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Journal articles on the topic 'Up (The word)'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Këpuska, V. Z., and T. B. Klein. "A novel Wake-Up-Word speech recognition system, Wake-Up-Word recognition task, technology and evaluation." Nonlinear Analysis: Theory, Methods & Applications 71, no. 12 (December 2009): e2772-e2789. http://dx.doi.org/10.1016/j.na.2009.06.089.

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2

Këpuska, Veton Z., Mohamed M. Eljhani, and Brian H. Hight. "Wake-Up-Word Feature Extraction on FPGA." World Journal of Engineering and Technology 02, no. 01 (2014): 1–12. http://dx.doi.org/10.4236/wjet.2014.21001.

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3

Bohouta, Gamal, and Veton Kepusk. "WAKE-UP-WORD SYSTEM USING SPHINX-4." International Journal of Engineering Applied Sciences and Technology 04, no. 08 (December 31, 2019): 312–15. http://dx.doi.org/10.33564/ijeast.2019.v04i08.054.

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4

Frisson, Steven, and Lyn Frazier. "Carving up word meaning: Portioning and grinding☆." Journal of Memory and Language 53, no. 2 (August 2005): 277–91. http://dx.doi.org/10.1016/j.jml.2005.03.004.

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5

Meeks, Wayne A. "Assisting the Word by Making (Up) History." Interpretation: A Journal of Bible and Theology 57, no. 2 (April 2003): 151–62. http://dx.doi.org/10.1177/002096430005700204.

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The project of the first Christian historian stands as a parable of the successes and failures of all subsequent attempts to provide a reliable basis for faith by constructing a history right down to our own postmodern struggles. Though we lack Luke's confidence, we cannot escape the necessity of making up the best history we can in order to “assist the Logos of God.”

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6

Qualls, B. Ann. "Shaking Up the Insides of the Word." Appalachian Heritage 21, no. 3 (1993): 63–65. http://dx.doi.org/10.1353/aph.1993.0065.

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7

Čaplinskaja, Edita, and Janina Daukšytė. "Word Associations Produced by 15–16 Years Old Teenagers of Monolingual and Multilingual Environments in the Lithuanian Language." Ugdymo psichologija 25 (December 15, 2014): 50–61. http://dx.doi.org/10.15823/up.2014.04.

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8

Maharaj, Ameerchund (Ashraf). "Speeding up Vocabulary Acquisition through Action Research." International Journal of Applied Linguistics and English Literature 6, no. 4 (May 2, 2017): 245. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.4p.245.

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Gaining a wider vocabulary is fundamental to language learning. It follows then that the faster students engage and learn new words, the faster will be their proficiency with the target language. Multi-Dimensional Vocabulary Acquisition (or MDVA) means approaching new terms / concepts from a variety of perspectives so that the target word is thoroughly analysed, giving students access to all dimensions of the word. There are many dimensions or elements that will help elucidate and unlock meaning, but for the purposes of this chapter new words will be looked at in terms of their antonyms, synonyms and associated words, rhyming counterparts, idiomatic usage, gender considerations, diminutive implications, proverbial usage and likely confusion with other words. In this study the author employs an Action Research methodology where practical classroom exercises involving students’ writing efforts pre- and post MDVA are closely examined. Using the familiar “spiral of cycles” approach, it becomes clear that “unpacking” the target word means that the meaning of many other words associated with the target word becomes explicit. A workshop with faculty is included as part of the practical application of MDVA.

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9

Cabanac, Michel. "Alliesthesia. Up-date of the Word and Concept." American Journal of Biomedical Science & Research 8, no. 4 (April 16, 2020): 313–20. http://dx.doi.org/10.34297/ajbsr.2020.08.001293.

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10

Pereira, Alfredo F., Linda B. Smith, and Chen Yu. "A bottom-up view of toddler word learning." Psychonomic Bulletin & Review 21, no. 1 (June 28, 2013): 178–85. http://dx.doi.org/10.3758/s13423-013-0466-4.

