Journal articles: '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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Hodder, Ian. "Interpretive Archaeology and Its Role." American Antiquity 56, no. 1 (January 1991): 7–18. http://dx.doi.org/10.2307/280968.

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This paper seeks further to define the processes of the interpretation of meaning in archaeology and to explore the public role such interpretation might play. In contrast to postmodern and poststructuralist perspectives, a hermeneutic debate is described that takes account of a critical perspective. An interpretive postprocessual archaeology needs to incorporate three components: a guarded objectivity of the data, hermeneutic procedures for inferring internal meanings, and reflexivity. The call for an interpretive position is related closely to new, more active roles that the archaeological past is filling in a multicultural world.

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Peng, Rui. "Critical frequency as an independent variable in grammaticalization." Studies in Language 36, no. 2 (October 15, 2012): 345–81. http://dx.doi.org/10.1075/sl.36.2.05pen.

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In the frequency literature, it has been argued that high text frequency is the motivating factor in grammaticalization. This claim is questionable for two reasons: linguistic items with high frequency do not necessarily undergo grammaticalization, and it is not unusual for grammaticalization to occur to linguistic items with low frequency. The problems are that neither context nor pragmatic inferring has been taken into serious consideration. The development of new grammatical meaning, the defining feature of grammaticalization, takes place only in contexts in which pragmatic inferring is possible. Therefore, depending on the properties of the contexts, frequency may or may not directly trigger the development of new grammaticalization. The more reliable independent variable and catalyst in grammaticalization is “critical frequency,” i.e., the number of occurrences of a grammaticalizing item in contexts with the similar pragmatic inferring conditions.

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Wagner, Laura. "Inferring meaning from syntactic structures in acquisition: The case of transitivity and telicity." Language and Cognitive Processes 25, no. 10 (December 2010): 1354–79. http://dx.doi.org/10.1080/01690960903488375.

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DRESSLER, CHERYL, MARIA S. CARLO, CATHERINE E. SNOW, DIANE AUGUST, and CLAIRE E. WHITE. "Spanish-speaking students' use of cognate knowledge to infer the meaning of English words." Bilingualism: Language and Cognition 14, no. 2 (March 11, 2011): 243–55. http://dx.doi.org/10.1017/s1366728910000519.

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This research examines the processes which native Spanish-speaking learners of English and English-only students engage in when inferring meaning for unknown English words that have Spanish cognates. Conducted within the context of a large-scale vocabulary intervention that taught word inferencing strategies, including a cognate strategy, this qualitative study describes cognate strategy use among a small sample of participants. The data suggest that explicit instruction, students' metalinguistic and metacognitive skills, and the structural characteristics of cognate pairs are associated with cognate recognition.

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Dietrich, Laura, Dörte Rokitta-Krumnow, and Oliver Dietrich. "The meaning of projectile points in the Late Neolithic of the Northern Levant." Documenta Praehistorica 46 (December 9, 2019): 340–50. http://dx.doi.org/10.4312/dp.46-21.

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Our contribution explores the possibilities of inferring the functions of Late Neolithic projectile points from the settlement of Shir, Syria. Use-wear and metrical values are applied to differentiate between arrowheads, darts and thrusting spears, followed by a discussion of hints for use for hunting or as weapons for interpersonal conflict. Weapons get larger and more visible exactly in the moment when hunting declines as a basis for subsistence. This economical transformation would have produced considerable change for individuals who previously defined themselves as hunters. The social practice of hunting may (at least partially) have been substituted by prowess in interpersonal conflict.

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Dietrich, Laura, Dörte Rokitta-Krumnow, and Oliver Dietrich. "The meaning of projectile points in the Late Neolithic of the Northern Levant." Documenta Praehistorica 46 (December 9, 2019): 340–50. http://dx.doi.org/10.4312/dp.46.21.

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Our contribution explores the possibilities of inferring the functions of Late Neolithic projectile points from the settlement of Shir, Syria. Use-wear and metrical values are applied to differentiate between arrowheads, darts and thrusting spears, followed by a discussion of hints for use for hunting or as weapons for interpersonal conflict. Weapons get larger and more visible exactly in the moment when hunting declines as a basis for subsistence. This economical transformation would have produced considerable change for individuals who previously defined themselves as hunters. The social practice of hunting may (at least partially) have been substituted by prowess in interpersonal conflict.

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NOBLE, CLAIRE, FARIA IQBAL, ELENA LIEVEN, and ANNA THEAKSTON. "Converging and competing cues in the acquisition of syntactic structures: the conjoined agent intransitive." Journal of Child Language 43, no. 4 (July 10, 2015): 811–42. http://dx.doi.org/10.1017/s0305000915000288.

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ABSTRACTIn two studies we use a pointing task to explore developmentally the nature of the knowledge that underlies three- and four-year-old children's ability to assign meaning to the intransitive structure. The results suggest that early in development children are sensitive to a first-noun-as-causal-agent cue and animacy cues when interpreting conjoined agent intransitives. The same children, however, do not appear to rely exclusively on the number of nouns as a cue to structure meaning. The pattern of results indicates that children are processing a number of cues when inferring the meaning of the conjoined agent intransitive. These cues appear to be in competition with each other and the cue that receives the most activation is used to infer the meaning of the construction. Critically, these studies suggest that children's knowledge of syntactic structures forms a network of organization, such that knowledge of one structure can impact on interpretation of other structures.

