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1
Li, X. (Xiaobai). "Reading subtle information from human faces." Doctoral thesis, Oulun yliopisto, 2017. http://urn.fi/urn:isbn:9789526216386.
Full textAbstract:
Abstract The face plays an important role in our social interactions as it conveys rich sources of information. We can read a lot from one face image, but there is also information we cannot perceive without special devices. The thesis concerns using computer vision methodologies to analyse two kinds of subtle facial information that can hardly be perceived by naked eyes: the micro-expression (ME), and the heart rate (HR). MEs are rapid, involuntary facial expressions which reveal emotions people do not intend to show. It is difficult for people to perceive MEs as they are too fast and subtle, thus automatic ME analysis is valuable work which may lead to important applications. In the thesis, the progresses of ME studies are reviewed, and four parts of work are described. 1) We introduce the first spontaneous ME database, the SMIC. The lacking of data is hindering ME analysis research, as it is difficult to collect spontaneous MEs. The protocol for inducing and annotating SMIC is introduced to help future ME collections. 2) A framework including three features and a video magnification process is introduced for ME recognition, which outperforms other state-of-the-art methods on two ME databases. 3) An ME spotting method based on feature difference analysis is described, which can spot MEs from spontaneous long videos. 4) An automatic ME analysis system (MESR) was proposed for firstly spotting and then recognising MEs. The HR is an important indicator of our health and emotional status. Traditional HR measurements require skin-contact which cannot be applied remotely. We propose a method which can counter for illumination changes and head motions and measure HR remotely from color facial videos. We also apply the method for solving the face anti-spoofing problem. We show that the pulse-based feature is more robust than traditional texture-based features against unseen mask spoofs. We also show that the proposed pulse-based feature can be combined with other features to build a cascade system for detecting multiple types of attacks. At last, we summarize the contributions of the work, and propose future plans about ME and HR studies based on limitations of the current work. It is also planned to combine the ME and HR (maybe also other subtle signals from face) to build a multimodal system for affective status analysis<br>Tiivistelmä Kasvot ovat monipuolinen informaatiolähde ja keskeinen ihmisten välisessä vuorovaikutuksessa. Pystymme päättelemään paljon yhdestäkin kasvokuvasta, mutta kasvoissa on paljon tietoa, jota ei pysty irrottamaan ilman erityiskeinoja. Tässä työssä analysoidaan konenäöllä ihmiselle vaikeasti havaittavaa tietoa: mikroilmeitä ja sydämen sykettä. Tahdosta riippumattomat mikroilmeet paljastavat tunteita, joita ihmiset pyrkivät piilottamaan. Mikroilmeiden havaitseminen on vaikeaa niiden nopeuden ja pienuuden vuoksi, joten automaattinen analyysi voi johtaa uusiin merkittäviin sovelluksiin. Tämä työ tarkastelee mikroilmetutkimuksen edistysaskeleita ja sisältää neljä uutta tulosta. 1) Spontaanien mikroilmeiden tietokanta (Spontaneous MIcroexpression Corpus, SMIC). Spontaanien mikroilmeiden aiheuttaminen datan saamiseksi on oma haasteensa. SMIC:n keräämisessä ja mikroilmeiden annotoinnissa käytetty menettely on kuvattu myöhemmän datan keruun ohjeistukseksi. 2) Aiempia mikroilmeiden tunnistusmenetelmiä paremmaksi kahden testitietokannan avulla todennettu ratkaisu, joka käyttää kolmea eri piirrettä ja videon suurennusta. 3) Piirre-eroanalyysiin perustuva mikroilmeiden havaitsemismenetelmä, joka havaitsee ne pitkistä realistisista videoista. 4) Automaattinen analyysijärjestelmä (Micro-Expression Spotting and Recognition, MESR), jossa mikroilmeet havaitaan ja tunnistetaan. Sydämen syke on tärkeä terveyden ja tunteiden indikoija. Perinteiset sykkeenmittausmenetelmät vaativat ihokontaktia, eivätkä siten toimii etäältä. Tässä työssä esitetään sykkeen videolta pienistä värimuutoksista mittaava menetelmä, joka sietää valaistusmuutoksia ja sallii pään liikkeet. Menetelmä on monikäyttöinen ja sen sovelluksena kuvataan todellisten kasvojen varmentaminen sykemittauksella. Tulokset osoittavat sykepiirteiden toimivan perinteisiä tekstuuripiirteitä paremmin uudenlaisia naamarihuijauksia vastaan. Syketietoa voidaan myös käyttää osana sarjatyyppisissä ratkaisuissa havaitsemaan useanlaisia huijausyrityksiä. Työn yhteenveto keskittyy suunnitelmiin parantaa mikroilmeiden ja sydämen sykkeen analyysimenetelmiä nykyisen tutkimuksen rajoitteiden pohjalta. Tavoitteena on yhdistää mikroilmeiden ja sydämen sykkeen analyysit, sekä mahdollisesti muuta kasvoista saatavaa tietoa, multimodaaliseksi affektiivisen tilan määrittäväksi ratkaisuksi
2
Feist, Florian. "Reading information from sequence-defined macromolecules." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/208424/1/Florian_Feist_Thesis.pdf.
Full textAbstract:
Coding and decoding information into and from (bio)macromolecules is of pivotal importance for most processes in nature. A simple readout methodology constitutes a key challenge for data-storage in artificial molecules. The determination of the comonomer-order in synthetic sequence-defined macromolecules, however, requires elaborate analytical techniques. The herein presented work focuses on the synthesis of sequence-defined macromolecules via photochemical ligation reactions, and ultimately the development of a novel fluorescence-based readout of the comonomer-order. The synthesis of rigid multifluorophore sequence-defined macromolecules employing an iterative exponential growth strategy additionally resulted in the development of novel, highly efficient photochemical transformations.
3
Speranza, Monica. "Information Overload: Reading Information-as-Waste in Contemporary Canadian Literature." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42341.
Full textAbstract:
This thesis investigates three contemporary Canadian texts— Ruth Ozeki’s A Tale for the Time Being, Margaret Atwood’s Oryx and Crake, and Rita Wong’s forage—that treat information as an object that can be wasted and recuperated. Using information theory and a new sub-field of critical waste theory called “Discard Studies,” I explore how the authors studied in this thesis place these two lines of thought alongside one another to examine how the concept of recycling information challenges the material, cultural, and ideological structures that distance humans from their waste. Specifically, I read the event of recycling as an interruptive act that triggers a reassessment of the (im)material connections that tether humans to their waste, vast (inter)national networks of exchange, and environmental crises related to our garbage.
4
Rait, Satwant K. "Reading and information needs of elderly Punjabis." Thesis, Loughborough University, 1993. https://dspace.lboro.ac.uk/2134/12438.
Full textAbstract:
A survey investigating the reading and information needs of elderly Punjabis was conducted in Bradford and Derbyshire. A questionnaire was prepared which was used as a structured interview. 120 interviews were recorded, 60 from each authority. This number included Hindus, Moslems and Sikhs and the generic term 'Punjabi' was used for these three distinct religious groups. Women were also included in this survey to see if they have any different requirements from men. Reading and information material included print and nonprint material. This research presents the actual needs of elderly Punjabis as they perceive them. A special collection could easily be prepared on the basis of the material quoted by them in their interviews which would be helpful for any library authority with few adaptations according to their local needs. Social, economic and cultural factors influencing their reading behaviour and pattern are also discussed.
5
Haecker, Christine Berta Maria. "The processing of stereotype-relevant information during reading." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/564/.