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11

Woolston, Chris. "Word-processing war flares up on social media." Nature 517, no. 7533 (January 2015): 125. http://dx.doi.org/10.1038/517125f.

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12

Wells, C. J., L. J. Evett, P. E. Whitby, and R. J. Whitrow. "Fast dictionary look-up for contextual word recognition." Pattern Recognition 23, no. 5 (January 1990): 501–8. http://dx.doi.org/10.1016/0031-3203(90)90071-r.

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13

Pring, T., M. White-thomson, C. Pound, J. Marshall, and A. Davis. "Picture/word matching tasks and word retrieval: Some follow-up data and second thoughts." Aphasiology 4, no. 5 (September 1990): 479–83. http://dx.doi.org/10.1080/02687039008248788.

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14

Roch, Maja, and Christopher Jarrold. "A follow-up study on word and non-word reading skills in Down syndrome." Journal of Communication Disorders 45, no. 2 (March 2012): 121–28. http://dx.doi.org/10.1016/j.jcomdis.2011.11.001.

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15

Goldsmith, Peggy. "Children’s word knowledge." Australian Review of Applied Linguistics 10, no. 1 (January 1, 1987): 40–55. http://dx.doi.org/10.1075/aral.10.1.03gol.

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Abstract In regard to language learning, whether it be in listening, speaking, reading or writing, children appear to be genuinely interested In meaning in their world. When it comes to a knowledge of words to be used in any of the processes mentioned, children are interested in their use, their meaning and in connecting new words with old words or ideas. Numerous studies have investigated the development of children’s word knowledge up to year 4 or approximately age 10 (e.g. Read, 1971; Beers and Henderson, 1977; Zutell, 1979; Gentry, 1981). There are, however, only a few studies involving upper primary and secondary students. This paper looks at literature on children’s word knowledge (including spelling) development up to year 4 and beyond, and includes a table of researched and hypothesized stages in children’s development in orthographic awareness and in word knowledge. An outline of the author’s theory of children’s development in word knowledge is given.

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16

Ormrod, Jeanne Ellis. "Learning to Spell While Reading: A Follow-Up Study." Perceptual and Motor Skills 63, no. 2 (October 1986): 652–54. http://dx.doi.org/10.2466/pms.1986.63.2.652.

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Eight pseudowords were presented to 29 undergraduate students within the context of four brief passages. Students were instructed to do one of three things: (a) learn the details of the stories, (b) learn both the story details (high priority) and the spellings of the pseudowords, or (c) learn both the word spellings (high priority) and the story details. Instructions to learn word spellings led to significantly better spelling performance without significantly affecting passage comprehension; however, even those students instructed to make the learning of word spelling a higher priority spelled only a mean of 4.9 of the 8 words correctly. The need for determining why students have such difficulty in learning to spell new words is discussed.

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17

Wu, Yu-Chieh. "Chinese Text Categorization via Bottom-Up Weighted Word Clustering." International Journal of Enterprise Information Systems 11, no. 1 (January 2015): 50–61. http://dx.doi.org/10.4018/ijeis.2015010104.

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Most of the researches on text categorization are focus on using bag of words. Some researches provided other methods for classification such as term phrase, Latent Semantic Indexing, and term clustering. Term clustering is an effective way for classification, and had been proved as a good method for decreasing the dimensions in term vectors. The authors used hierarchical term clustering and aggregating similar terms. In order to enhance the performance, they present a modify indexing with terms in cluster. Their test collection extracted from Chinese NETNEWS, and used the Centroid-Based classifier to deal with the problems of categorization. The results had shown that term clustering is not only reducing the dimensions but also outperform than bag of words. Thus, term clustering can be applied to text classification by using any large corpus, its objective is to save times and increase the efficiency and effectiveness. In addition to performance, these clusters can be considered as conceptual knowledge base, and kept related terms of real world.