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Elgort, Irina, Natalia Beliaeva, and Frank Boers. "CONTEXTUAL WORD LEARNING IN THE FIRST AND SECOND LANGUAGE." Studies in Second Language Acquisition 42, no. 1 (November 4, 2019): 7–32. http://dx.doi.org/10.1017/s0272263119000561.

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AbstractAccess to definitions facilitates the learning of word meanings when novel words are encountered in reading. However, the memorial costs and benefits of inferring word meanings from context, compared to seeing definitions of unfamiliar words before reading, are not yet well understood. We conducted two experiments with adult L1 (English) and L2 (Chinese) readers to investigate whether the development of declarative and nondeclarative word knowledge benefits more when definitions are supplied before reading (errorless treatment) or after reading (trial-and-error treatment). Study participants encountered 90 target vocabulary items three times in short informative texts under errorless or trial-and-error conditions and entered their meaning inferences immediately after reading each text. Posttreatment, we evaluated participants’ declarative knowledge of the target items using a meaning generation (recall) task and nondeclarative knowledge using a self-paced reading task. The trial-and-error treatment followed by definitions resulted in a superior declarative and nondeclarative knowledge, compared to the errorless treatment, for L1 and L2 readers. Inference errors affected the development of declarative but not nondeclarative knowledge, and the trajectory of the development of nondeclarative knowledge was different for L1 and L2 readers. We interpret these findings in terms of the declarative and nondeclarative memory processes underpinning contextual word learning.

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Rodríguez-Gómez, Pablo, Natalia Martínez-García, Miguel A. Pozo, José A. Hinojosa, and Eva M. Moreno. "When birds and sias fly: A neural indicator of inferring a word meaning in context." International Journal of Psychophysiology 123 (January 2018): 163–70. http://dx.doi.org/10.1016/j.ijpsycho.2017.09.015.

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Wang, Dongshu, and Yihai Duan. "Natural Language Acquisition: State Inferring and Thinking." International Journal on Artificial Intelligence Tools 25, no. 04 (August 2016): 1650022. http://dx.doi.org/10.1142/s0218213016500226.

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Natural language understanding plays an important role in our daily life. It is very significant to study how to make the computer understand the human language and produce the corresponding action or response. Most of the prior language acquisition models adopt handcrafted internal representation, and they are not sufficiently brain-based and not sufficiently comprehensive to account for all branches in psychology and cognitive science. An emergent developmental network (DN) is used to learn, infer and think a knowledge base represented as a finite automaton, from sensory and motor experience grounded in this operational environments. This work is different in the sense that we emphasize on the mechanism that enable a system to develop its emergent representations from its operational experience. By emergent, we mean a pattern of responses of multiple elements that corresponds to an event outside the closed skull but each element (e.g. pixel, muscle, neuron) of the pattern typically does not have a meaning. In this work, internal unsupervised neurons of the DN are used to represent short contexts, and the competitions among internal neurons enable them to represent different short contexts. By internal, we mean that all the neurons inside a brain are not directly supervised by the external environment — outside the brain skull. In this work, we analyze how internal neurons represent temporal contexts and how the feature neurons of the DN represent earlier contexts. Accuracy of Z state inferring and $X$ thinking of a relative complex training sequence (denoted as DN-2 in this work) can reach 100% and 75%, respectively. Comparative experiment results between this emergent method and the symbolic method, their corresponding Z state inferring and $X$ thinking accuracy are 100% and 82.1%, 85.7% and 75%, respectively (taking DN-6 in this work as the example), demonstrate the efficiency of the DN on natural language inferring and thinking. Complexity of the finite automaton is low and so is the temporal contexts, but the same principle is potentially applicable to more complex cases.

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BURNETT, DEBRA L. "Exploring the role of conventionality in children's interpretation of ironic remarks." Journal of Child Language 42, no. 6 (December 11, 2014): 1267–88. http://dx.doi.org/10.1017/s0305000914000798.

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AbstractIrony comprehension in seven- and eight-year-old children with typically developing language skills was explored under the framework of the graded salience hypothesis. Target ironic remarks, either conventional or novel/situation-specific, were presented following brief story contexts. Children's responses to comprehension questions were used to determine their understanding of the components of irony: speaker meaning, speaker attitude, and speaker intent. It was hypothesized that conventional remarks would be easier to comprehend than novel/situation-specific remarks because they are more likely to be familiar to the children. Results indicated that children demonstrated better comprehension of speaker meaning for conventional remarks than for novel/situation-specific remarks but no significant differences were found for inferring speaker attitude or speaker intent.

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Finlayson, Mark A., Whitman Richards, and Patrick Henry Winston. "Computational Models of Narrative: Review of a Workshop." AI Magazine 31, no. 2 (June 28, 2010): 97. http://dx.doi.org/10.1609/aimag.v31i2.2295.

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On October 8-10, 2009 an interdisciplinary group met at the Wylie Center in Beverley, Massachusetts to evaluate the state of the art in the computational modeling of narrative. Three important findings emerged: (1) current work in computational modeling is described by three different levels of representation; (2) there is a paucity of studies at the highest, most abstract level aimed at inferring the meaning or message of the narrative; and (3) there is a need to establish a standard data bank of annotated narratives, analogous to the Penn Treebank.