Full textAbstract:
I examined the processing of stereotype-relevant information during reading, in particular the degree to which stereotype-mismatch detection and resolution are resource-dependent. In addition I investigated the effects of stereotype-relevant episodic representations on subsequent linguistic and non-linguistic processing. Experiment 1 showed that reading participants looked longer at pronouns that mismatched the stereotypical gender of the agent than at stereotype-matching pronouns (e.g., “...the secretary familiarised herself/ himself...”). Experiment 1 also showed that mismatch detection can take place even when readers are cognitively busy, but that later integration processes might be compromised, resulting in an increased memory bias. Experiments 2 and 3 showed that the episodic representations resulting from reading stereotype-relevant sentences are strong and stable enough to cancel out a mismatch effect in a second sentence, unless the stereotypical representation is reemphasised by a repetition of the occupation label. Experiments 4 to 7 showed that gender-categorisation was facilitated for target faces that matched rather than mismatched a priming stereotypical occupation label (e.g., secretary); such an effect was not found for more complex prime stereotype- relevant sentences. It can be concluded that episodic stereotype-relevant representations can affect further processing of linguistic and non-linguistic information. This influence, however, is limited by existing stereotype representations.
6
Shen, Di 1957. "The role of phonological information in reading Chinese." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288766.
Full textAbstract:
This research examines the role of phonological information in recognizing Chinese characters. A converging methods approach was taken, employing diverse experimental paradigms to address both theoretical and empirical questions. The experiments provided strong and positive evidence for the role played by orthographic codes as well as the absence of prelexical phonological effects in reading Chinese. In two masked priming experiments, orthographic masked priming was observed consistently across the lexical decision and the naming tasks despite of the fact the primes were phonologically unrelated to the target characters. In contrast, phonological priming was found only in a task that explicitly required a vocal response. No additional priming effects were obtained for masked primes that were simultaneously visually similar and phonologically identical to the targets. A clear case was presented in the semantic categorization experiments that it is the postlexical phonology that was the primary source of the observed homophone interference effects. Although rule-based phonological conversion is implausible in Chinese characters, robust homophone interference was revealed when the subjects tried to categorize homophone characters and, more importantly, there was virtually no difference in the pattern of homophone effects between transparent and opaque characters. The data also suggest that word phonology is perhaps automatically activated during visual word recognition, and probably very early in the process. However, the recovery of lexical information does not depend on the activation of phonological information. Phonological effects revealed in naming studies were perhaps a consequence of explicit requirement for articulation, or because transparent characters were associated with more familiar pronunciations, or because of independent and automatic activation of phonetic radicals in compound characters. It is concluded that phonological information does not seem to play an important role in access to word meaning in reading Chinese.
7
Tatum, Maryann E. "Digital Storytelling as a Cultural-Historical Activity: Effects on Information Text Comprehension." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/222.
Full textAbstract:
New literacies in reading research demand for the study of comprehension skills using multiple modalities, through a more complex, multi-platform view of reading. Taking into account the robust roll of technology in our daily lives, research suggests that educators need activities to connect students' lack of reading skills with their growing multimodal literacy. During the post-reading phase of a directed reading activity (DRA), students were engaged in digital storytelling, where they created digital videos and slideshows based on information text read during DRA. Previous studies highlighting the use of digital storytelling have been limited to narrative formats and the influence that participation in this activity has on self-esteem and identity. This activity has been widely recommended for improving writing among teachers and in teaching journals, but it has not been empirically studied in the classroom as a comprehension activity. The theoretical framework that supported this study was Vygotsky's Cultural Historical Activity Theory (CHAT). The researcher used the CHAT framework and Burke's Pentad of Analysis (1969) to study the nature of student interactions. Research questions for this study were answered through both quantitative and qualitative methods. The questions being asked by the researcher were: 1.What were the effects of participation in directed reading activity (DRA) modified to include digital storytelling in the post-reading phase of DRA on 6th graders' comprehension of information text? 2. Did the interactions observed during participation in directed reading activity modified to include digital storytelling reflect the principles promoted by Cultural-Historical Activity Theory? Eighty sixth-grade students were randomly assigned to their digital storytelling groups. The subjects participated in whole-class DRA on two information texts, with the treatment group creating digital stories based on the texts. Cloze scores indicated that there was no significant difference in comprehension due to the treatment. However, there was ample evidence to support the claim that participation in digital storytelling instantiates the principles of CHAT. Overall, digital storytelling does show promise as a multimodal instructional activity, and the discussion expands to several implications and recommendations of future research on this instructional activity.
8
Jared, Debra J. (Debra Jean). "The use of phonological information in skilled silent reading /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74668.
Full textAbstract:
Six experiments were conducted to address the role of phonological information in visual word recognition. A semantic decision task was used to ensure that word meanings were accessed. Experiments 1-4 showed that subjects make more false positive errors on homophone foils (e.g. living thing-FLEE) than on spelling controls (e.g. living thing-FLEX) only when both members of the homophone pair are uncommon and are similarly spelled. In Experiment 5, there was an increase in errors on low but not high frequency homophone category exemplars when they were preceded by a word related to the other member of the homophone pair (e.g. SHATTER-BRAKE). In Experiment 6, subjects produced longer decision latencies on homophone exemplars than on semantic controls only when they were low in frequency. These results indicate that, even in skilled readers, phonological information mediates the access of meaning for low frequency words, and that orthographic activation also contributes to the activation of their meanings.
9
Similä, M. (Martti). "Designing a game for improving reading motivation." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201502271126.
Full textAbstract:
Opinnäytetyöni tutkimusaihe käsittelee lukumotivaatiota. Aihe löytyi syksyllä 2013 Lukuinto-projektin kautta, jossa yhtenä aliprojektina oli jääkiekkoa pelaavien poikien lukemista tutkiva projekti Kiekkoja ja Kirjoja. Syntyi ajatus lukumotivaation parantamisesta pelaamalla. Aihetta ei ole juurikaan tutkittu aiemmin ja lukumotivaatiota parantamaan pyrkivän pelin luominen tutkimusobjektiksi tuntui kiehtovalta. Aihe on tärkeä ja ajankohtainen, sillä esimerkiksi PISA-tutkimuksissa lukumotivaation ja lukemistaitojen on osoitettu vähentyneen viime vuosien aikana. Aihe on ollut esillä myös mediassa. Tutkimuskysymys opinnäytetyössä on: "minkälaisia ominaisuuksia lukumotivaatiota kasvattavassa pelissä tulisi olla?". Tutkimusmetodiksi valittiin konstruktiivinen tutkimus (DSR) ja itse pelin kehitykseen saatiin avuksi Tietojenkäsittelytieteiden laitoksen Projekti II-kurssi. Pelin evaluointi tapahtuisi suoraan kohderyhmän kanssa semistrukturoiduin haastatteluin ja kyselykaavakkein. Kohderyhmään valittiin Karjasillan yläasteelta 4 oppilasta ja Pateniemen yläasteelta 4 oppilasta, joista seitsemän olivat jääkiekon pelaajia ja yksi harrastaa aktiivisesti jalkapalloa.
Taustakirjallisuutta opinnäytetyöhön ei juurikaan löytynyt, ainoastaan yksi kappale suoraan aiheeseen liittyviä tutkimuksia. Niinpä sen tueksi otettiin tutkimusalueet behavior change support systems, persuasive technology ja serious games, joiden pohjalta laadittiin ohjenuorat pelin kehitykseen. Ohjenuorat jakautuvat kahteen osaan: prosessiohjenuora, joka auttaa lukumotivaatiota kasvattavan pelin kehitystä prosessitasolla, ja PGD-ohjenuorat (Persuasive Game Development), jotka liittyvät suoraan pelin tarjoamiin ominaisuuksiin ja toimintoihin.
Pelin genreksi valikoitui tabletilla pelattava tekstirikas seikkailupeli, Hockey Zombies — Escape from the Arena, jossa päähenkilön tavoitteena on päästä pakoon zombie-invaasion uhriksi joutuneelta jääkiekkostadionilta. Seikkailupeli sisältää paljon lukemista, lukemaan innostamaan pyrkiviä asioita ja ominaisuuksia sekä ongelmanratkaisutilanteita, jotka edellyttävät pelin tekstien huolellista lukemista. PGD-ohjenuorat saatiin implementoitua peliin ja pelin kehityksessä taustateorioiksi valitut self-efficacy theory ja social cognitive theory saatiin integroitua pelin ominaisuuksiin.