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18

Xing, An Hao, Ta Li, Jie Lin Pan, and Yong Hong Yan. "Compact Wake-Up Word Speech Recognition on Embedded Platforms." Applied Mechanics and Materials 596 (July 2014): 402–5. http://dx.doi.org/10.4028/www.scientific.net/amm.596.402.

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The wake-up word speech recognition system is a new paradigm in the field of automatic speech recognition (ASR). This new paradigm is not yet widely recognized but useful in many applications such as mobile phones and smart home systems. In this paper we describe the development of a compact wake-up word recognizer for embedded platforms. To keep resource cost low, a variety of simplification techniques are used. Speech feature observations are compressed to lower dimension and the simple distance-based template matching method is used in place of complex Viterbi scoring. We apply double scoring method to achieve a better performance. To cooperate with double scoring method, the support vector machine classifier is used as well. We were able to accomplish a performance improvement with false rejection rate reduced from 6.88% to 5.50% and false acceptance rate reduced from 8.40% to 3.01%.

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19

Hathout, Nabil, and Fiammetta Namer. "Paradigms in word formation: what are we up to?" Morphology 29, no. 2 (April 3, 2019): 153–65. http://dx.doi.org/10.1007/s11525-019-09344-3.

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20

Baghdasaryan, Susanna. "Etymology and Word Decoding." Armenian Folia Anglistika 5, no. 1-2 (6) (October 15, 2009): 167–71. http://dx.doi.org/10.46991/afa/2009.5.1-2.167.

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The language vocabulary is a system which grows mostly due to word formation. The latter takes place with the help of own or borrowed parts of words (root and suffix), which, certainly, used to be independent words. They penetrated the English vocabulary and made up new words while preserving their previous meanings. Most of the Latin and Greek borrowings do not make up the active vocabulary. They usually refer to scientific terms.

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21

Yoon, Ki-Mu, and Wooil Kim. "Small-Footprint Wake Up Word Recognition in Noisy Environments Employing Competing-Words-Based Feature." Electronics 9, no. 12 (December 21, 2020): 2202. http://dx.doi.org/10.3390/electronics9122202.

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This paper proposes a small-footprint wake-up-word (WUW) recognition system for real noisy environments by employing the competing-words-based feature. Competing-words-based features are generated using a ResNet-based deep neural network with small parameters using the competing-words dataset. The competing-words dataset consists of the most acoustically similar and dissimilar words to the WUW used for our system. The obtained features are used as input to the classification network, which is developed using the convolutional neural network (CNN) model. To obtain sufficient data for training, data augmentation is performed by using a room impulse response filter and adding sound signals of various television shows as background noise, which simulates an actual living room environment. The experimental results demonstrate that the proposed WUW recognition system outperforms the baselines that employ CNN and ResNet models. The proposed system shows 1.31% in equal error rate and 1.40% false rejection rate at a 1.0% false alarm rate, which are 29.57% and 50.00% relative improvements compared to the ResNet system, respectively. The number of parameters used for the proposed system is reduced by 83.53% compared to the ResNet system. These results prove that the proposed system with the competing-words-based feature is highly effective at improving WUW recognition performance in noisy environments with a smaller footprint.

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22

Kaup, Barbara, Monica De Filippis, Martin Lachmair, Irmgard de la Vega, and Carolin Dudschig. "When up-words meet down-sentences: evidence for word- or sentence-based compatibility effects?" Cognitive Processing 13, S1 (July 18, 2012): 203–7. http://dx.doi.org/10.1007/s10339-012-0453-0.

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23

METSALA, JAMIE L., DESPINA STAVRINOS, and AMANDA C. WALLEY. "Children's spoken word recognition and contributions to phonological awareness and nonword repetition: A 1-year follow-up." Applied Psycholinguistics 30, no. 1 (January 2009): 101–21. http://dx.doi.org/10.1017/s014271640809005x.