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Levesque, Kyle C., Michael J. Kieffer, and S. Hélène Deacon. "Inferring Meaning From Meaningful Parts: The Contributions of Morphological Skills to the Development of Children's Reading Comprehension." Reading Research Quarterly 54, no. 1 (June 17, 2018): 63–80. http://dx.doi.org/10.1002/rrq.219.

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Easton, J. M., J. R. Davies, and C. Roberts. "Ontology Engineering The “What’s”, “Why’s”, and “How’s” of Data Exchange." International Journal of Decision Support System Technology 3, no. 1 (January 2011): 40–53. http://dx.doi.org/10.4018/jdsst.2011010103.

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In a challenging financial climate, there is a growing impetus for businesses to use existing process data to support more intelligent decision making. For large-scale complex systems such as railways, electricity grids, and gas distribution networks, this often means combining information from numerous different condition monitoring systems; however, given the vast amounts of data produced every day and the frequently incompatible data models used to represent it, is it possible to be sure that the information generated is being used correctly? This paper provides an introduction to the field of Ontology, an emerging technology that allows the exact “meaning” of an item of data to be described in a way that can be interpreted by computers. Through this retention of meaning, it becomes possible for computers to perform simple reasoning operations, inferring new information about a system from the existing facts, and enabling exciting new Semantic Web technologies.

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Gómez-Rodríguez, Luis Fernando. "English Learners’ Literary Competence Development through Critical Thinking Tasks in a Colombian EFL Classroom." International Journal of Applied Linguistics and English Literature 7, no. 7 (December 1, 2018): 90. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.90.

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Literary competence is still a poor research subject in many EFL (English as a Foreign Language) settings. Therefore, this qualitative case study analyzed how a group of Colombian English learners developed literary competence in the foreign language for the first time in their lives with the support of Numrich’s (2001) Sequence of Critical Thinking Tasks. Data related to English learners’ literary competence development were collected through learners’ transcripts of their oral responses to literature, artifacts (written papers/worksheets), and the teacher-researcher’s field notes. Data were analyzed through grounded approach and content analysis. Although reading and discussing authentic versions of literary texts in the foreign language was challenging for these Colombian English learners, findings revealed that they were able to foster literary competence when they did critical thinking tasks, namely Identifying assumptions about literary content based on the titles of texts, interpreting implicit meanings to discover conflicts and themes, inferring meaning conveyed in images and symbols, and evaluating literary content through inquiring further and analyzing literary language. The research novelty is that EFL Colombian education, as well as other EFL settings worldwide, can foster English learners’ communicative competence and literary competence gradually and more purposely through the Sequence of Critical Thinking Tasks model, encouraging the construction of meaning and at a critical stand through original versions of literary texts.

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Rodríguez Campillo, M. José. "El título "Deseos" en la obra de Marina Mayoral." Triangle, no. 11 (May 21, 2020): 5. http://dx.doi.org/10.17345/triangle11.5-14.

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The human communication process is characterized by the set of rational activities that are carried out and that allow us to not only get information from the environment through perception but to infer new knowledge from already acquired. According to Relevance Theory, from the time we receive a linguistic ostensive stimulus, the recipient's mind starts automatically dierent types of processes, starting with the most mechanical decoding (grammatical process) and followed by other inferential nature, since the disambiguation and assignment relating to the identication of the sender's intention (pragmatic process): understanding a sentence or a text depends not only on the meaning of their surface structure but its inner meaning, of what implicit, in short. Similarly, when we read a novel, see a lm or contemplate an event, according to Cognitive Principle of Relevance (PCR), the human mind maximizes relevance, ie in the overall process of understanding, select those items most relevant, those who follow the path of least resistance, and that summarize the event, the movie or the play. Based, as we say, in the innate ability that every human being has to draw inferences, inferring meanings and select the most relevant information, we will discuss the title of the latest novel by Marina Mayoral, wishes to see, after reading the book, whether or not it meets the expectations we had wrought.

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Strickland, Brent, Salamatu Barrie, and Rihana S. Mason. "Discourse structure and word learning." Pragmatics and Society 2, no. 2 (October 21, 2011): 260–81. http://dx.doi.org/10.1075/ps.2.2.07str.

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The extant literature on discourse comprehension distinguishes between two types of texts: narrative and expository (Steen, 1999). Narrative discourse tells readers a story by giving them an account of events; the narration informs and/or persuades the readership by using textual elements such as theme, plot, and characters. Expository discourse explains or informs the readership by using concepts and techniques such as definition, sequence, categorization, and cause-effect relations. The present study is based on two experiments. In Experiment 1, we compared the two discourse types to examine if college students would be better at extracting the meanings of novel words from one of the two types of discourse structure than from the other. The findings indicated that participants were significantly better at inferring the meaning of novel words from narrative compared to expository discourse. In Experiment 2, we examined the number of situation models that a reader is required to mentally construct, as a possible characteristic that influences the difficulty of learning new word meaning within narrative discourse. Contrary to intuition, fewer novel words were learned in a single-situation, as opposed to a multi-situation model condition, suggesting that the additional inferencing needed to construct multiple models also promotes word learning. Results are discussed with respect to how the structure of written discourse can facilitate word learning in a reader’s native language. Implications for education and assessment are also discussed.

