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Relevant bibliographies by topics / Inferring meaning

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Academic literature on the topic 'Inferring meaning'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Inferring meaning"

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Walters, JoDee. "Methods of Teaching Inferring Meaning from Context." RELC Journal 37, no. 2 (August 2006): 176–90. http://dx.doi.org/10.1177/0033688206067427.

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Mondria, Jan-Arjen. "THE EFFECTS OF INFERRING, VERIFYING, AND MEMORIZING ON THE RETENTION OF L2 WORD MEANINGS." Studies in Second Language Acquisition 25, no. 4 (November 24, 2003): 473–99. http://dx.doi.org/10.1017/s0272263103000202.

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This study investigated whether a word-learning method in which learners infer the meaning of unknown words from the context, subsequently verify the meaning with the aid of a word list, and finally memorize the meaning (“meaning-inferred method”) leads to better retention than one in which the meaning of unknown words is given in the form of a translation so that learners can immediately start memorizing (“meaning-given method”). Additionally, the learning effect of the various stages of the meaning-inferred method (inferring, verifying, and memorizing) was investigated. In all cases the amount of time invested was recorded. The most important findings were: (a) The meaning-inferred method leads to a similar level of retention as the meaning-given method, but the former is considerably more time-consuming and therefore less efficient; and (b) each separate stage of the meaning-inferred method leads to retention, but the learning effect of memorizing is the greatest, and the learning effect of verifying is about the same as that of inferring.

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Qian, David D. "Demystifying Lexical Inferencing: The Role of Aspects of Vocabulary Knowledge." TESL Canada Journal 22, no. 2 (May 1, 2005): 34. http://dx.doi.org/10.18806/tesl.v22i2.86.

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This empirical study examines how English-as-a-second-language (ESL) learners use their vocabulary knowledge for inferring meanings of unknown words in reading comprehension. The data, collected through interviews with young adult ESL students in Canadian universities, indicate that: (a) semantic and morphological aspects of vocabulary knowledge play an important role in learners' comprehension processes; (b) a positive relationship exists between certain aspects of learners' vocabulary knowledge and their lexical inferencing ability; and (c) in processing the meaning of unknown words, all learners looked for cues to meaning, but learners with varying depths of vocabulary knowledge tended to focus on varying strategies.

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Sakamoto, Keiko, and Etsuko Haryu. "Inferring the meaning of a novel adjective by Japanese preschoolers." Japanese journal of psychology 82, no. 1 (2011): 24–31. http://dx.doi.org/10.4992/jjpsy.82.24.

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Brief, Arthur P., Mary A. Konovsky, Rik Goodwin, and Karen Link. "Inferring the Meaning of Work From the Effects of Unemployment." Journal of Applied Social Psychology 25, no. 8 (April 1995): 693–711. http://dx.doi.org/10.1111/j.1559-1816.1995.tb01769.x.

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Boerma, Job, and Loukas Karabarbounis. "Inferring Inequality With Home Production." Econometrica 89, no. 5 (2021): 2517–56. http://dx.doi.org/10.3982/ecta15966.

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We revisit the causes, welfare consequences, and policy implications of the dispersion in households' labor market outcomes using a model with uninsurable risk, incomplete asset markets, and home production. Allowing households to be heterogeneous in both their disutility of home work and their home production efficiency, we find that home production amplifies welfare‐based differences, meaning that inequality in standards of living is larger than we thought. We infer significant home production efficiency differences across households because hours working at home do not covary with consumption and wages in the cross section of households. Heterogeneity in home production efficiency is essential for inequality, as home production would not amplify inequality if differences at home only reflected heterogeneity in disutility of work.

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Nichols, Bill. "Discovering Form, Inferring Meaning: New Cinemas and the Film Festival Circuit." Film Quarterly 47, no. 3 (1994): 16–30. http://dx.doi.org/10.2307/1212956.

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Bašnáková, Jana, Kirsten Weber, Karl Magnus Petersson, Jos van Berkum, and Peter Hagoort. "Beyond the Language Given: The Neural Correlates of Inferring Speaker Meaning." Cerebral Cortex 24, no. 10 (May 3, 2013): 2572–78. http://dx.doi.org/10.1093/cercor/bht112.

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Nichols, Bill. "Discovering Form, Inferring Meaning: New Cinemas and the Film Festival Circuit." Film Quarterly 47, no. 3 (April 1994): 16–30. http://dx.doi.org/10.1525/fq.1994.47.3.04a00030.