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ABSTRACTThis study examined effects of lexical factors on children's spoken word recognition across a 1-year time span, and contributions to phonological awareness and nonword repetition. Across the year, children identified words based on less input on a speech-gating task. For word repetition, older children improved for the most familiar words. There was a competition effect for the word repetition task, but this effect was present only for the most familiar words on the gating task. Recognition for words from sparse neighborhoods predicted phonological awareness 1 year later, and children poorer at recognizing these words in Year 1 scored lower on word reading in Year 2. Spoken word recognition also accounted for unique variance in nonword repetition across the 1-year time span. Findings are discussed in terms of understanding the effects of vocabulary growth on spoken word recognition, phonological awareness, and nonword repetition.

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24

Inoue, Miyako. "Word for Word: Verbatim as Political Technologies." Annual Review of Anthropology 47, no. 1 (October 21, 2018): 217–32. http://dx.doi.org/10.1146/annurev-anthro-102116-041654.

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Verbatim—word for word—is assumed to be a text that faithfully captures and represents a discursive event that took place in time and space, which would otherwise be ephemeral and unrepeatable. In modern societies, verbatim stands in for durable indexicality and materializes the social epistemology of evidence, accountability, and authenticity. Today's ubiquitous presence of recording technologies amplifies the conviction that the production of verbatim as in the conversion, for example, from speech to writing is unmediated and transparently mechanical. Far from being unremarkable, however, the seemingly unmotivated commensurability between original and copy is an ideological function of social reproduction and institutional power. Building on both classic and contemporary linguistic anthropological and sociolinguistic studies of verbatim texts, this review suggests how ethnographically situated studies of verbatim in its production and process open up cogent historical and political analysis of social institutions and relations and of subject formation through the labor of inscription.

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25

Watanabe, Norifumi, and Shun Ishizaki. "Neural Network Model for Word Sense Disambiguation Using Up/Down State and Morphoelectrotonic Transform." Journal of Advanced Computational Intelligence and Intelligent Informatics 11, no. 7 (September 20, 2007): 780–86. http://dx.doi.org/10.20965/jaciii.2007.p0780.

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We propose a neural network model for word sense disambiguation using up/down state neurons and morphoelectrotonic transform. Relations between stimulus words and associated words are implemented in this neural network using an associative ontology. This new neural coding model disambiguates word senses in input sentences by using neural network firing dynamics. Whether to put a new link between two neurons is decided using the cooccurrence frequency between two words corresponding to the neurons and the attenuation rate of morphoelectrotonic potential between the two neurons. The distance of the new link is obtained with a learning mechanism by calculating morphoelectrotonic transform from the morphoelectrotonic potential of the two neurons. By analyzing learning behavior using average shortest path lengths and clustering coefficients, we show that this model has a small-world structure.

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26

Attong, Stephen. "This Does Not Add Up." in:cite journal 1 (September 19, 2018): 56–61. http://dx.doi.org/10.33137/incite.1.29501.

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In response to Lu’s spoken word “This is a Test,” this photo essay is an attempt to visually express some of the themes that popped in my head when listening to Lu’s work. There were feelings of isolation, helplessness, the idea of being just another cog in the machine, and the fact that it’s a system that does more to halt a child’s learning than to facilitate it.

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27

英, 谭. "The Linguistic Sign Connotations of the Word of “Bottom Up”." Advances in Social Sciences 02, no. 01 (2013): 5–10. http://dx.doi.org/10.12677/ass.2013.21002.

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28

Salmani-Nodoushan, Mohammad Ali. "Morphological Make-up as the Predictor of English Word Accent." TESL Canada Journal 26, no. 2 (June 3, 2009): 13. http://dx.doi.org/10.18806/tesl.v26i2.412.