Peli evaluoitiin kahdessa eri istunnossa Karjasillan ja Pateniemen koululla, joihin molempiin osallistui neljä jääkiekkoilevaa poikaa. Peli testattiin yksi kerrallaan pelaamalla peli alusta loppuun, jonka jälkeen testaaja siirrettiin adjektiivikorttitestiin, jossa tavoitteena oli valita 36 adjektiivista viisi parhaiten peliä kuvaavaa sanaa. Tämän jälkeen testaaja siirrettiin haastattelutilaan, jossa puolistrukturoidun haastattelun lisäksi peliä evaluoitiin tekemällä affect grid -testi, jossa kahdelle akselille arvioitiin pelin pelillistä arvoa ja pelin sisältämää lukemista.
Tutkimustulokset olivat pienen osallistujamäärän takia ainoastaan suuntaa-antavat, mutta peli herätti kaikissa osallistujissa innostusta sekä peliä että sen sisältämää lukemista kohtaan. Pieni enemmistö tutkimukseen osallistuneista sanoi pelin vaikuttaneen lukumotivaatioon positiivisesti, mutta osa ei uskonut pelin voivan vaikuttaa lukemiseen. Tästä huolimatta kaikki peliä testanneet pitivät lukemisesta pelissä ja lähes kaikki testanneista ilmaisivat halunsa pelata samantyyppistä peliä uudelleen. Lukumotivaatiota ei näin lyhyessä tutkimuksessa ollut mahdollista mitata, mutta osaltaan innostus peliä kohtaan ja positiivinen suhtautuminen sen sisältämään lukemiseen voi kertoa jotain lukumotivaatiostakin. Tutkimustuloksena pelin evaluointi, PGD-ohjenuorat ja itse peli ominaisuuksineen voi olla hyvä suunnannäyttäjä siihen, että pelaamalla voi vaikuttaa lukumotivaatioon ja aihetta kannattaisi tutkia enemmän.
10
LaRose, Nicole Marie. "Information in The information reading and refusing mass media mentality in Martin Amis's London." [Gainesville, Fla.] : University of Florida, 2002. http://purl.fcla.edu/fcla/etd/UFE1000137.
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11
Mak, Yuen-ki Vinci. "Implementation of information and communication technology in primary English reading." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B39848826.
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Mak, Yuen-ki Vinci, and 麥婉琪. "Implementation of information and communication technology in primary English reading." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B39848826.
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13
Leung, Hau-sin Helen. "Do deaf children make use of phonological information in reading?" Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279290.
Full textAbstract:
Thesis (B.Sc)--University of Hong Kong, 2005.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.
14
Richardson, John, Andrew Dillon, and Cliff McKnight. "The Effect of display size on reading and manipulating electronic text." London: Taylor and Francis, 1989. http://hdl.handle.net/10150/106205.
Full textAbstract:
This item is not the definitive copy. Please use the following citation when referencing this material: Richardson, J., Dillon, A., and McKnight, C. (1989) The effect of window size on reading and manipulating electronic text. In E. Megaw (ed.) Contemporary Ergonomics 1989. London:Taylor and Francis, 474-479.
Abstract: With the advent of hypertext the presentation of electronic text is becoming an increasingly important issue. However, most research to date has focused on simplistic measures of reading speed or navigation in highly controlled presentation formats, often using very constrained texts and task scenarios. The present paper attempts a more meaningful analysis of the effect of window size on reader comprehension and manipulation of real-world texts. Reading a journal article for comprehension and a software manual for specific information are both investigated. Results indicate that screen size is not a major factor in performance on either task but readers express a strong preference for larger screens.
15
Maloney, Ross J. "Assisting reading and analysis of text documents by visualization." Thesis, Maloney, Ross J. (2005) Assisting reading and analysis of text documents by visualization. PhD thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/177/.
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The research reported here examined the use of computer generated graphics as a means to assist humans to analyse text documents which have not been subject to markup. The approach taken was to survey available visualization techniques in a broad selection of disciplines including applications to text documents, group those techniques using a taxonomy proposed in this research, then develop a selection of techniques that assist the text analysis objective. Development of the selected techniques from their fundamental basis, through their visualization, to their demonstration in application, comprises most of the body of this research. A scientific orientation employing measurements, combined with visual depiction and explanation of the technique with limited mathematics, is used as opposed to fully utilising any one of those resulting techniques for performing complete text document analysis.
Visualization techniques which apply directly to the text and those which exploit measurements produced by associated techniques are considered. Both approaches employ visualization to assist the human viewer to discover patterns which are then used in the analysis of the document. In the measurement case, this requires consideration of data with dimensions greater than three, which imposes a visualization difficulty. Several techniques for overcoming this problem are proposed. Word frequencies, Zipf considerations, parallel coordinates, colour maps, Cusum plots, and fractal dimensions are some of the techniques considered.
One direct application of visualization to text documents is to assist reading of that document by de-emphasising selected words by fading them on the display from which they are read. Three word selection techniques are proposed for the automatic selection of which words to use.
An experiment is reported which used such word fading techniques. It indicated that some readers do have improved reading speed under such conditions, but others do not. The experimental design enabled the separation of that group which did decrease reading times from the remaining readers who did not. Measurement of comprehension errors made under different types of word fading were shown not to increase beyond that obtained under normal reading conditions.
A visualization based on categorising the words in a text document is proposed which contrasts to visualization of measurements based on counts. The result is a visual impression of the word composition, and the evolution of that composition within that document.
The text documents used to demonstrates these techniques include English novels and short stories, emails, and a series of eighteenth century newspaper articles known as the Federalist Papers. This range of documents was needed because all analysis techniques are not applicable to all types of documents. This research proposes that an interactive use of the techniques on hand in a non-prescribed order can yield useful results in a document analysis. An example of this is in author attribution, i.e. assigning authorship of documents via patterns characteristic of an individual's writing style. Different visual techniques can be used to explore the patterns of writing in given text documents.
A software toolkit as a platform for implementing the proposed interactive analysis of text documents is described. How the techniques could be integrated into such a toolkit is outlined. A prototype of software to implement such a toolkit is included in this research. Issues relating to implementation of each technique used are also outlined.
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Maloney, Ross J. "Assisting reading and analysis of text documents by visualization." Maloney, Ross J. (2005) Assisting reading and analysis of text documents by visualization. PhD thesis, Murdoch University, 2005. http://researchrepository.murdoch.edu.au/177/.
Full textAbstract:
The research reported here examined the use of computer generated graphics as a means to assist humans to analyse text documents which have not been subject to markup. The approach taken was to survey available visualization techniques in a broad selection of disciplines including applications to text documents, group those techniques using a taxonomy proposed in this research, then develop a selection of techniques that assist the text analysis objective. Development of the selected techniques from their fundamental basis, through their visualization, to their demonstration in application, comprises most of the body of this research. A scientific orientation employing measurements, combined with visual depiction and explanation of the technique with limited mathematics, is used as opposed to fully utilising any one of those resulting techniques for performing complete text document analysis.
Visualization techniques which apply directly to the text and those which exploit measurements produced by associated techniques are considered. Both approaches employ visualization to assist the human viewer to discover patterns which are then used in the analysis of the document. In the measurement case, this requires consideration of data with dimensions greater than three, which imposes a visualization difficulty. Several techniques for overcoming this problem are proposed. Word frequencies, Zipf considerations, parallel coordinates, colour maps, Cusum plots, and fractal dimensions are some of the techniques considered.
One direct application of visualization to text documents is to assist reading of that document by de-emphasising selected words by fading them on the display from which they are read. Three word selection techniques are proposed for the automatic selection of which words to use.