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Sulik, Justin. "Cognitive mechanisms for inferring the meaning of novel signals during symbolisation." PLOS ONE 13, no. 1 (January 16, 2018): e0189540. http://dx.doi.org/10.1371/journal.pone.0189540.

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Dissertations / Theses on the topic "Inferring meaning"

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Skousen, Benjamin Jacob. "Monkey Pots: Inferring Meaning Through Time and Space from Function, Decoration, and Context." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3206.pdf.

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Hilmo, Michael S. "The Effect of Repeated Textual Encounters and Pictorial Glosses upon Acquiring Additional Word Senses." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1215.pdf.

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Liu, Qingli. "Inferring Word-Meaning, Morpheme-Based, and Word-Based Second Language Vocabulary Teaching Methodologies." 2014. https://scholarworks.umass.edu/masters_theses_2/97.

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In this study, an experiment was conducted to compare the three teaching methods: the inferring word-meaning method, the morpheme-based teaching method, and the word-based teaching method. The results showed that students taught by the inferring word-meaning method outperformed both the students taught by the morpheme-based method and the word-based method in terms of word retention. The possible reason is that the inferring word-meaning section enabled students to pay attention to and spend more time on each word. On the other hand, the disadvantage of the inferring word-meaning method is that it might not be an efficient way to teach a large amount of new vocabulary because it requires sufficient time for students to get involved with the context and the discussion of guessing words. Another drawback is that textbooks are seldom designed for the purpose of inferring word-meaning from context, which means that the teacher has to spend a substantial amount of time editing the dialogues or reading material from the textbook in order to give students more information to help them guess the meaning of each target word. For the morpheme-based teaching method and the word-based teaching method, there were no statistically significant differences observed. Students from both test groups achieved the same percentage of word retention.

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Deschambault, Ryan. "Descriptive study of middle school ESL students' reading moves and uses of visual inscriptions when inferring the meaning on unknown words in a science passage." Thesis, 2007. http://hdl.handle.net/1828/2690.

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The purpose of this study was to describe the moves used by middle-school ESL students to infer the meaning of unknown words in a science passage, and to describe the use of visual inscriptions in their inferencing process. Data from 10 female ESL students were collected using think-alouds while reading a test passage from a science textbook. In addition participants completed a Survey of Reading Strategies survey and participated in an open-ended interview about reading strategies. The think-aloud transcripts were analysed using an inductive process based on the constant comparison method, and resulted in the development of a taxonomy consisting of two meta-categories, six categories, and 20 sub-categories of inferencing moves. This taxonomy resulted in the identification of five sub-categories of inferencing moves that had not been described in previous lexical inferencing research. Each of these five new sub-categories occurred among the top ten most frequently used moves overall. Further analysis revealed that participants used Regulatory category moves more frequently than Heuristic moves. This suggested that participants in this study expended a Iarger portion of their resources managing the inferencing and the social aspects of the reading task than attending to word, sentence, discourse, or prior knowledge moves. The use of visual inscriptions was reported with low overall frequency, but this sub-category was used in complex ways in conjunction with other Regulatory and Heuristic moves. This suggested that the use of inscriptions was firmly embedded in the lexical inferencing processes of participants when reading science texts. Suggestions for future research include using texts with additional multimodal characteristics, expanding the age range of participants to include younger ages, and including descriptions of moves resulting from the social aspects of the reading tasks. Pedagogical implications include: (1) developing instruction which targets the use of less frequently reported Regulatory and Heuristic moves to expand the inferencing repertoire of learners, and (2) developing instruction which encourages students to draw links between inscriptions and the construction of lexical meaning to aid in the interpretation of complex text. Further it is suggested that textbook designers: (I) develop more calculated design strategies that will assist students in using inscriptions and text in tandem to construct meaning, and (2) use the published results of lexical inferencing to include features that facilitate the identification of words that are anticipated to be problematic for ESL learners.

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Books on the topic "Inferring meaning"

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Scott, James C. Inferring Meaning: Significant Plot Details. Prestwick House, Inc., 2005.

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Camper, Martin. Assimilation. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190677121.003.0006.