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For years, phoneticians have tried to simplify pronunciation for EFL/ESL learners. Some have identified four degrees of primary, secondary, tertiary, and weak stress, and others only three degrees: primary, secondary, and weak. Still others have concentrated on two stress levels: accented versus unaccented, or stressed versus unstressed (Bowen, 1975; Stageberg, 1964; Chomsky & Halle, 1968). None, however, has followed an orthography-based approach to English accent. Because orthography is the most static way of representing words in English, spelling- or orthography-based rules of accent/stress placement may come as a relief to ESL/EFL learners. In this article I present four spelling-based rules for stress placement to help EFL/ESL learners master pronunciation.

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29

Cuc, Bogdan Sebastian. "From Body to Word…, From Word to Eros." Romanian Journal of Psychoanalysis 12, no. 2 (December 1, 2019): 119–30. http://dx.doi.org/10.2478/rjp-2019-0020.

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Abstract When describing the two instincts in his work “The Ego and the Id”, Freud says that the “Eros, by bringing about a more and more far-reaching combination of the particles into which living substance is dispersed, aims at complicating life and at the same time, of course, at preserving it”. This complication, which I consider to be rather an increased complexity, can be found in the patients’ discourse through the diversification of means of expression and attributed significations, when their “stories” open up to us and to new meanings… However, when stories are meant to free the body of the burden of a stigmata, which must be covered with histories and significants, how can we identify the flux of the Eros in the counter-sense of a Thanatos that, as Freud said, “tends to return the organic to the lifeless state”? I therefore propose that we try and explore this effort to tell the story of the body expression forms trough words, in Mario Vargas Llosa’s novel, The Storyteller…

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30

George, Lily. "Stirring up Silence." Commoning Ethnography 1, no. 1 (December 18, 2017): 1. http://dx.doi.org/10.26686/ce.v1i1.4139.

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In 1999, Linda Tuhiwai Smith wrote that ‘The word ... ‘research’ is probably one of the dirtiest words in the indigenous world’s vocabulary. When mentioned in many indigenous contexts, it stirs up silence, it conjures up bad memories, it raises a smile that is knowing and distrustful.’ (1). Despite the efforts of many, anthropology in Aotearoa/New Zealand has a history of silence, possibly based on the memories of practitioners who, from the 1980s, lived through times of deep mistrust of anthropologists by Māori. As a student, then practitioner, of anthropology, I received many challenges to my status as an anthropologist and an indigenous academic from both indigenous and non-indigenous academics. Perhaps in order for anthropology to continue to have meaning for Māori and other indigenous peoples in Aotearoa, we need to thoroughly stir up that silence to see what lies beneath in order to fully engage in a truly meaningful relationship.

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31

de Lint, Vanja. "From meaning to form and back in American Sign Language verbal classifier morphemes." Word Structure 13, no. 1 (March 2020): 69–101. http://dx.doi.org/10.3366/word.2020.0160.

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In a seminal paper, Benedicto & Brentari (2004) present a theoretical proposal in which they analyze American Sign Language (ASL) classifier morphemes as instantiations of functional heads F1 and F2 that determine the external or internal position of the argument that lands in their specifier through a structural agreement relation. It has served as a ground for several follow-up studies investigating argument structure in sign language classifier constructions. However, their proposal requires both theoretical amendment and empirical corroboration. In this paper, I critically assess the proposal by Benedicto & Brentari (2004) and provide empirical support for a modified version.

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32

Bajić, Monika. "The Living Word." Kairos 11, no. 1 (July 9, 2017): 91–100. http://dx.doi.org/10.32862/k.11.1.4.

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The Bible, which is indisputable regarded as the inspired word of God, is written under the inspiration of the Holy Spirit. Man, as an earthen vessel, was used by the Holy Spirit to pen the revelation of God’s truth in Jesus Christ. The Holy Scriptures are “God breathed” words to the Church and are key in interpreting and fulfilling God’s telos for creation. This write-up wishes to emphasize and survey the critical role of the Holy Spirit in the Scriptures. Due to the inspiring role of the Spirit, the word of God is not a dead letter, rather a life-giving word that spills new life into the believer and the Church. Precisely this connection of Spirit and letter marks the Holy Scripture as living and active and conveys the desired transformative dimension for the individual believer and the faith community.

