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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: 27 July 2025

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Journal articles on the topic "Inferring meaning"

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Bani Issa, Ahmed, Ismail Al Qiyam, and Mohammad Dawagreh. "The Depending on Meaning between Performance and Guidance." Dirasat: Human and Social Sciences 51, no. 6 (2024): 193–205. http://dx.doi.org/10.35516/hum.v51i6.9518.

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Objectives: This study aims to identify one of the widespread phenomena in the Arabic language- the phenomenon of inferring on meaning - and to study the philosophy of violation in it; in gender, number, and syntax. Methods: The study adopts the descriptive analytical approach to monitor examples of inferring on meaning and its applications in the Arabic language and its various uses, and to analyze them with the help of the opinions of old and modern linguists. Results: The study revealed the prevalence of the phenomenon of inferring on meaning in the Arabic language, as it is considered an e

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Walters, JoDee. "Methods of Teaching Inferring Meaning from Context." RELC Journal 37, no. 2 (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 (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 amou

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Qian, David D. "Demystifying Lexical Inferencing: The Role of Aspects of Vocabulary Knowledge." TESL Canada Journal 22, no. 2 (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 lea

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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 (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 consumpti

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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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Fernanda Pillaga, Priscila, Dorys Maribel Cumbe Coraizaca, Ximena Alexandra Calero Sánchez, and Ana Jazmina Vera de la Torre. "Strengthening the English language reading comprehension by using inferring meaning strategy." ConcienciaDigital 5, no. 1.1 (2022): 50–59. http://dx.doi.org/10.33262/concienciadigital.v5i1.1.1985.

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Introduction. The English language has become one of the most spoken languages all around the world. English teachers must face the challenge of achieving significant learning and for doing so, it is essential to use some strategies that facilitate the learning process. When teaching reading, which is one of the four language skills, there is a great number of strategies to apply depending on the aim of the reader. One of the most useful is Inferring Meaning Strategy. Objective. The aim of this research is to analyze the efficacy of this strategy when developing reading comprehension in 28 stu

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Sulik, Justin. "Cognitive mechanisms for inferring the meaning of novel signals during symbolisation." PLOS ONE 13, no. 1 (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 tha

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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, an

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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. D

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Book chapters on the topic "Inferring meaning"

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Wiemer-Hastings, Peter, Arthur C. Graesser, and Katja Wiemer-Hastings. "Inferring the Meaning of Verbs from Context." In Proceedings of the Twentieth Annual Conference of the Cognitive Science Society. Routledge, 2022. http://dx.doi.org/10.4324/9781315782416-205.

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Greene, Amy H., and Glennon Doyle Melton. "Reading Between the Lines: Inferring to Build Meaning." In Test Talk. Routledge, 2023. http://dx.doi.org/10.4324/9781032682778-7.

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Podda, Emanuela, and Monica Palmirani. "Inferring the Meaning of Non-personal, Anonymized, and Anonymous Data." In AI Approaches to the Complexity of Legal Systems XI-XII. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-89811-3_19.

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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. 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. Cambridge University Press, 1999. http://dx.doi.org/10.1017/cbo9781139164054.005.

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Shea, Nicholas. "Drawing on Meaning." In Concepts at the Interface. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/9780191997167.003.0007.

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Abstract This chapter examines the phenomenon of drawing on meaning: transitions between mental representations seem to depend on or draw on the semantic content of those representations. It argues that there are two distinct ways this occurs. First, some transitions rely only on the logical form of representations and the content of logical concepts (content-general transitions). Second, content-specific transitions rely on the specific, non-logical concepts involved, demonstrating an understanding or grasp of their meaning. For example, inferring that a dog barks by a direct-CS inference rel

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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. 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

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Diepeveen, Leonard. "Intent in Practice." In Modernist Fraud. 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 m

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Keller, Rudi. "Basic Techniques of Interpretation." In A Theory of Linguistic Signs. Oxford University PressOxford, 1998. http://dx.doi.org/10.1093/oso/9780198237334.003.0009.

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Abstract Considered in their communicative aspect, signs are, as we have seen, an aid for inferring something not directly perceptible from something that is. This is as seen from the perspective of their interpreter. From the perspective of the speaker (in the widest sense of the word), signs are a pattern for the production of perceptible things, things given to the interpreters to bring them to infer the way in which the speaker intends to influence them. The ability to interpret is primary. The ability to communicate makes systematic use of the ability to interpret. The communicating perso

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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. 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 repres

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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

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