An experiment is reported which used such word fading techniques. It indicated that some readers do have improved reading speed under such conditions, but others do not. The experimental design enabled the separation of that group which did decrease reading times from the remaining readers who did not. Measurement of comprehension errors made under different types of word fading were shown not to increase beyond that obtained under normal reading conditions.
A visualization based on categorising the words in a text document is proposed which contrasts to visualization of measurements based on counts. The result is a visual impression of the word composition, and the evolution of that composition within that document.
The text documents used to demonstrates these techniques include English novels and short stories, emails, and a series of eighteenth century newspaper articles known as the Federalist Papers. This range of documents was needed because all analysis techniques are not applicable to all types of documents. This research proposes that an interactive use of the techniques on hand in a non-prescribed order can yield useful results in a document analysis. An example of this is in author attribution, i.e. assigning authorship of documents via patterns characteristic of an individual's writing style. Different visual techniques can be used to explore the patterns of writing in given text documents.
A software toolkit as a platform for implementing the proposed interactive analysis of text documents is described. How the techniques could be integrated into such a toolkit is outlined. A prototype of software to implement such a toolkit is included in this research. Issues relating to implementation of each technique used are also outlined.
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Romero, Arandia Iñigo. "Reading out neural populations: shared variability, global fluctuations and information processing." Doctoral thesis, Universitat Pompeu Fabra, 2017. http://hdl.handle.net/10803/404684.
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Entendre l'origen i la funció de l'activitat de poblacions neuronals, i
com aquesta activitat es relaciona amb els estímuls sensorials, les decisions
o les accions motores és un gran repte per les neurociències.
En aquest treball hem analitzat l'activitat de desenes de neurones
enregistrades a l'escorça visual primària de micos mentre se'ls presentaven
escletxes sinusoïdals en diferents orientacions. Hem trobat
que les fluctuacions globals de la xarxa mesurades mitjançant l'activitat
de la població modulen la selectivitat de les neurones de forma
multiplicativa i additiva. A més, l'activitat de la població també afecta
la informació present en grups petits de neurones, depenent de la
modulació que ha provocat a la selectivitat d'aquestes. La informació de la població sencera, però, no canvia amb aquestes fluctuacions.
A la segona part hem desenvolupat un mètode per mesurar 'correlacions
diferencials' amb dades limitades. En aplicar-ho a les dades
experimentals hem aconseguit la primera estimació preliminar de la
grandària d'aquestes correlacions que limiten la informació. Els nostres
resultats contribueixen a l'avenç en la comprensió de la codi ficació
d'informació en poblacions neuronals, i alhora generen noves preguntes
sobre com aquestes processen i transmeten informació.<br>Entender el origen y la función de la actividad de poblaciones neuronales,
y cómo esta actividad se relaciona con los estímulos sensoriales,
las decisiones o las acciones motoras es un gran desafio en neurociencia.
En este trabajo hemos analizado la actividad de decenas
de neuronas registradas en la corteza visual primaria de monos mientras
rejillas sinusoidales en diferentes orientaciones eran presentadas.
Hemos encontrado que las fluctuaciones globales de la red medidas
mediante la actividad de la población modulan la selectividad de las
neuronas de manera multiplicativa y aditiva. Además, la actividad
de la población también afecta a la información presente en grupos
pequeños de neuronas, dependiendo de la modulación que ha provocado
en la selectividad de estas neuronas. La información en la población
completa, sin embargo, no varía con estas fluctuaciones. En la segunda
parte hemos desarrollado un método para medir 'correlaciones diferenciales'
con datos limitados. Al aplicarlo a los datos experimentales
hemos obtenido la primera estimación preliminar del tamaño de estas
correlaciones que limitan la información. Nuestros resultados contribuyen
al avance del entendimiento sobre la codi ficación de la información en poblaciones neuronales, y al mismo tiempo generan más preguntas sobre cómo éstas procesan y transmiten información.<br>Understanding the sources and the role of the spiking activity of neural
populations, and how this activity is related to sensory stimuli,
decisions or motor actions is a crucial challenge in neuroscience. In
this work, we analyzed the spiking activity of tens of neurons recorded
in the primary visual cortex of macaque monkeys while drifting sinusoidal
gratings were presented in di erent orientations. We found that
global
uctuations of the network measured by the population activity
a ect the tuning of individual neurons both multiplicatively and
additively. Population activity also has an impact in the information
of small ensembles, which depends on the kind of modulation that the
tuning of those neurons undergoes. Interestingly, the total information
of the network is not altered by these
uctuations. In the second
part, we developed a method to measure 'di erential correlations' from
limited amount of data, and obtained the rst, although preliminary,
estimate in experimental data. Our results have important implications
for information coding, and they open new questions about the
way information is processed and transmitted by the spiking activity
of neural populations.
18
Pagan, Camacho Ascension. "The role of positional information during reading in children and adults." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/389710/.
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Despite a large body of evidence investigating how letter-position information is encoded during lexical-processing during both isolated-word and reading paradigms, it is still not clear whether the mechanism to encode letter-position information is modulated by age and/or reading ability. The aim of the present research was to investigate developmental changes in letter-position encoding during reading. The first experiment investigated the influence of letter-position encoding on the time course of lexical and post-lexical processing during reading. It examined whether the prior exposure of a word’s transposed-letter neighbour (TLN) earlier in the same sentence interfered with that word identification in skilled-adult-readers. Results showed that in skilled-readers, TLNs caused a target words’ misidentification, triggering post-lexical strategies of checking. The second experiment investigated whether children extracted letter-position information independently from letter-identity information from the parafovea as adults do. Results showed that although children had longer reading times overall than adults, both adults and children pre-processed orthographic information from the parafovea and encoded letter-position information using a spatial coding mechanism. Finally, the third experiment examined whether children’s reading ability influenced letter-position encoding during lexical-processing in reading. Adults, skilled and less-skilled child readers read sentences with words containing two letters-transposed (positions 1&2, 1&3 and 2&3). Results showed that words with transposed-letters in position 13 caused the most disruption to reading, while words with transposed-letters in position 23 caused the least disruption to reading in both adults and skilled child readers. Less skilled child readers showed that although they showed disruption when identifying transposed-letters nonwords, the cost did not vary systematically depending on the letter-position. This suggests that less skilled child readers with fewer, high-quality lexical representations were activating phonological codes for word identification via the fine-grained route. In contrast, both adults and skilled child readers with more, high quality lexical representations were activating orthographic codes for word identification via the coarse-grained route.
19
Fan, Pui-yee Jessica. "Access of phonological information from reading Chinese characters position vs. function /." Click to view the E-thesis via HKU Scholars Hub, 2007. http://lookup.lib.hku.hk/lookup/bib/B42004792.
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Thesis (B.Sc)--University of Hong Kong, 2007.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2007." Includes bibliographical references (p. 27-28). Also available in print.
20
Ellison, Katherine E. "Fatal news : reading and information overload in early eighteenth-century literature /." New York : Routledge, 2006. http://catalogue.bnf.fr/ark:/12148/cb401755898.
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Drumm, April Michelle. "Perceptual and social information in reading repetition and meaning selection effects /." Diss., Online access via UMI:, 2009.
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22
Palmer, Gillian. "Recreational reading : a case study of recreational reading habits of some primary school pupils and the role of the teacher-librarian in intervention strategies." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/13398.
