future. The first involves the validity of statistical inference. Critics of the conventional null hypothesis significance test generally focus on the undue influence of sample size on p-values and the common misinterpretation of significance levels. Bayesian approaches address and, to some extent, solve both shortcomings. The second conceptual issue involves the use of control time series. As a rule, valid causal inferences require the use of a contrasting control time series. In most instances, no ideal control series is available; however, a synthetic ideal control series can sometimes be constructed from an ensemble of less-than-ideal control time series.
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Lucente, Giovanna. "Nos dois lados do Atlântico Uma análise contrastiva entre PE e PB na tradução audiovisual de Madagascar." In SAIL. Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-461-5/009.
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This essay is a comparative study of European (EU) Portuguese and Brazilian (BR) Portuguese in the context of oral, low-monitored language level where the two variants differ the most. The analysis is performed on audiovisual material, specifically the dubbed versions of Madagascar, that provide examples of authentic language used by contemporary native speakers. The first section of the article focuses on building a theoretical framework based on the existing studies on children’s literature and audiovisual translation with a focus on dubbing. The theoretical introduction and the different strategies used for the localization of the dialogues, allow us to draw hypotheses on diatopical differences of the Portuguese language in Portugal and Brazil. The last section of the article compares EU and BR Portuguese on morphosyntax, lexicon and cultural level, using specific examples taken from the movie Madagascar.
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Pearl, Judea. "The Mathematics of Causal Relations." In Causality and Psychopathology. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199754649.003.0007.
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Almost two decades have passed since Paul Holland published his highly cited review paper on the Neyman-Rubin approach to causal inference (Holland, 1986). Our understanding of causal inference has since increased severalfold, due primarily to advances in three areas: 1. Nonparametric structural equations 2. Graphical models Symbiosis between counterfactual and graphical methods 3. These advances are central to the empirical sciences because the research questions that motivate most studies in the health, social, and behavioral sciences are not statistical but causal in nature. For example, what is the efficacy of a given drug in a given population? Can data prove an employer guilty of hiring discrimination? What fraction of past crimes could have been avoided by a given policy? What was the cause of death of a given individual in a specific incident? Remarkably, although much of the conceptual framework and many of the algorithmic tools needed for tackling such problems are now well established, they are hardly known to researchers in the field who could put them into practical use. Why? Solving causal problems mathematically requires certain extensions in the standard mathematical language of statistics, and these extensions are not generally emphasized in the mainstream literature and education. As a result, large segments of the statistical research community find it hard to appreciate and benefit from the many results that causal analysis has produced in the past two decades. This chapter aims at making these advances more accessible to the general research community by, first, contrasting causal analysis with standard statistical analysis and, second, comparing and unifying various approaches to causal analysis. The aim of standard statistical analysis, typified by regression, estimation, and hypothesis-testing techniques, is to assess parameters of a distribution from samples drawn of that distribution. With the help of such parameters, one can infer associations among variables, estimate the likelihood of past and future events, as well as update the likelihood of events in light of new evidence or new measurements.
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"Challenges for Diadromous Fishes in a Dynamic Global Environment." In Challenges for Diadromous Fishes in a Dynamic Global Environment, edited by Julian J. Dodson, Jérôme Laroche, and Frédéric Lecomte. American Fisheries Society, 2009. http://dx.doi.org/10.47886/9781934874080.ch5.
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<em>Abstract</em>.-We develop the view, based on life cycle differences and recently published sister group relationships, that the freshwater life cycle was the ancestral character state leading to anadromy among salmoniforms, whereas the marine life cycle was the ancestral character state leading to anadromy among osmeriforms. In contrast to most salmonid fishes, the reproductive migrations of smelts are generally characterized by brief excursions to spawn in freshwater, and larvae may spend no more than 24 h in freshwater before being transported to coastal marine or estuarine environments. We reconstructed the phylogeny of the suborder Osmeroidei to establish the phylogenetic relationships among anadromous, marine, and freshwater species of this taxon. We mapped these life cycles onto phylogenetic trees of osmeriforms and salmoniforms and applied character-reconstruction methodology based on simple parsimony and likelihood methodologies. A freshwater origin of salmonids was supported by our analyses, whereas either marine or anadromous life cycles characterized the evolution of osmeroids. The possibility that the evolution of anadromy in salmonids and osmeroids followed separate paths requires a reconsideration of some generalizations concerning anadromy. We hypothesize that anadromy in osmeroids may be first and foremost an adaptation to place embryos and the early larval stages in reproductive safe sites to maximize their survival. The evolution of exclusive freshwater species of osmeriforms has occurred via anadromy through the various processes associated with landlocking. Freshwater amphidromy in osmeroids is most likely a consequence of anadromy rather than a precursor and may be contingent upon the availability of food resources in freshwater. Finally, marine osmeroids have been derived from anadromous ancestors and are "safe-site" specialists, exploiting principally the upper intertidal zone for reproduction. We also suggest that such contrasting evolutionary pathways to anadromy may provide insight into the evolution of partial migration, observed uniquely in salmonids, and the nature and extent of population genetic structure found in the two groups of fishes.