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Morency, Patrick, Steve Oswald, and Louis de Saussure. "Explicitness, implicitness and commitment attribution: A cognitive pragmatic approach." Commitment 22 (December 5, 2008): 197–219. http://dx.doi.org/10.1075/bjl.22.10mor.

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This paper proposes a cognitive-pragmatic alternative to the traditional, speech-acttheoretic, account of the notion of commitment. The perspective adopted here questions the relevance of addressing actual commitment as a speaker category and shifts the focus of the discussion from properties of speaker commitment to processes ofcommitment attribution. Using a relevance-theoretic framework, it will be suggested that inferring commitment in ordinary, cooperative, communication is part of the processes by which hearers derive speaker meaning, and that the degree of reliability that a hearer may expect to attain in attributing commitment to a speaker correlates with the degree of certainty associated to the derivation of explicatures and implicatures from an utterance.

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Barrett, Lisa Feldman, Ralph Adolphs, Stacy Marsella, Aleix M. Martinez, and Seth D. Pollak. "Emotional Expressions Reconsidered: Challenges to Inferring Emotion From Human Facial Movements." Psychological Science in the Public Interest 20, no. 1 (July 2019): 1–68. http://dx.doi.org/10.1177/1529100619832930.

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It is commonly assumed that a person’s emotional state can be readily inferred from his or her facial movements, typically called emotional expressions or facial expressions. This assumption influences legal judgments, policy decisions, national security protocols, and educational practices; guides the diagnosis and treatment of psychiatric illness, as well as the development of commercial applications; and pervades everyday social interactions as well as research in other scientific fields such as artificial intelligence, neuroscience, and computer vision. In this article, we survey examples of this widespread assumption, which we refer to as the common view, and we then examine the scientific evidence that tests this view, focusing on the six most popular emotion categories used by consumers of emotion research: anger, disgust, fear, happiness, sadness, and surprise. The available scientific evidence suggests that people do sometimes smile when happy, frown when sad, scowl when angry, and so on, as proposed by the common view, more than what would be expected by chance. Yet how people communicate anger, disgust, fear, happiness, sadness, and surprise varies substantially across cultures, situations, and even across people within a single situation. Furthermore, similar configurations of facial movements variably express instances of more than one emotion category. In fact, a given configuration of facial movements, such as a scowl, often communicates something other than an emotional state. Scientists agree that facial movements convey a range of information and are important for social communication, emotional or otherwise. But our review suggests an urgent need for research that examines how people actually move their faces to express emotions and other social information in the variety of contexts that make up everyday life, as well as careful study of the mechanisms by which people perceive instances of emotion in one another. We make specific research recommendations that will yield a more valid picture of how people move their faces to express emotions and how they infer emotional meaning from facial movements in situations of everyday life. This research is crucial to provide consumers of emotion research with the translational information they require.

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Niu, Xing, and Marine Carpuat. "Controlling Neural Machine Translation Formality with Synthetic Supervision." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 05 (April 3, 2020): 8568–75. http://dx.doi.org/10.1609/aaai.v34i05.6379.

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This work aims to produce translations that convey source language content at a formality level that is appropriate for a particular audience. Framing this problem as a neural sequence-to-sequence task ideally requires training triplets consisting of a bilingual sentence pair labeled with target language formality. However, in practice, available training examples are limited to English sentence pairs of different styles, and bilingual parallel sentences of unknown formality. We introduce a novel training scheme for multi-task models that automatically generates synthetic training triplets by inferring the missing element on the fly, thus enabling end-to-end training. Comprehensive automatic and human assessments show that our best model outperforms existing models by producing translations that better match desired formality levels while preserving the source meaning.1

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Corrigan, R. "An Experimental Analysis of the Affective Dimensions of Deep Vocabulary Knowledge Used in Inferring the Meaning of Words in Context." Applied Linguistics 28, no. 2 (April 30, 2007): 211–40. http://dx.doi.org/10.1093/applin/amm009.

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Andonie, Răzvan. "Extreme Data Mining: Inference from Small Datasets." International Journal of Computers Communications & Control 5, no. 3 (September 1, 2010): 280. http://dx.doi.org/10.15837/ijccc.2010.3.2481.

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<p>Neural networks have been applied successfully in many fields. However, satisfactory results can only be found under large sample conditions. When it comes to small training sets, the performance may not be so good, or the learning task can even not be accomplished. This deficiency limits the applications of neural network severely. The main reason why small datasets cannot provide enough information is that there exist gaps between samples, even the domain of samples cannot be ensured. Several computational intelligence techniques have been proposed to overcome the limits of learning from small datasets.<br /> We have the following goals: i. To discuss the meaning of "small" in the context of inferring from small datasets. ii. To overview computational intelligence solutions for this problem. iii. To illustrate the introduced concepts with a real-life application.</p>

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Snook, Brent, Richard M. Cullen, Craig Bennell, Paul J. Taylor, and Paul Gendreau. "The Criminal Profiling Illusion." Criminal Justice and Behavior 35, no. 10 (October 2008): 1257–76. http://dx.doi.org/10.1177/0093854808321528.