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33

Westover, Lindsey, Amber Ostevik, Daniel Aalto, Jacqueline Cummine, and William E. Hodgetts. "Evaluation of word recognition and word recall with bone conduction devices: do directional microphones free up cognitive resources?" International Journal of Audiology 59, no. 5 (March 10, 2020): 367–73. http://dx.doi.org/10.1080/14992027.2019.1708983.

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34

Caufield, Michael. "ante up and life depends and the history of word "mere"." Public Voices 2, no. 2 (April 11, 2017): 72. http://dx.doi.org/10.22140/pv.413.

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Lim, Hyungjun, Younggwan Kim, Jahyun Goo, and Hoirin Kim. "Interlayer Selective Attention Network for Robust Personalized Wake-Up Word Detection." IEEE Signal Processing Letters 27 (2020): 126–30. http://dx.doi.org/10.1109/lsp.2019.2959902.

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36

Morini, Giovanna, and Rochelle S. Newman. "Monolingual and Bilingual Word Recognition and Word Learning in Background Noise." Language and Speech 63, no. 2 (May 19, 2019): 381–403. http://dx.doi.org/10.1177/0023830919846158.

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The question of whether bilingualism leads to advantages or disadvantages in linguistic abilities has been debated for many years. It is unclear whether growing up with one versus two languages is related to variations in the ability to process speech in the presence of background noise. We present findings from a word recognition and a word learning task with monolingual and bilingual adults. Bilinguals appear to be less accurate than monolinguals at identifying familiar words in the presence of white noise. However, the bilingual “disadvantage” identified during word recognition is not present when listeners were asked to acquire novel word-object relations that were trained either in noise or in quiet. This work suggests that linguistic experience and the demands associated with the type of task both play a role in the ability for listeners to process speech in noise.

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Schlechtweg, Marcel. "The naming potential of compounds and phrases: An empirical study on German adjective-noun constructions." Word Structure 11, no. 3 (November 2018): 359–84. http://dx.doi.org/10.3366/word.2018.0133.

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Using data from two empirical studies, the present article investigates whether German adjective-noun compounds are inherently more appropriate to function as naming units or kind terms than the corresponding phrases. In the first experiment, it was tested whether subjects prefer a non-lexicalized compound (e.g., Kurzcouch, short_couch) or the respective non-lexicalized phrasal counterpart (e.g., kurze Couch, short couch) in order to express a novel complex lexical concept (e.g., It is a very specific couch that is 1.30 meters short because it is designed only for children up to this size.). In the second test, subjects rated on a scale how well the compounds and phrases expressed the newly created concepts. The findings of the two studies support the idea that compounds are better naming candidates than phrases. It is claimed that the effect derives from the specific formal nature of compounds and has consequences for the processing and mental representation of the two construction types.

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BOZ, Erdoğan. "The Meanıng Problem Per Article Line Up Meaningful Of Modern Turkish: Words As An Example Word “Classic”." Journal of Turkish Studies Volume 4 Issue 8, no. 4 (2009): 146–58. http://dx.doi.org/10.7827/turkishstudies.944.

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39

Hardianti, Widya Nindi, and Rohmani Nur Indah. "DISFLUENCIES IN STAND-UP COMEDY: A PSYCHOLINGUISTIC ANALYSIS ON DREW LYNCH'S STUTTERING." LEKSEMA: Jurnal Bahasa dan Sastra 5, no. 1 (June 17, 2020): 27. http://dx.doi.org/10.22515/ljbs.v5i1.2075.