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Bibliography: leaves 101-107.<br>An interest in the topic of recreational reading was prompted by the observations and experience of the researcher. The study that followed was intended to confirm or refute the theory of the decline of reading. A perceived decline in reading has concerned teachers and librarians and strategies have been devised to reverse this trend. The strategies used by the researcher were adopted and adapted to meet the pupils' recreational reading needs. Methods that were likely to reverse the trend in the decline of reading were used with the expectation that the reading programme would affect reading behaviour and that pupils would be encouraged to read for pleasure. The case study method which included both a questionnaire and discussion with the pupils was used. Studies of this kind are scarce and out-dated, but this investigation has been of value to the pupils, teachers and the researcher as teacher-librarian, for all have benefitted from the stimulating and interesting input from the interventive strategies. A number of the results proved to be unforeseen, such as a decline in recreational reading generally throughout the group, and also the children's perception of the short amount of time they spend viewing television. These were contrary to the findings of all previous studies and should be treated with circumspection. The role of the school library and the teacher-librarian are essential in schools today as they are of great benefit to the whole school community. The study has proved without a doubt that availability of reading resources and guidance to the pupils in making stimulating and interesting choices should be the aim of all concerned with children's reading so that their needs can be met and the reading habit fostered.
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Vaisarova, Julie. "Witches, Warlocks, and...Fulgurites?: Learning Information from Fantasy Fiction." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/470.
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Although fictional stories are not always an accurate source of information about the world, research has suggested that readers encode information from such stories in a manner that allows it to be freely retrieved and used in later situations. The present study compared readers’ use of novel information from realistic and fantasy fiction to examine whether this apparent lack of compartmentalization stems from readers’ assumption that fictional stories accurately portray reality. In an adaptation of Marsh, Meade, and Roediger’s (2003) paradigm, 259 adult United States residents read a realistic or fantasy story containing a series of obscure facts and then answered a purportedly unrelated set of questions that asked about these facts. Participants’ processing of novel story information differed by genre, such that participants who read a fantasy story were less likely to use information from the story on the subsequent test than participants who read a realistic story. Although this effect was not explained by participants’ trust in the source genre’s veracity, participants’ confidence in answers attributed solely to the experimental story suggested that there was a component of post-retrieval evaluation based on perceptions of the source genre. Together, these results suggest that readers’ processing of information from realistic and fantasy fiction differs, such that readers may be partly protected from using potentially inaccurate information from fantasy stories in later situations. However, the precise point in the process of encoding, retrieval, and application where these differences arise, and their implications for readers’ acquisition of misinformation, remains to be specified.
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Eliasson, Kanja. "Shared Reading som läsfrämjande metod." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-86043.
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The purpose of this essay is to investigate how Shared Reading facilitators consider the method to function as a reader development strategy. What purpose does Shared Reading serve for the participants according to the facilitators? Does Shared Reading affect the participants’ interest in literature? What social functions does Shared Reading serve for the participants? How does the facilitator regard his/her own role in reader development? To answer these questions six facilitators have been interviewed, four of them with leading roles in projects with a purpose of spreading Shared Reading as a reader development strategy in Sweden. The results are analyzed using Louise M. Rosenblatt’s reception theory. The results show that Shared Reading influences the participants’ reading habits, that Shared Reading can have an important social function for individuals living in social exclusion and that there is an interest in working with the method from several organizations in Sweden.
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Birkin, Jane. "Units of description : writing and reading the 'archived' photograph." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/377132/.
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This practice-based PhD takes the institution of the archive as its primary locus, and the position of the photograph within it. This approach opens up an interdisciplinary and post-representational investigation into the photographic image and its relationship to the companion descriptive text, as well as instigating a consideration of the structure and the management of both objects and descriptions in an archive situation. More specifically, the model of the visual content-based archive description is taken out of the confines of the institution and into visual practice. Different kinds of sets and collections of photographs are examined here, as well as traditional archives, but all through techniques of archival description, listing and organisation. The restricted institutional language structure becomes a conceptual writing technique when employed within this archive-related art practice. Positioned outside of the field of hermeneutical image analysis, this writing system is a form of information management, and, following archival conventions, does not attempt to assign meaning to the objects with which it engages. The practice predominantly takes the form of moving image or performance, always with text present (written or spoken). The image itself, paralleling a common archival situation, is often hidden or obscured, and the description allows a novel exploration of the image to take place and to be discussed. The largely decontextualised type of visual content-based description used emphasises the discrete and atemporal nature of the photograph and the synchrony of the moment of capture. It is acknowledged though, that the message and meaning of the single image is located outside of this moment of capture, and so may be subject to some speculation. The spatiotemporal context of the image, denied by the visual contentbased description, is brought back through ‘reading’ the archived image in its natural habitat, the archive list or catalogue. This relational situation reveals the fixed associations between images themselves and between images and their wider organisational structures. The description is ultimately identified as a ‘narrative pause’ (Fowler: 1991, p.25), and is celebrated as such. Inside the indexical and diachronic arrangement of the archive, images and descriptions are viewed through something other than a narrative gaze, as lists, and the juxtapositions therein, expose the acutely shallow time and non-chronological advancement of the archive.
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Mueller, Derek Norton. "Clouds, graphs, and maps distant reading and disciplinary imagination /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.
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Sekeres, Diane Carver, and Jill Castek. "Collaborative Online Inquiry: Exploring Students' Skills in Locating, Reading, and Communicating Information." NATL CENTER ONLINE LEARNING RESEARCH, 2016. http://hdl.handle.net/10150/626113.
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This study examines third, fourth, and fifth grade students' reasoning that was captured as they engaged collaboratively in a teacher designed inquiry task. This task focused on choosing ecofriendly toys for a fictitious local toy store. Results indicated that students were more expressive with reasoning when they shared their ideas orally, but were less apt to include reasoning in their digital writing. This pattern of results suggests the benefits of pairing talk with writing, grouping students to work collaboratively during online inquiry, and teaching ways to construct digital writing that supports the inclusion of hyperlinks, the integration of images, and other means of connecting digital reading and writing. These digital affordances provide tangible ways for students to include reasoning and evidence within their writing and can bolster their persuasive and argument writing. Recommendations for instruction are offered as well as design considerations for online inquiry tasks.
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Reynolds, Stephanie D. O'Connor Brian C. "Reading selection as information seeking behavior a case study with adolescent girls /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3921.
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Hohenstein, Sven. "Eye movements and processing of semantic information in the parafovea during reading." Phd thesis, Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2014/7036/.
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When we read a text, we obtain information at different levels of representation from abstract symbols. A reader’s ultimate aim is the extraction of the meaning of the words and the text. The reserach of eye movements in reading covers a broad range of psychological systems, ranging from low-level perceptual and motor processes to high-level cognition. Reading of skilled readers proceeds highly automatic, but is a complex phenomenon of interacting subprocesses at the same time. The study of eye movements during reading offers the possibility to investigate cognition via behavioral measures during the excercise of an everyday task.
The process of reading is not limited to the directly fixated (or foveal) word but also extends to surrounding (or parafoveal) words, particularly the word to the right of the gaze position. This process may be unconscious, but parafoveal information is necessary for efficient reading. There is an ongoing debate on whether processing of the upcoming word encompasses word meaning (or semantics) or only superficial features. To increase the knowledge about how the meaning of one word helps processing another word, seven experiments were conducted. In these studies, words were exachanged during reading. The degree of relatedness between the word to the right of the currently fixated one and the word subsequently fixated was experimentally manipulated. Furthermore, the time course of the parafoveal extraction of meaning was investigated with two different approaches, an experimental one and a statistical one.
As a major finding, fixation times were consistently lower if a semantically related word was presented compared to the presence of an unrelated word. Introducing an experimental technique that allows controlling the duration for which words are available, the time course of processing and integrating meaning was evaluated. Results indicated both facilitation and inhibition due to relatedness between the meanings of words. In a more natural reading situation, the effectiveness of the processing of parafoveal words was sometimes time-dependent and substantially increased with shorter distances between the gaze position and the word. Findings are discussed with respect to theories of eye-movement control. In summary, the results are more compatible with models of distributed word processing. The discussions moreover extend to language differences and technical issues of reading research.<br>Wenn wir einen Text lesen, erfassen wir Informationen auf verschiedenen Repräsentationsebenen anhand abstrakter Symbole. Das oberste Ziel des Lesers ist das Erfassen der Bedeutung der Worte und des Textes. Die Erforschung der Blickbewegungen beim Lesen umfasst verschiedene Verarbeitungsebenen, die von Warhnehmung über motorische Prozesse bis hin zu Kognition auf übergeordneter Ebene reichen. Das Lesen geübter Leser verläuft zum großen Teil automatisch, ist aber gleichzeitig ein komplexes Phänomen interagierender Teilprozesse. Die Untersuchung von Blickbewegungen beim Lesen eröffnet die Möglichkeit, kognitive Prozesse bei der Ausübung einer alltäglichen Aufgabe anhand von Verhaltensmaßen zu untersuchen.