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Chapter 6 investigates what happens when arguers disagree over how to apply a text in a new context, the stasis of assimilation. Following the rhetorical tradition, the chapter distinguishes assimilation from letter versus spirit: the latter involves a negation of the text’s apparent meaning, while the former affirms this apparent meaning as a springboard for additional inferences. After discussing the circumstances that motivate arguers to assimilate texts, the chapter builds on Aristotle’s modes of inferential reasoning to explain the ways non-explicit meanings can be elicited from a text. Drawing on modern theories of argument and cognition, the chapter considers assimilation’s special features. The chapter’s extended analysis examines the historical debate over Abraham Lincoln’s sexuality, based on letters he sent to his close friend Joshua Speed. It closes with a meditation on the power of assimilation to indefinitely extend texts to new contexts and its corollary weakness of inferring unwritten meanings.

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Book chapters on the topic "Inferring meaning"

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Martindale, Colin. "Narrative Pattern Analysis : a Quantitative Method for Inferring the Symbolic Meaning of Narratives." In Literary Discourse, edited by László Halász, 167–81. Berlin, Boston: De Gruyter, 1987. http://dx.doi.org/10.1515/9783110864236-008.

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"INFERRING INTENTIONALITY IN EXPERIENCE." In Intentions in the Experience of Meaning, 69–106. Cambridge University Press, 1999. http://dx.doi.org/10.1017/cbo9781139164054.005.

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Jones, Linda C. "Effects of Annotations on Inferring Meaning within a Listening Comprehension Environment." In Advances in Educational Technologies and Instructional Design, 1–26. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8499-7.ch001.

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In this chapter, the author analyzes students' abilities to understand aural texts while accessing annotated information in a multimedia-based environment. In particular, the study examines inferencing in the aural environment and students' abilities to infer meaning from an aural text when processing it in one of four treatments: the aural passage 1) with no annotations; 2) with pictorial annotations only; 3) with written annotations only or; 4) with written and pictorial annotations. Overall, students who accessed pictorial and/or written annotations most often inferred meaning significantly better compared to those who did not access such annotations. And too, while the relationship of recall and inferencing was highly correlated based on annotation type, the relationship between vocabulary knowledge and inferencing based on annotation type was not strong.

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Diepeveen, Leonard. "Intent in Practice." In Modernist Fraud, 150–84. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198825432.003.0006.

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This chapter begins with an account of the Blind Man’s defense of Duchamp’s Fountain, using it to make a more general point that inferring intent is central to the aesthetic experience and meaning of art in general, and in highly particular ways in modernist works of art. Inferring intent is inevitable, and it is always uncertain and messy. Modernist works of art highlighted that tension, presenting unclear signs of intent and making uncertainty central to the value of their aesthetic experience. Particularly at modernism’s avant-garde edges, readers and viewers uncertainly perform intent in modernist artworks, an experience which implies a particular argument about the place of intent and fraud in aesthetic experience. The chapter ends with an inductive turn on the basis of this argument, presenting a theory of intent’s function in aesthetic experience, and its relation to ideas of aesthetic autonomy.

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"Inferring Meaning from Indirect Answers to Polar Questions: the Contribution of the Rise-Fall-Rise Contour." In Questions in Discourse, 132–63. BRILL, 2019. http://dx.doi.org/10.1163/9789004378322_006.

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Tomar, Dimpal, and Pradeep Tomar. "Artificial Intelligence-Based Knowledge Representation and Reasoning." In Impact of AI Technologies on Teaching, Learning, and Research in Higher Education, 134–49. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4763-2.ch008.

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The quality of higher education can be enhanced only by upgrading the content and skills towards knowledge. Hence, knowledge representation and reasoning play a chief role to represent the facts, beliefs, and information, and inferring the logical interpretation of represented knowledge stored in the knowledge bases. This chapter provide a broad overview of knowledge, representation, and reasoning along with the related art of study in the field of higher education. Various artificial intelligent-based knowledge representation and reasoning techniques and schemes are provided for better representation of facts, beliefs, and information. Various reasoning types are discussed in order to infer the right meaning of the knowledge followed by various issues of knowledge representation and reasoning. .

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"Homo Informaticus." In Informing View of Organization, 48–81. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2760-3.ch002.