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There is a belief that criminal profilers can predict a criminal's characteristics from crime scene evidence. In this article, the authors argue that this belief may be an illusion and explain how people may have been misled into believing that criminal profiling (CP) works despite no sound theoretical grounding and no strong empirical support for this possibility. Potentially responsible for this illusory belief is the information that people acquire about CP, which is heavily influenced by anecdotes, repetition of the message that profiling works, the expert profiler label, and a disproportionate emphasis on correct predictions. Also potentially responsible are aspects of information processing such as reasoning errors, creating meaning out of ambiguous information, imitating good ideas, and inferring fact from fiction. The authors conclude that CP should not be used as an investigative tool because it lacks scientific support.

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Green, Jonathan. "Form and mental state: an interpersonal approach to painting." Advances in Psychiatric Treatment 15, no. 2 (March 2009): 137–45. http://dx.doi.org/10.1192/apt.bp.108.005751.

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SummaryThis article is based on the idea that paintings carry much of their cultural power by being ways of embodying states of mind in physical material. It follows that the understanding we have of how people infer mental states in others can also be used to address how we respond to visual art: our facility for inferring mental states can help us understand paintings. In pursuing this argument, I discuss first how artists make meaning in paintings by a process that embodies mental states within a formal structure. Second, I support the notion of a link between the formal structure of art and mental states with evidence from my studies of children's drawings. Third, by analogy with the way we relate to another person's mental states, I look in more detail at the process by which we ‘read’ a painting and in consequence develop an aesthetic relationship to it.

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Schaefer, Kristin E., Jean Oh, Derya Aksaray, and Daniel Barber. "Integrating Context into Artificial Intelligence: Research from the Robotics Collaborative Technology Alliance." AI Magazine 40, no. 3 (September 30, 2019): 28–40. http://dx.doi.org/10.1609/aimag.v40i3.2865.

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Applying context to a situation, task, or system state provides meaning and advances understanding that can affect future decisions or actions. Although people are naturally good at perceiving contextual understanding and inferring missing pieces of information using various alternative sources, this process is difficult for AI systems or robots, especially in high-uncertainty and unstructured operations. Integration of context-driven AI is important for future robotic capabilities to support the development of situation awareness, calibrate appropriate trust, and improve team performance in collaborative human-robot teams. This article highlights advances in context-driven AI for human-robot teaming by the Army Research Laboratory’s Robotics Collaborative Technology Alliance. Avenues of research discussed include how context enables robots to fill in the gaps to make effective decisions more quickly, supports more robust behaviors, and augments robot communications to suit the needs of the team under a variety of environments and team organizations and across missions.

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Cai, Wei, and Benny P. H. Lee. "Investigating the effect of contextual clues on the processing of unfamiliar words in second language listening comprehension." Australian Review of Applied Linguistics 33, no. 2 (January 1, 2010): 18.1–18.28. http://dx.doi.org/10.2104/aral1018.

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This study examines the effect of contextual clues on the use of strategies (inferencing and ignoring) and knowledge sources (semantics, morphology, world knowledge, and others) for processing unfamiliar words in listening comprehension. Three types of words were investigated: words with local co-text clues, global co-text clues and extra-textual clues. Data were collected from 20 participants using the procedures of immediate retrospection without recall support and of stimulated recall. The results indicate that contextual clues are an important factor in learners’ treatment of unfamiliar words in listening comprehension. Contrary to what some theories of inference generation predict, this study reveals that learners use the inferencing strategy more frequently for words with global co-text clues and words with extratextual clues than for words with local co-text clues. In terms of the use of knowledge sources for inferring word meaning, the learners in this study use the knowledge sources in accordance with the different types of contextual clues.

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Claveau, Vincent, and Marie-Claude L'Homme. "Discovering and organizing noun-verb collocations in specialized corpora using inductive logic programming." International Journal of Corpus Linguistics 11, no. 2 (July 11, 2006): 209–43. http://dx.doi.org/10.1075/ijcl.11.2.04cla.

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This article presents a method for discovering and organizing noun-verb (N-V) combinations found in a French corpus on computing. Our aim is to find N-V combinations in which verbs convey a “realization meaning” as defined in the framework of lexical functions (Mel’čuk 1996, 1998). Our approach, chiefly corpus-based, uses a machine learning technique, namely Inductive Logic Programming (ILP). The whole acquisition process is divided into three steps: (1) isolating contexts in which specific N-V pairs occur; (2) inferring linguistically-motivated rules that reflect the behaviour of realization N-V pairs; (3) projecting these rules on corpora to find other valid N-V pairs. This technique is evaluated in terms of the relevance of the rules inferred and in terms of the quality (recall and precision) of the results. Results obtained show that our approach is able to find these very specific semantic relationships (the realization N-V pairs) with very good success rates.

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Cai, Wei, and Benny P. H. Lee. "Investigating the effect of contextual clues on the processing of unfamiliar words in second language listening comprehension." Australian Review of Applied Linguistics 33, no. 2 (2010): 18.1–18.28. http://dx.doi.org/10.1075/aral.33.2.05cai.

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This study examines the effect of contextual clues on the use of strategies (inferencing and ignoring) and knowledge sources (semantics, morphology, world knowledge, and others) for processing unfamiliar words in listening comprehension. Three types of words were investigated: words with local co-text clues, global co-text clues and extra-textual clues. Data were collected from 20 participants using the procedures of immediate retrospection without recall support and of stimulated recall. The results indicate that contextual clues are an important factor in learners’ treatment of unfamiliar words in listening comprehension. Contrary to what some theories of inference generation predict, this study reveals that learners use the inferencing strategy more frequently for words with global co-text clues and words with extratextual clues than for words with local co-text clues. In terms of the use of knowledge sources for inferring word meaning, the learners in this study use the knowledge sources in accordance with the different types of contextual clues.