Der Leseprozess ist nicht beschränkt auf das direkt fixierte (oder foveale) Wort, sondern umfasst auch umgebende (oder parafoveale) Wörter, insbesondere das Wort rechts der Blickposition. Obgleich dies nicht notwendigerweise bewusst geschieht, ist die parafoveale Information dennoch wichtig für effizientes Lesen. Es wird darüber diskutiert, ob die Verarbeitung des nächsten Wortes die Wortbedeutung (Semantik) oder nur oberflächliche Eigenschaften umfasst. Um ein besseres Verständnis zu erhalten, ob die Bedeutung eines Wortes bei der Verarbeitung eines anderen Wortes hilft, wurden sieben Experimente durchgeführt. In diesen Studien wurde ein Wort im Satz während des Lesens ausgetauscht. Der inhaltliche Zusammenhang zwischen einer parafoveal präsentierten Vorschau und dem anschließend fixierten Zielwort wurde experimentell manipuliert. Außerdem wurde der zeitliche Verlauf der Bedeutungserfassung aus parafovealen Wörtern mit zwei Ansätzen untersucht, einem experimentellen und einem statistischen.
Als primärer Befund zeigte sich, dass die Fixationszeiten durchweg kürzer waren, wenn ein semantisch verwandtes Wort als Vorschau präsentiert wurde, verglichen mit einem Wort ohne Verwandtschaft. Mit der in dieser Arbeit verwendeten experimentellen Vorgehensweise konnte zudem der zeitliche Verlauf des Verarbeitens und Integrierens von Bedeutung ermittelt wurde. Dabei ergaben sich kürzere Fixationszeiten auf dem Zielwort bei ähnlichen Wortbedeutungen und längere Fixationszeiten bei unterschiedlichen Wortbedeutungen. Die Ergebnisse zeigten sowohl leichtere als auch schwerere Verarbeitung in Folge der Ähnlichkeit von Wortbedeutungen. In einer natürlicheren Lesesituation war die Wirksamkeit der Verarbeitung nachfolgender Wörter teilweise abhängig von der Dauer der Vorschau, und sie war deutlich größer bei kürzerer räumlicher Distanz zwischen der Blickposition und der Vorschau. Die Befunde werden mit Blick auf Theorien der Blickbewegunskontrolle diskutiert. Die Ergebnisse sind stärker mit Modellen verteilter Wortverarbeitung vereinbar. Die Diskussion erstreckt sich außerdem auf Sprachunterschiede und technische Aspekte der Leseforschung.
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MOTT, STACEY ELIZABETH MCLINDEN. "ATTENDING, OBTAINING TASK-RELEVANT INFORMATION, AND PRE-READING ABILITY IN PRESCHOOL CHILDREN." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187960.
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The causal effects of the skills of attending and obtaining task-relevant information on the pre-reading ability of one hundred and twenty-three preschool-age Head Start children were studied. Attending and obtaining task-relevant information (OTRI) were conceptualized as latent variables. Performance on a path-referenced test entitled Social Skills in the Classroom (SSITC) provided data which were observable indicators of these latent variables. Pre-reading ability was also conceptualized as a latent variable, with performance on another path-referenced test, the Reading Dimension, providing the observable indicators of this variable. Convariance structure analysis procedures were utilized to (1) link the observable indicators to their respective latent variable, through a confirmatory factor analysis model, and (2) to examine the causal effects of the latent variables on each other. A model representing the hypotheses that age, attending, and OTRI would be causally related to reading ability, that age would be causally related to attending and OTRI, and that no reciprocal relationships between these latent variables would be found was tested. This model provided a good overall fit with the data. T-values obtained under this model, however, suggested that the causal relationship between OTRI and reading ability was not significant. A second model in which this relationship was assumed to be zero was then tested and was found to provide a good overall fit with the data. A difference of chi-square test suggested that this was the preferred model. This model supported the original hypotheses that age and attending were causally related to pre-reading ability, and that age was causally related to attending and obtaining task-relevant information. The significance of the causal relationship between attending and pre-reading ability is discussed in terms of its implications for future research into the effectiveness of instruction in skills similar to those investigated in the present study.
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Bodin, Tora. "Expected later information access invites shorter reading time and possible comprehension loss." Thesis, Umeå universitet, Institutionen för psykologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-149640.
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With the increased use of technology in society, there are concerns about how reading is affected by the constant access to an incessantly increasing amount of information. The present study examined how reading strategies and resulting memory and comprehension is affected by the belief that information to be remembered would continue to be available. In a within- participant experiment, twenty-seven participants were instructed to read six texts, and led to believe that they would have access to some of the texts while later answering comprehension questions. The results showed that participants spent significantly longer time reading texts they believed would not be accessible later, compared to those they believed they would have access to (p= .0007, d = 0.47). The participants did achieve slightly higher scores on the comprehension questions for the texts they believed they would not have access to, compared to the other condition, but the effect was not significant. The findings have implications for potential changes to reading strategies in response to increased use of technology as an external memory and information storage. I discuss how these strategies could have affected the raise of Fake News, inasmuch as increased information load from the Internet leads to a less meticulous reading style.<br>Den ökade teknologianvändningen i samhället medför oro kring hur läsande påverkas av den ständiga tillgången till ständigt växande informationsmängder. Syften med föreliggande studie var att undersöka hur lässtrategier påverkas av förväntan om senare informationstillgång. I ett experiment med inompersonsdesign blev tjugosju deltagare instruerade att läsa sex texter, och ledda till att tro att de skulle ha tillgång till några av texterna när de i ett senare moment skulle svara på läsförståelsefrågor. Resultaten visade att deltagare spenderade signifikant längre tid på att läsa texter de inte trodde att de skulle ha tillgång till senare, jämfört med de som de trodde skulle finnas tillgängliga (p= .0007, d = 0.47). Deltagarna fick även högre poäng på läsförståelsefrågorna som baserades på de texter de trott skulle försvinna jämfört med den andra betingelsen, men effekten var ej signifikant). Att endast en liten trend i skillnad mellan läsförståelseresultat uppmättes tros bero på ett undermåligt mätinstrument. Resultaten har implikationer för potentiella förändringar i lässtrategier baserat på ökad tillgång till teknologiska minneshjälpmedel och informationslagringssystem. Vidare diskussion reflekterar över hur dessa strategier kan ha påverkat den ökade spridningen av Fake News, ifall ökad informationsbelastning från internet leder till en mindre noggrann lässtil.
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McNeil, Alan M. "Poor readers' use of orthographic information in reading, memory and phonological tasks." Thesis, University of St Andrews, 2002. http://hdl.handle.net/10023/14471.