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This chapter discusses the concept of homo informaticus—the individual organization member that performs complex cognitive processes, engages in decision making and satisfying of informing needs, and designs and evaluates information systems. Discussed are cognitive processes of thinking, feeling, perceiving, memorizing/memory recalling, and learning. These cognitive processes are involved in the fundamental informing process that starts with perception of external data, continues with applying knowledge to data, and ends with inferring information (meaning). Homo informaticus is typified based on Karl Jung's psychology and Kolb's learning styles. The discussion also addresses cognitive limitations. Memory is limited in volume and content, perception is prone to illusions, and thinking is susceptible to biases. These limitations influence the outcomes of informing, learning, and decision making.

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Wiener, Harvey S. "Words and Pictures : Using Visual Aids." In Any Child Can Read Better. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195102185.003.0010.

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I want you to expand your definition of reading. Most people define the word literally: Reading is determining meaning from printed words and sentences. But I believe that that's too limited a definition. We're always trying to "read" meanings from our physical environments, even when no print is involved. (It's interesting to note the legitimate, though certainly metaphorical, use of the word read for actions beyond a page of text.) The point to remember here is that the same skills that we use for a printed page we often apply to nonprint experiences as well. Thus when you try to "read" any situation, you aim to extract meaning from it. However, the connection between reading print and reading the surrounding world is more than a metaphorical one. The roster of skills in the table of contents for this book, Any Child Can Read Better—figuring out the main point, inferring, predicting outcomes, generalizing— are the intellectual processes we use almost everywhere to decipher meanings throughout the day. As I explain those skills and how to help your son or daughter use them, I'll be showing you the connections you can make between print and nonprint situations. You'll be able to help your child apply to words on a page some of the same mental activities that she draws on to interpret her daily life. When your child sees a group of youngsters waiting at the school bus, or when she watches an episode of Captain Kangaroo, or when she looks at a photograph or a cartoon or an advertisement—as soon as she tries to figure out what's going on, she's reading. Shakespeare reminds us that all the world's a stage; but it's also a book. As you know, I've been making frequent connections all along between the print world and the world of nonprint experiences that your child tries to read (that word again!) each day. In this chapter I want to concentrate on some of the representational forms that youngsters meet regularly in their lives. By representational I mean all those elements that stand for, or represent, experience.

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"Homo Informaticus." In Examining the Informing View of Organization, 34–66. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5986-5.ch002.

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This chapter discusses the concept of homo informaticus—the individual organization member framed in the IVO perspective. Homo informaticus is a cognitive microcosm that performs complex cognitive processes, engages in decision making and satisfying of informing needs, and designs and evaluates information systems (IS). Discussed are cognitive processes of thinking, feeling, perceiving, memorizing/memory recalling, and learning. These cognitive processes are involved in the fundamental informing process that starts with perception of external data, continues with applying knowledge to data, and ends with inferring information (meaning). The perspective of key cognitive processes enriches the informing model: perception is driven by previous knowledge, memory retrieval is engaged, and thinking is an overall driver, engaging both ratio and emotions. The discussion addresses cognitive limitations. Memory is limited in volume and content, perception is prone to illusions, and thinking is susceptible to biases. These limitations influence the outcomes of informing (information created) and learning (knowledge acquired). Decision making is affected as well, as indicated in its various models that reveal non-rational aspects. It is argued that homo informaticus is subject to informing (information) needs and actively seeks to satisfy them. Several models addressing this topic are examined. The chapter also covers cognitive and learning types that can be used for understanding the diversity characterizing homo informaticus. Karl Jung's typology is coupled with the dimensions of data scope, location, and processing mode. Kolb's learning styles are discussed in turn. Furthermore, the system evaluation capability of homo informaticus is demonstrated in the context of system adoption models. Finally, the system design capability is discussed in the historical context of Scandinavian experience.

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Agarwal, Nitin, Huan Liu, and Jianping Zhang. "A Study of Friendship Networks and Blogosphere." In E-Collaboration, 1078–100. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-652-5.ch081.