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Marcos Miguel, Nausica. "Analyzing morphology-related strategies in Spanish L2 lexical inferencing: how do suffixes matter?" International Review of Applied Linguistics in Language Teaching 58, no. 3 (September 25, 2020): 351–77. http://dx.doi.org/10.1515/iral-2016-0091.

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AbstractIntraword awareness, i. e., of affixes and stems, helps L2 learners in inferring the meaning of unknown words. Learners draw inferences relying on suffixes, prefixes and stems since each element can independently contribute to comprehension. This study analyzes morphology-related strategies in inferencing and focuses on the contribution of suffixes for adult L1 English-speaking learners of Spanish. Differences among suffixes (i. e., transparency, biuniqueness, explicitness of instruction, and cognateness) are taken into account. In a cross-sectional design with learners (n=209) of different proficiency levels (from 2 to 7 semesters of university study), intraword awareness was analyzed by means of two metalinguistic tasks. Participants of all proficiency levels relied on morphology-related strategies, with an increase of proficiency accompanied by an increase in strategy use. As for suffixes, instruction and cognateness mattered more than frequency in guiding students to successful inferencing. Nevertheless, knowledge of suffixes was still limited for the most advanced learners.

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Ilter, Ilhan. "Effects of the Instruction in Inferring Meanings From Context on the Comprehension of Middle School Students at Frustration Reading Level." Journal of Education 198, no. 3 (October 2018): 225–39. http://dx.doi.org/10.1177/0022057418818818.

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The purpose of this study was to examine the effects of the context clue instruction program to infer meaning from context as a way to enhance reading comprehension. Participants were fifth-grade middle school students (four boys) who were at a frustration reading level (initial comprehension score range = 40%-48%) at their grade level. In addition, one student served as a control participant and did not any receive instruction in this study. A multiple-baseline across-students design was used. All the instruction for the three experimental participants was one on one using the direct instruction method. Maintenance of treatment effects was probed at 2, 4, and 6 weeks following the intervention for Participants 1, 2, and 3, respectively. The results demonstrated that the instructional program produced increases in all three experimental participants’ comprehension scores to above 70% (range = 75%-82%) as measured by the short-answer questions; thus, they found they achieved an instructional level score in their comprehension after the instruction. The social validity results confirmed that participants enjoyed the intervention, and had a better understanding of what they read through individual experience on the strategy of learning from context. The information gained from this study suggested that a strategy instruction concerning the use of context clues may be a useful component (Tier 2 setting) of response to intervention (RTI) model for students who struggle with reading comprehension.

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Celik, Duygu, and Atilla Elci. "Semantic composition of business processes using Armstrong's Axioms." Knowledge Engineering Review 29, no. 2 (March 2014): 248–64. http://dx.doi.org/10.1017/s0269888914000083.

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AbstractLack of sufficient semantic description in the content of Web services makes it difficult to find and compose suitable Web services during analysis, search, and matching processes. Semantic Web Services are Web services that have been enhanced with formal semantic description, which provides well-defined meaning. Due to insertion of semantics, meeting user demands will be made possible through logical deductions achieving resolutions automatically. We have developed an inference-based semantic business process composition agent (SCA) that employs inference techniques. The semantic composition agent system is responsible for the synthesis of new services from existing ones in a semi-automatic fashion. SCA System composes available Web Ontology Language for Web services atomic processes utilizing Revised Armstrong's Axioms (RAAs) in inferring functional dependencies. RAAs are embedded in the knowledge base ontologies of SCA System. Experiments show that the proposed SCA System produces process sequences as a composition plan that satisfies user's requirement for a complex task. The novelty of the SCA System is that for the first time Armstrong's Axioms are revised and used for semantic-based planning and inferencing of Web services.

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Shen, Hao, and Marcus W. Feldman. "Genetic nurturing, missing heritability, and causal analysis in genetic statistics." Proceedings of the National Academy of Sciences 117, no. 41 (September 28, 2020): 25646–54. http://dx.doi.org/10.1073/pnas.2015869117.

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Genetic nurturing, the effect of parents’ genotypes on offspring phenotypes through parental phenotypic transmission, can be modeled in terms of gene–culture interactions. This paper first uses a simple one-locus, two-phenotype gene–culture cotransmission model to compute the effect of genetic nurturing in terms of regression of children’s phenotypes on transmitted and nontransmitted alleles. With genetic nurturing, interpreting heritability and hence the meaning of “missing heritability” becomes problematic. Other factors, for example, population subdivision and assortative mating, generate similar signals to those of genetic nurturing, namely, correlation between parents’ nontransmitted alleles and children’s phenotypes. Corrections must be made for these to isolate the signal of genetic nurturing. Finally, a unified causal framework is constructed for genetic nurturing, population subdivision, and assortative mating. Causal and noncausal paths from transmitted and nontransmitted alleles to children’s phenotypes are identified and investigated in the presence of genetic nurturing, population subdivision, and assortative mating. Using causal analysis, assumptions made in inferring direct and indirect effects are then clarified and evaluated in a broader causal context.