Conference papers on the topic "Contrastive analysis hypothesis"
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Angel-Alvarado, Rolando, Miguel R. Wilhelmi, and Olga Belletich. "Holistic Architecture for Music Education: A proposal for empirical research in educational situations." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8079.
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Holistic Architecture for Music Education (HAME) arises as a Design-Based Research, that is, it is an interdisciplinary research approach based on mixed research methods, which attempts understanding empirical phenomena from music education complexity. The HAME’ structural design poses a preliminary study of phenomena, the formulation of a research hypothesis, fieldwork in real-world situations and, finally, an analysis of data collected during the fieldwork with the intention of contrasting the hypothesis. This study aims to explore the technical suitability of the HAME in music education’s empirical research. Results demonstrate consistency between four phases of the structural design, in addition to prove the empirical complexity of organisational structures in music classrooms. In conclusion, the HAME is understood as an interdisciplinary educational research approach, which is holistically described as it connects theoretical currents of the social sciences and humanities with actual educational situations of music education. As a consequence, the HAME provides theoretical and practical knowledge about music education.
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Fondevilla Aparicio, Juan José. "La Banda Gallega: vertebración defensiva de un espacio de frontera en el límite noroccidental del alfoz hispalense en la Baja Edad Media." In FORTMED2020 - Defensive Architecture of the Mediterranean. Valencia: Universitat Politàcnica de València, 2020. http://dx.doi.org/10.4995/fortmed2020.2020.11485.
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The Galician Band: defensive vertebration of a frontier space in the Northwestern limit of the domains of Seville in the Late Middle AgesThe northwestern limit of the Seville domains constituted a complex frontier space of high potencial tension throughout the Late Middle Ages. Once the conquest of this historical territory was over, the council of Seville promotes the definition of a castral system destined to guarantee the guard and defense of its extensive territory. The Galician Band constituted a large network of fortifications who knew how to incorporate the existing ones and build new castles, which responded to an adaptive logic based on the poliorcetic and geopolitical requirements. The geospacial analysis carried out in this research, implemented through GIS, allowed contrasting certain hypotheses sustained from historiography regarding the territorial implementation strategy of these passive defenses. The detailed analysis of the intervisibility relations between the fortifications of the Galician Band, allowed to define its spatial link. The analyzed castramental spaces are hierarchized, presenting a progressive stratification from the border spaces into the deep lands of the Council, following a spatial pattern that allows the strategic control of the main paths of territorial penetration.
Reports on the topic "Contrastive analysis hypothesis"
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Nic Daeid, Niamh, Heather Doran, Lucina Hackman, and Pauline Mack. The Curse of the Burial Dagger Teacher Materials. University of Dundee, September 2021. http://dx.doi.org/10.20933/100001220.
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The Curse of the Burial Dagger is an interactive graphic novel murder mystery, created by the Leverhulme Research Centre for Forensic Science and digital story studio Fast Familiar. Players use maths, logic and critical reasoning skills to assist Susie uncover different types of forensic evidence and weigh up contrasting hypotheses. Can they uncover the events leading up to Lord Hamilton’s death and deduce how he died…before the curse strikes again? These documents are the Teacher/Group lead pack which contain additional resources including: • The Teacher/Group Lead Pack – Teacher walk through – Factsheet – What is Forensic Science? – Factsheet – What is a hypothesis? – Marzipan Calculation – Factsheet and activity – Fingerprint Analysis – Activity – Chromatography investigation • Printable completion certificate • Printable Note paper and fact-sheet