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In Golbeck and Hendler (2006), authors consider those social friendship networking sites where users explicitly provide trust ratings to other members. However, for large social friendship networks it is infeasible to assign trust ratings to each and every member so they propose an inferring mechanism which would assign binary trust ratings (trustworthy/non-trustworthy) to those who have not been assigned one. They demonstrate the use of these trust values in e-mail ?ltering application domain and report encouraging results. Authors also assume three crucial properties of trust for their approach to work: transitivity, asymmetry, and personalization. These trust scores are often transitive, meaning, if Alice trusts Bob and Bob trusts Charles then Alice can trust Charles. Asymmetry says that for two people involved in a relationship, trust is not necessarily identical in both directions. This is contrary to what was proposed in Yu and Singh (2003). They assume symmetric trust values in the social friendship network. Social networks allow us to share experiences, thoughts, opinions, and ideas. Members of these networks, in return experience a sense of community, a feeling of belonging, a bonding that members matter to one another and their needs will be met through being together. Individuals expand their social networks, convene groups of like-minded individuals and nurture discussions. In recent years, computers and the World Wide Web technologies have pushed social networks to a whole new level. It has made possible for individuals to connect with each other beyond geographical barriers in a “flat” world. The widespread awareness and pervasive usability of the social networks can be partially attributed to Web 2.0. Representative interaction Web services of social networks are social friendship networks, the blogosphere, social and collaborative annotation (aka “folksonomies”), and media sharing. In this work, we brie?y introduce each of these with focus on social friendship networks and the blogosphere. We analyze and compare their varied characteristics, research issues, state-of-the-art approaches, and challenges these social networking services have posed in community formation, evolution and dynamics, emerging reputable experts and in?uential members of the community, information diffusion in social networks, community clustering into meaningful groups, collaboration recommendation, mining “collective wisdom” or “open source intelligence” from the exorbitantly available user-generated contents. We present a comparative study and put forth subtle yet essential differences of research in friendship networks and Blogosphere, and shed light on their potential research directions and on cross-pollination of the two fertile domains of ever expanding social networks on the Web.

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Conference papers on the topic "Inferring meaning"

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Bethea, Wayne L., R. Scott Cost, Paul A. Frank, and Frank B. Weiskopf. "Inferring Meaning and Intent of Discovered Data Sources." In 2007 IEEE Intelligence and Security Informatics. IEEE, 2007. http://dx.doi.org/10.1109/isi.2007.379476.

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Ravindranath, Vinodh Kumar, Devashish Deshpande, K. Venkata Vijay Girish, Darshan Patel, Neel Jambhekar, and Vikash Singh. "Inferring Structure and Meaning of Semi-Structured Documents by using a Gibbs Sampling Based Approach." In 2019 International Conference on Document Analysis and Recognition Workshops (ICDARW). IEEE, 2019. http://dx.doi.org/10.1109/icdarw.2019.40100.

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Zhang, Qinglai, Jiatian Bu, and Yifan Yi. "Measuring Visual Quality of Street Space Based on Deep Learning and Street View Picture : Pilot in The Lilong Area in Shanghai." In 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/kjck4765.

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Built environment indicates of street space quality have been carried out in a profound influence on the image of city，human behavior and public health. A street that is considered as a fundamental element in urban studies. Of the 5 elements of the image of a city, i.e. landmarks, paths, nodes, districts and edges, suggested that the paths are the most dominant elements, the research of which would provide a basis for the clustering and organization of the meanings and associations of the other four elements and the city as a whole. Additionally, taking a quantitative measurement of the visual appearance of street space has proven to be challenging because visual information is inherently ambiguous and semantically impoverished. Recent developed image semantic segmentation techniques and Street View Picture dataset make it possible to eliminate the previous restrictions, Furthermore, bringing forward a research paradigm shift. Lilong, which typically represent for historical street space in Shanghai, are selected for empirical study .This paper attempts to measure subjective qualities of the Lilong environment comprehensively and objectively. By employing Street View Picture, pictorial information is the proxy for street physical appearance, which utilizes the image semantic segmentation techniques (The model used in this study is Deep lab V3 which can achieve a 85.7% pixelwise accuracy when classifying 150 categories of objects) to parse an street scene into scene elements, such as buildings, roads, pavement, trees, cars, pedestrians, and bicycles. Then, the elements corresponding to each street point in the two directions of spatial coordinate are summarized and the average value is calculated. The potential factors were calculated based on 3-dimensional composition calculation of greenery, openness, enclosure and motorization may serve as indicators for inferring. The outcomes were used to evaluate the street types, functionality, quality, time, status, and human activities of a street. The result indicates that visual quality of Lilongs are barely satisfactory, while some regeneration projects in the historical protection block is better. A lot of Lilongs are in shortage of visual green, relative more continuous but with low vertical diversity. In the most recent 6 years, less than 2.74 million square meters Lilongs are not regenerated which are mainly slow building renovation. A series of quantitative analyses demonstrates the ability and great potential of auto-calculation method useful for auditing street environments.

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