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Kamarudin, Hanis, Nur Ain Abdul Malek, Siti Ainul Ayzan Ayub, Izlin Mohamad Ghazali, and Wan Nazihah Wan Mohamed. "PowerToon Clues." International Journal of Modern Languages And Applied Linguistics 2, no. 3 (August 1, 2018): 30. http://dx.doi.org/10.24191/ijmal.v2i3.7624.

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Reading is an important learning area which ESL learners should master for interaction and academic purposes. However, ESL students are facing many difficulties in English reading skills particularly contextual clues. Hence, this product aims to ease the teaching and learning of inferring word meaning – contextual clues, to enrich the students’ vocabulary bank and to motivate the students to engage in reading. The challenge in teaching contextual clues is that the current technology-integrated teaching method has lost its way to cater students’ interest in reading. This product is believed to allow the students to enjoy meaningful language classes. The emergence and usage of PowToon in today’s classroom has helped to ease the process of teaching reading skills to the students. The features of this product include captivating graphics, lively animation, concise content and attractive background music. This product is user friendly as it is accessible to everyone; online and offline. İn addition, it is suitable to be used in language classes with limited technology support. Thus, this evolution in teaching pedagogy will encourage paperless teaching aids in language classrooms.

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Mondria, Jan-Arjen. "Pregnantie Van Context en Effect Ervan op Het Raden, Leren en Onthouden Van Vreemdtalige Woorden." Lexicon en taalverwerving 34 (January 1, 1989): 32–41. http://dx.doi.org/10.1075/ttwia.34.05mon.

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This paper reports research into the acquisition of vocabulary in a foreign language, more specifically into the supposition that 'guessing' (i.e. inferring the meaning of an unknown word from context and word-form) contributes substantially to retention. Although much is to be said for the latter, the empirical underpinning of this supposition has so far been slight and various questions have remained. In order to gain a better insight into these we have carried out an experiment in a classroom setting, focussing on the following questions: 1.Which factors of context influence the guessability of words? 2.What is the influence of these factors on receptive retention (after guessing and learning)? 3.What is the relationship between guessing and retention? (Are words which have been correctly guessed better retained than words which have not been correctly guessed?) The chief findings of the experiment are: l.A specific ('pregnant') filler of the slots 'subject', 'verb' and 'function' contributes to the guessability of a word in a particular sentential context. 2. A specific ('pregnant') filler of the slots mentioned in guessing and learning has no effect on the retention ('subject' and 'verb') or even a negative effect ('function'). 3.There is no positive correlation between guessing and retention (after guessing and learning; for some words there is even a negative correlation. To sum up: a 'pregnant' context does indeed induce better guessing, but subsequently it does not induce a better retention of the meaning involved, at least not if the guessing stage is followed by a learning stage using the same context as in guessing.

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Azkia, Nura, and Nur Rohman. "Analisis Metode Montessori dalam Meningkatkan Kemampuan Membaca Permulaan Siswa Kelas Rendah SD/MI." AR-RIAYAH : Jurnal Pendidikan Dasar 4, no. 1 (June 30, 2020): 1. http://dx.doi.org/10.29240/jpd.v4i1.1411.

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Reading is the highest function that comes from the human brain. Reading as a basic foundation in academic ability. Therefore the introduction of the letter 'reading' as a first step to teach children / students in knowing, understanding, and inferring the meaning of reading. The purpose of this study provides a new concept of the montessori method in reading the beginning of children / students in Indonesian language lessons in low grades. This library research will explain validly and objectively about the related analysis. The research relies on sources from various established bibliographies such as scientific articles, theses and books. Then integrated into the substance of research or content analysis. The results of this study are: (1) providing a new pattern in stimulating understanding in reading the beginning of children/ students, (2) providing concepts in strengthening the absorption reading the beginning of children/students, (3) meeting the needs in the period sensitive and intellectual structure in learning to read the beginning of children/ students, (4) Development of new materials on the montessori method in concrete Indonesian language learning to improve the ability to read the beginning of children/students.

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Zhai, Zhaoyu, José-Fernán Martínez Ortega, Néstor Lucas Martínez, and Pedro Castillejo. "A Rule-Based Reasoner for Underwater Robots Using OWL and SWRL." Sensors 18, no. 10 (October 16, 2018): 3481. http://dx.doi.org/10.3390/s18103481.

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Web Ontology Language (OWL) is designed to represent varied knowledge about things and the relationships of things. It is widely used to express complex models and address information heterogeneity of specific domains, such as underwater environments and robots. With the help of OWL, heterogeneous underwater robots are able to cooperate with each other by exchanging information with the same meaning and robot operators can organize the coordination easier. However, OWL has expressivity limitations on representing general rules, especially the statement “If … Then … Else …”. Fortunately, the Semantic Web Rule Language (SWRL) has strong rule representation capabilities. In this paper, we propose a rule-based reasoner for inferring and providing query services based on OWL and SWRL. SWRL rules are directly inserted into the ontologies by several steps of model transformations instead of using a specific editor. In the verification experiments, the SWRL rules were successfully and efficiently inserted into the OWL-based ontologies, obtaining completely correct query results. This rule-based reasoner is a promising approach to increase the inference capability of ontology-based models and it achieves significant contributions when semantic queries are done.