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Difficulties of producing speech sound in stutterers are indicated by the repetition, pause, prolongation, revision, and filled pause on the speaking. However, such difficulties do not hinder the communication as shown in the speech of a stand-up comedian named Drew Lynch. This study aims at exploring the types of fluency disorder identified in Lynch’s utterances on stage. This study uses the descriptive qualitative method employed through the process of observing, transcribing, describing, and analyzing his utterances in American Got Talent videos. The result shows Lynch produces all kinds of disfluency covering filled pause, phrase repetition, revision, multisyllabic whole-word repetition, monosyllabic whole-word repetition, repetition of individual sound or syllable, prolongation of sound, and block. The monosyllabic whole-word repetition is more dominant. The combination happens between revision with monosyllabic whole-word repetition, prolongation, or multisyllabic whole-word repetition. These findings confirm that in the context of stand-up comedy, the disfluencies in stuttering do not hamper the transfer of meaning.

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Kay, Kendrick. "Bottom-up and top-down computations in word- and face-selective cortex." Journal of Vision 17, no. 15 (December 1, 2017): 13. http://dx.doi.org/10.1167/17.15.13.

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41

Lim, Hyungjun, Younggwan Kim, and Hoirin Kim. "Cross-Informed Domain Adversarial Training for Noise-Robust Wake-Up Word Detection." IEEE Signal Processing Letters 27 (2020): 1769–73. http://dx.doi.org/10.1109/lsp.2020.3026947.

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42

Slater, Lee. "Cultural Identity and Reconciliation in Rwanda: From Spoken Word to Stand-Up." French Review 92, no. 2 (2018): 119–30. http://dx.doi.org/10.1353/tfr.2018.0013.

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43

Jensen, Robert D. "Final Word: The Health Technology Community Steps Up to Combat COVID-19." Biomedical Instrumentation & Technology 54, no. 4 (July 1, 2020): 312. http://dx.doi.org/10.2345/0899-8205-54.4.312.

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44

Cairns, Paul, Richard Shillcock, Nick Chater, and Joe Levy. "Bootstrapping Word Boundaries: A Bottom-up Corpus-Based Approach to Speech Segmentation." Cognitive Psychology 33, no. 2 (July 1997): 111–53. http://dx.doi.org/10.1006/cogp.1997.0649.

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45

Koch, Sabine C., Stefanie Glawe, and Daniel V. Holt. "Up and Down, Front and Back." Social Psychology 42, no. 3 (January 2011): 214–24. http://dx.doi.org/10.1027/1864-9335/a000065.

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The present study shows how directional movement is related to meaning. We measured the influence of congruent versus incongruent movement – meaning pairings on reaction times in a Stroop-type categorization task. Movement-related words corresponding to the vertical up-down axis (e.g., happiness – grief; successful; to sink) and to the sagittal front-back axis (e.g., tomorrow – yesterday; decisive; to retreat) were coupled with actual movement in the vertical and sagittal axes. The color of the word appearing on a computer screen indicated the movement direction, creating congruent and incongruent movement – meaning trials. Participants reacted faster on congruent trials (e.g., happy – upward movement; decisive – forward movement) than on incongruent trials (e.g., happy – downward movement; decisive – backward movement). Results supported the hypothesized movement – meaning relation for both the vertical and the sagittal dimensions.

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Shore, S. "On the Growing up of Autistic Individuals. On the Growing up of Autistic Individuals." Autism and Developmental Disorders 18, no. 2 (2020): 3–5. http://dx.doi.org/10.17759/autdd.2020180201.

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The Introduction word by the thematic editor of the issue reveals the main current tasks related to the challenges of growing up individuals with autism spectrum disorders. A brief analysis of the content of thematic publications included in the current issue of the journal is carried out. A new rubric “Remote support for people with autism” introduced in connection with changes in living conditions caused by the COVID-19 epidemic is presented.

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MIGNOSI, FILIPPO, and ANTONIO RESTIVO. "A NEW COMPLEXITY FUNCTION FOR WORDS BASED ON PERIODICITY." International Journal of Algebra and Computation 23, no. 04 (June 2013): 963–87. http://dx.doi.org/10.1142/s0218196713400080.