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This thesis examined the abilities of 10-12 year old poor readers and reading age controls in phonological processing, printed word learning, reading and memory based tasks. It was found that the poor readers showed little impairment in carrying out phonological segmentation of spoken words, though there was more marked impairment with nonwords. Nonword reading was found to be slower than that of controls and poor readers also demonstrated a tendency to provide letter names rather than sounds in a phoneme identification task. In a study of learning new print vocabulary it was found that the poor readers were slower than controls to learn to read the set of nonwords accurately, and had poorer auditory memory for the items. However, they were much better at identifying these items in a visual recognition task. They also showed a less marked regularity effect and were more influenced by the visual appearance of words in an auditory rhyme judgement task. In a study of their working memories, the poor readers showed a visual bias in their memory codes for serial recall of pictorial stimuli, i.e. they showed no word length effect, a phonemic similarity effect of reduced magnitude, and a visual similarity effect. This indicated the use of a visual strategy to remember pictures, rather than the verbal coding preferred by the controls. When words were presented auditorily or in print form, however, the poor readers showed normal phonemic similarity and word length effects. It was concluded that poor readers rely on visual information where the presented images are highly codable, and verbal recoding is not obligatory, but that they will make use of phonological coding when the stimuli are not easily codable visually in memory. The results of these investigations suggest that these poor readers' visual and verbal coding systems might be poorly linked. Thus, when learning to read new words poor readers might prefer to use visual coding. Accordingly, poor readers may rely on intact visual processes because they need to compensate for inefficient or poorly connected visual and verbal systems, rather than because they have inefficient phonological processing skills as such.
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Reynolds, Stephanie D. "Reading selection as information seeking behavior: A case study with adolescent girls." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3921/.
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The aim of this research, Reading Selection as Information Seeking Behavior: A Case Study with Adolescent Girls, was to explore how the experience of reading fiction affects adolescent girls aged 13 through 15, and how that experience changes based upon four activities: journaling, blogging, a personal interview, and a focus group session. Each participant reflects upon works of her own choosing that she had recently read. The data is evaluated using content analysis with the goal of developing a relational analysis tool to be used and tested with future research projects. The goal of this research is to use the insights of the field of bibliotherapy together with the insights of the adolescent girls to provide a higher, more robust model of successful information behavior. That is, relevance is a matter of impact on life rather than just a match of subject heading. This work provides a thick description of a set of real world relevancy judgments. This may serve to illuminate theories and practices for bringing each individual seeker together with appropriate documents. This research offers a new model for relevant information seeking behavior associated with selecting works of essential instructional fiction, as well as a new definition for terminology to describe the results of the therapeutic literary experience. The data from this study, as well as from previous research, suggest that literature (specifically young adult literature) brings the reader to a better understanding of herself and the world around her.
34
Deguchi, Masanori. "The contrastive reading of Japanese -wa, and the role of information structure." University of Arizona Linguistics Circle, 2010. http://hdl.handle.net/10150/104643.
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In this study, I investigate the distribution of the contrastive reading associated with the so-called Japanese topic marker –wa. The main goal is two-fold. First, I examine two previous approaches, which I call the “predicate-based approach,” and the “argument-based approach” respectively, and demonstrate that they are not sufficient to capture some empirical data. Second, based on the observation that wa-phrases in all-focus and subject-focus sentences induce the contrastive reading, I argue and demonstrate that the contrastive reading arises when wa-phrases are part of focus.
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Rose, Diana Florence. "Evaluation of computer-based aids in library and information studies." Thesis, Loughborough University, 1998. https://dspace.lboro.ac.uk/2134/7172.
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The idea that computers are important as an aid to learning has gathered momentum due to ecomomic and social conditions. Moreover, the number and flexibility of computer hardware and software has lead to them being used at all levels of education, from primary school to higher education. This is learning at a distance as it involves no direct contact with the teacher in the traditional sense. This study, which is in the form of a formative evaluation, involves computer-based aids used to deliver commercial packages and reading lists in information and library studies topics. The evaluations involved tutors, academic librarians and students at all levels; research and undergraduate. Staff and students from Loughborough University and the Department of History at Leicester University were participants, as well as tutors and academic librarians from various British universities. To complete the study, questionnaires and interview questions were designed to reflect the backgrounds of participants, their views on the success, or otherwise, of the aids and their views on computer-based learning in general. Quantitative and qualitative techniques were to determine outcomes. Commercial packages were highlighted and some comparison was made between staff and students with regard to outcomes. Features which were more successful were identified, and information was gathered on how students use automated reading lists. The value of this study is two-fold. First, it brings forward information which can be used to improve computert-based learning and, second, it pinpoints the situation as it was during the years of evolution, i.e. 1992-1996.
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Beam, Michael A. "Personalized News: How Filters Shape Online News Reading Behavior." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1315716858.
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Lewis, Chad Allen. "Information Acquisition and Sequential Narratives." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1461621144.
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Duzgun, Sayil. "Borgo: Book Recommender For Reading Groups." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614026/index.pdf.
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With the increasing amount of data on web, people start to need tools which will help
them to deal with the most significant ones among the thousands. The idea of a
system which recommends items to its users emerged to fulfill this inevitable need.
But most of the recommender systems make recommendations for individuals. On
the other hand, some people need recommendation for items which they will use or
for activities which they will attend together. Group recommenders serve for these
purposes. Group recommenders diverge from individual recommenders such that
they need to aggregate members of the group in a joint model, and in order to do so,
they need a user satisfaction function. There are two different aggregation methods
and a few different satisfaction functions for group recommendation process. Reading
groups domain is a new domain for group recommenders. In this thesis we propose a
web based group recommender system which is called BoRGo: Book Recommender
for Reading Groups , for reading groups domain. BoRGo uses a new information
filtering technique and present a media for post recommendation processes. We
present comparative evaluation results of this new technique in this thesis.
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Broad, Kelvin G. "Reader response pedagogy in the information age, reading, writing and responding on-line." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0020/NQ47887.pdf.
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Savisaar, Rosina. "The dual coding of RNA and protein level information within open reading frames." Thesis, University of Bath, 2018. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.767576.
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Our genomes are not linear. They are instead a millefeuille of overlapping layers of information. By ignoring this layered structure, we risk misinterpreting patterns of genome evolution but also misidentifying the molecular bases of disease. In this thesis, I have studied a particular aspect of such multiple coding, namely, overlaps between coding sequence (CDS) and regulatory elements (notably splice signals). I have asked two major questions. Firstly, could CDS evolution be constrained not only by the need to preserve regulatory information but also by the need to avoid inappropriate signals? I hypothesized that intronless genes could be under selection to avoid exonic splice enhancers (ESEs) to prevent inappropriate processing of the mRNA. Surprisingly, not only did I find no evidence of avoidance, ESEs in intronless genes are rather selectively maintained, underlining the splicing-independent roles of these motifs. I then broadened my investigations to a large set of motifs that had been shown experimentally to be recognized by various RNA-binding proteins (RBPs) in humans. I indeed found that whereas target motifs to some RBPs (notably exonic binders) were conserved in human CDSs, others were avoided in CDS evolution (notably intronic and UTR binders). Therefore, it appears that avoidance of regulatory signals indeed constrains CDS evolution. Secondly, I asked how frequent functional ESEs were in human CDSs. No previous evolutionary studies had explicitly provided this estimate, as they had not disentangled the frequency of functional motifs from the strength of the selection that maintains them. Using a variety of approaches, I determined that roughly 15-20% of human four-fold degenerate sites overlap with a functional ESE, with most of them under unexpectedly strong selection. The need to preserve ESEs thus severely constrains a considerable proportion of CDS.
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Barnett, Mary Jane 1952. "Factors Influencing Older Adults' Patterns of Information Acquisition." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330851/.
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A group of 101 older adults (sixty-five years of age and over) who lived independently in three retirement apartment residences in Denton, Texas, were asked about their patterns of reading, television viewing, and radio listening habits for two periods in their lives: (1) at age forty to fifty-five and (2) at the present. Respondents were asked about their use of external information sources (public library, grocery store, newsstand, etc.) and their use of proximate information sources (radio, friends/relatives, television, etc.) They were also asked about access to transportation, income satisfaction, status of general health, vision, hearing, physical mobility and reasons for utilizing various information sources. Four hypotheses relating changes in health, environment, economic status, and education to reasons for reading and use of information sources were tested through the use of t-tests, regression analysis and analysis of variance. Within this group of older adults, use of external information sources decreased from the past to the present. There was, however, no change in the use of information sources located in or near the residence as difficulties in these areas increased. A relationship was found between educational level and reading for pleasure earlier in life. Also, those with higher educational levels reported fewer differences in their reasons for reading in the present and in the past.