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Luo, Shaoqian, and Xiaohui Sun. "A Case Study on Intermediate CSL Learners’ Word Recognition Processes and Strategies in Contextual Reading Settings." Chinese Journal of Applied Linguistics 41, no. 3 (September 25, 2018): 288–305. http://dx.doi.org/10.1515/cjal-2018-0023.

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Abstract This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language (CSL) in contextual reading settings. Two intermediate CSL learners were chosen as research participants, and think-aloud methods and retrospective interviews were used to collect data. The data were analyzed by using Moustakas’ data analysis procedure, Creswell’s three steps and Bogdon and Biklen’s data analysis methods. Results indicated that intermediate CSL learners go through different processes of word recognition as it might be automatic, based on context, pronunciation, previous knowledge and the meaning of characters, or, in case of word recognition failure, skipping the words or skipping them but reading them again later; and their word recognition strategies in contextual reading settings mainly include cognitive strategies and self-regulatory strategies. Among these strategies, cognitive strategies consist of direct transformation, translation, interpretation, guessing, inferring and finding key words; and self-regulatory strategies include metacognitive strategies, behavior regulating strategies, emotion regulating strategies and motivation regulating strategies. A model of intermediate CSL learners’ word recognition strategies can be constructed based on the results. The present study provides both theoretical and pedagogical implications in the field of CSL vocabulary acquisition and teaching.

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Kamra, Mansi. "Public Relations Vis-A-Vis attitudes and Perceptions of users of services - A synthesis for tourism pro0motion marketing." Atna - Journal of Tourism Studies 4, no. 1 (January 1, 2009): 65–86. http://dx.doi.org/10.12727/ajts.4.6.

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The paper begins by spelling out the relevance of service sector in the contemporary scenario,. It then dwells a little on the meaning and concept of public relations besides highlighting its significance in the corporate world. The direction and orientation of consumer behaviour in Tourism is them brought out and examined. A specific section is devoted to tourism and promotion marketing. The paper focuses specially on the aspect of public relations in the tourism industry. The paper goes on to bring out an interaction between public relations and travel intermediaries. It endeavours to draw attention to the role of public relations as a promotion marketing tool. Finally, the study round off by inferring that in tourism business, public relations as a management function has so far not been incorporated to the extent it should have been. Using ‘advertising’ as a part of the marketing function is conceptually different from using ‘public relations’ to create productive relationship. Marketing and advertising in tourism or intangibles/services are generally aggressive in nature’ public relations on the other hand, is a suitable human activity. It is in fact on extension of international relationships and therefore more friendly as well as productive

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Adegbija, Efurosibina. "Speech Act Functions." ITL - International Journal of Applied Linguistics 76 (January 1, 1987): 43–62. http://dx.doi.org/10.1075/itl.76.03ade.

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This paper examines samples of spoken data with a view to elucidating the problem of the performing of speech acts in a Second language context of English usage. The encoding and decoding of speech acts, the author shows, involve a network of cognitive processes in which the linguistic competence of the participants, their world knowledge, their psychological state, and their knowledge of socially and culturally relevant factors of the situation are accessed, activated, and put to work in the process of inferring the meaning and the speech act function of utterances; a process which is essentially one of semantic and pragmatic decision-making. For communication to succeed, participants in the communicative event must share mutual factual background information and be able to activate this when it proves relevant to the discourse at hand. Incompetence in the use of the target language may lead to the performance of an unintended speech act and the decoder's misinterpretation. Therefore, speakers of English in a Second language or multilingual context should make allowance for unintended speech acts, and should be particularly sensitive to the total context of communication.

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Halim, Nadiah, Marina Mohd Arif, and Kaarthiyainy Supramaniam. "Enhancing Reading Comprehension through Metacognitive Reading Strategies and Peer Tutoring among Year 7 Students at a Home School Centre." Asian Journal of University Education 16, no. 1 (April 27, 2020): 22. http://dx.doi.org/10.24191/ajue.v16i1.8981.

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Many students in Malaysia lack proficiency in the English language, from difficulty understanding the meaning of the text to inferring the text. The use of explicit instruction to introduce reading comprehension skills are also rarely employed in the classroom. This study investigated how metacognitive reading strategies and peer tutoring improved Year 7 students’ reading comprehension at a home-school centre. A total of 20 Year 7 students took part in this research, whereby 10 students were placed in the controlled group and 10 students in the experimental group. Students in the experimental group were exposed to 12 weeks of training on metacognitive reading strategies and peer tutoring session. In addition, IGCSE reading comprehension, learning journals and a semi-structured interview were employed to collect data from the experimental group. A paired sample t-test was conducted to analyse the quantitative data of this study whereas document analysis and thematic analysis were used to analyse the qualitative data. The results obtained from this study indicated that metacognitive reading strategies have assisted students to use suitable techniques to comprehend the reading text and answer the reading comprehension questions. In addition, peer tutoring aids student by having their peers translate meaning of the texts in their native language, explain how to properly use the metacognitive reading skills as well as provide guidance and support in the classroom. Therefore, the findings of this study are significant as it suggests the difficulty of students to adapt to new strategies in a short time; hence, they should be exposed at primary level. Keywords: Metacognitive reading strategies, peer tutoring, reading comprehension, home- school centres.

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Journal articles on the topic 'Inferring meaning'

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