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Motivated by the extension of the critical factorization theorem to infinite words, we study the (local) periodicity function, i.e. the function that, for any position in a word, gives the size of the shortest square centered in that position. We prove that this function characterizes any binary word up to exchange of letters. We then introduce a new complexity function for words (the periodicity complexity) that, for any position in the word, gives the average value of the periodicity function up to that position. The new complexity function is independent from the other commonly used complexity measures as, for instance, the factor complexity. Indeed, whereas any infinite word with bounded factor complexity is periodic, we will show a recurrent non-periodic word with bounded periodicity complexity. Further, we will prove that the periodicity complexity function grows as Θ( log n) in the case of the Fibonacci infinite word and that it grows as Θ(n) in the case of the Thue–Morse word. Finally, we will show examples of infinite recurrent words with arbitrary high periodicity complexity.

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Fuson, Karen C., and Adrienne M. Fuson. "Instruction Supporting Children's Counting on for Addition and Counting up for Subtraction." Journal for Research in Mathematics Education 23, no. 1 (January 1992): 72–78. http://dx.doi.org/10.5951/jresematheduc.23.1.0072.

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Children in the United States ordinarily invent a series of increasingly abbreviated and abstract strategies to solve addition and subtraction problems during their first 4 years in school (Carpenter & Moser, 1984; Fuson, 1988, in press–a, in press–b; Steffe & Cobb, 1988). Several studies have shown that instruction can help children learn specific strategies in this developmental sequence. Fuson (1986), Fuson and Secada (1986), and Fuson and Willis (1988) demonstrated that by the end of first grade children of all achievement levels could add and subtract single-digit sums and differences (sums to 18) by sequence counting on and sequence counting up. Sequence counting on and counting up are abbreviated counting strategies in which the number words present the addends and the sum. In both strategies the counting begins by saying the number word of the first addend. For example, to count on to add 8 + 6, a child would say, “8 (pause), 9, 10, 11, 12, 13, 14.” The same sequence of number words is used to find 14–8 by counting up, but the answer is the number of words said after the first addend word rather than the last word in the sequence. When the second addend is larger than 2 or 3, some method of keeping track of the words said for the second addend is required. In the studies above this method was one-handed finger panems that showed quantities l through 9 (the thumb is 5) so that children could hold their pencil in their writing hand all of the time. The counting-on and counting-up instruction related the counting words to objects showing the addends and the sum, thus focusing on conceptual prerequisites for these abbreviated counting procedures and enabling children to relate counting and cardinal meanings of number words (Secada, Fuson, & Hall, 1983). The countingup instruction provided interpretations of subtraction and the“–” symbol as adding on, as well as the usual take-away interpretation that leads children to count down for subtraction.

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Miller, Kenneth, Joseph H. Abraham, Lori Rhodes, and Rachel Roberts. "Use of the Word “Cure” in Oncology." Journal of Oncology Practice 9, no. 4 (July 2013): e136-e140. http://dx.doi.org/10.1200/jop.2012.000806.

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Oncology clinicians say patients are hesitant to ask whether they are cured, and clinicians are hesitant to tell them they are cured. Annual oncology follow-up was frequently endorsed, even after 20 years of remission.

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Nyquist, Mary. "The Father's Word/Satan's Wrath." PMLA/Publications of the Modern Language Association of America 100, no. 2 (March 1985): 187–202. http://dx.doi.org/10.2307/462289.

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Milton's two epic beginnings are interrelated by a network of structural parallels and verbal echoes and by the articulation of the Father's Word with Satan's wrath. An important if unacknowledged intertext for Satan's temptations against the Word, which occur in both epics, is the Reformed reading of the Genesis exchange between the serpent and Eve. Granting it status as an intertext permits a fresh exploration of the intertextual relations of Paradise Lost and Paradise Regained. Under a poststructuralist and Lacanian analysis, the distinctive logocentric structures and operations at work in these two epics reveal the authority and self-presence of the Father's Word systematically yet progressively being caught up in or displaced by Satan's plotting, by history, and by writing.

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