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Stone, Deborah E. Witte James E. "Applied mathematics, locating information and reading for information of the Workkeys assessments comparison of scores by age, race and gender /." Auburn, Ala., 2007. http://hdl.handle.net/10415/1340.
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Dean, Jessica. "The effectiveness of the virtual reading gym online intervention for grade three to six learners with reading difficulties." Master's thesis, Faculty of Health Sciences, 2019. http://hdl.handle.net/11427/31458.
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Background: Research suggests that most South African learners are not achieving the expected literacy outcomes of their grades. Compounding the literacy crisis is the paucity of South African research related to information and communication technology (ICT)-based reading intervention, which may have potential for population-based service delivery. Aims and Objectives The aim of the study was to determine the effectiveness of the Virtual Reading Gym (VRG) online intervention for grade 3 to 6 learners with reading difficulties. The objective was to describe changes in learners’ reading skills (accuracy, rate, vocabulary and comprehension) after VRG intervention. Design Two studies were carried out: (1) A retrospective analysis used data from a previous study conducted in mainstream schools which used peer reading mentors; (2) A prospective study in a school for learners with special educational needs that had speech-language therapist led intervention. Both studies used matched subject pre/ post intervention designs. Methods and Procedures In Study 1, matched pairs were retrospectively created to form a sample (n=20, 8 males and 12 females, 10 intervention group and 10 control group) of grade 3 to 6 learners. In Study 2, the prospective study, participants (n=20, 14 males and 6 females, 10 intervention group and 10 control group) were grade 3 to 6 learners from a school for learners with special educational needs in Cape Town. For both studies, the intervention group received VRG intervention 3 times per week (30 minutes per session) for 10 weeks. The control group continued with regular school activities. Independent samples t-tests for gain scores were used to analyse results. Semi-structured interviews were conducted with intervention participants from the prospective study. Thematic analysis was used to interpret the transcribed interview data. 5 Results For the retrospective analysis there were no statistically significant differences between the intervention and control groups’ reading accuracy, rate, vocabulary and comprehension improvements at the completion of the VRG intervention. Similarly, the prospective study found no statistically significant differences between the reading accuracy, vocabulary or comprehension gains of learners in the intervention and control groups. However, there was a statistically significant difference between the groups’ gains on one measure of reading rate. The thematic analysis findings were that learners expressed enjoyment of the VRG and intervention experiences, valued the role of the reading partners, believed they had made literacy skill gains, described self-competency improvements, expressed the belief that the VRG could result in reading improvements, and portrayed positive attitudinal and behavioural changes related to reading. Discussion The study contributes by investigating the potential of one practical solution to South African learners’ reading difficulties and adding to the limited local evidence base on ICT reading intervention. Although an intervention effect could not be demonstrated in this study, the changes noted in reading rate and qualitative findings suggest the potential for impact. The discussion considers some explanations for the findings, suggestions for improving interventions such as the VRG, and lines of future research that could be developed to support South African children in their struggles with reading.
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Solomon, Matthew Joseph. "Do readers access featural phonetic information when reading silently or out loud? an examination of the use of vowel length as a pre-phonemic featural property /." Diss., Online access via UMI:, 2009.
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Gauthier, Karine. "Effect of information processing slowness on reading comprehension skills among traumatic brain injured children." Master's thesis, Université Laval, 2002. http://proquest.umi.com/pqdweb?did=766560201&sid=5&Fmt=2&clientId=9268&RQT=309&VName=PQD.
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Thauberger, Carolyn G. "Exploring learning assistance teachers’ needs, supports, and challenges in accessing information about reading instruction." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33913.
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This exploratory study investigated the needs, supports, and challenges of learning assistance teachers (LATs) in the Canadian provinces of Saskatchewan and British Columbia (BC), as they sought to develop expertise about reading instruction. Interactions were examined between needs, supports, and challenges, and three contextual factors: (1) distance from a major university, (2) provincial use of LAT qualification standards, and (3) LAT teaching experience.
Fifty LATs were interviewed, half of these from the three school districts in each province. Districts were located approximately one, two, or three hours travel distance from a university. Also interviewed were administrators responsible for learning assistance in each district and one education ministry representative from each province with similar responsibility.
The data showed LATs spent at least half of their time on reading instruction, yet many felt unprepared for this task when hired. After employment, almost all accessed formal and informal learning opportunities about reading instruction. They wanted more information about reading assessment and instruction before they were hired, and continuous information afterward regarding areas of individual need and about new research, methods, and materials. The expectation that LATs should be expert teachers was among the most consistent of reported supports. LATs said this expectation could be enhanced by the use of provincial standards of LAT qualification. LATs were most challenged by time, costs, and travel. Variations in distance, application of standards, and LAT experience also impacted learning needs and choices.
One set of study recommendations came from LATs themselves, and another more interpretive list suggested principles, program types, and actions that could also positively impact LAT expertise. These can be used to enhance LAT access to knowledge in these provinces and elsewhere and thus may positively impact the supply of expert teachers for reading support roles.
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STRATTON, TIMOTHY PATRICK. "COMPREHENSION AND READABILITY OF DRUG INFORMATION: A COMPARATIVE STUDY AT DIFFERENT LEVELS OF READING ABILITY." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183988.
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Ley's Partial Model of Compliance suggests that patients who understand information given to them are more likely to remember the information and are more likely to be satisfied with the information. The model then suggests that these components will lead to greater patient compliance with medication regimens. To test the model, Patient Package Inserts (PPIs) describing thiazide diuretics from the American Association of Retired Persons, the American Medical Association, the Canadian Pharmaceutical Association, the Food and Drug Administration, the National Association of Retail Druggists, the United States Pharmacopoeial Convention and a Test PPI written by the Principal Investigator were used. The SMOG Readability Formula was used to determine the grade levels at which PPIs were written. One hundred thirty-six adults enrolled in GED classes in Tucson and other communities and 107 adults enrolled in remedial reading classes at Tucson's Pima Community College were administered the Zip Scale reading placement test and blocked by their reading abilities. Within each of the three blocks, subjects randomly received one of the seven information sheets or no sheet. Subjects took a multiple-choice test based upon information common to all of the PPIs, a cloze comprehension test based upon the PPI which they read, and completed a satisfaction survey which asked subjects to rate the PPI which they read. Subjects also read five vignettes describing fictitious patients taking thiazides who were confronted with different barriers to compliance. Subjects indicated how likely the fictitious patients were to overcome the barriers to compliance. Among this sample of remedial-reading adults, the Test PPI emerged as clearly superior to the others for any of the variables measured. This result would behoove providers of PPIs to rewrite PPIs, reducing the difficulty of these documents as much as possible. Ley's Partial Model of Compliance did not accurately describe the associations between Understanding, Memory, Satisfaction and Compliance for this sample. A New Model emerged describing different associations between these components and between subject reading ability and PPI readability.
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Chaturvedi, Manish. "Visualization Of TEI Encoded Texts In Support Of Close Reading." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1323623830.
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Lyons, Reneé C., and Deborah Parrott. "Caution: Adult Reading Ahead! Steering Teens toward Higher Level Reading (and Living) with Alex Award Winners." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/2412.
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Excerpt: Staff may strive to share and discuss Alex titles with students, and are those who can take this as an opportunity to encourage this population o high school students to grow into advocates and patrons of public libraries.
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Lyons, Reneé C., Deborah Parrott, Gina Podvin, Millie Robinson, and Edward J. Dwyer. "Fostering Reading Enjoyment and Achievement in the School Library." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/2411.
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Excerpt: In this age of increased accountability through testing and implementation of the Common Core State Standards, the elementary and middle school librarian is often part of the school team working toward enhancing reading achievement among students.