Conceptual Transfer Research Articles

On a Degenerating Limit Theorem of DeMarco–Faber

One of our aims is to complement the proof of DeMarco–Faber’s degenerating limit theorem for the family of the unique maximal entropy measures parametrized by a punctured open disk associated to a meromorphic family of rational functions on the complex projective line, degenerating at the puncture. This complementation is done by our main result, which rectifies a key computation in their argument. We also establish and use a direct and explicit translation from degenerating complex dynamics into quantized Berkovich dynamics, instead of using DeMarco–Faber’s more conceptual transfer principle between those dynamics.

Conceptual Transfer Studies in the Context of Second Language Acquisition: A Scoping Review

Conceptual Transfer Studies in the Context of Second Language Acquisition: A Scoping Review

A Dual State in Turkey?

In research on authoritarianism in Turkey and beyond, there is a growing interest in Ernst Fraenkel’s concept of the dual state from the Nazi era. However, upon closer inspection, these articles lack a systematic application and implementation of Fraenkel’s concept. Mostly, there is no discussion of the strengths and weaknesses of such a ‘diachronic’ conceptual transfer. This case study therefore puts particular emphasis on the methodological issues and on the possibilities and limitations of an ‘updated’ application. As a result, it turns out that Fraenkel’s categories are useful tools to trace how the Turkish administration and judiciary are reorganized along a logic of prerogative power. Fraenkel’s state-centred approach can thus contribute to close a gap left by alternative approaches. However, among the weaknesses even of Dreier and Meierhenrich’s supplement is that the time dimension was, respectively is, not sufficiently taken into account. Dual state structures can be more sustainable than originally assumed by Fraenkel.

Differences in prominence-related acoustic measurements in L2 read speech as a function of L1 framing typology

Speech production in a non-native language is often influenced by their first language’s (L1) phonology. One factor that might affect their production prosodically is typological differences in event construal, specifically motion events. Building on this concept, prior studies on gestures and spontaneous speech show that how speakers frame motion events in their L1 can transfer to their second language (L2) through grammatical patterns. However, no study has looked at how L1-L2 differences in framing motion events may affect speakers’ L2 production prosodically. To explore whether those differences affect how L2 speakers prosodically produce motion events, this study collected read speech from two spoken corpora of L2 English learners. We chose L2 learners from different L1 backgrounds that differ in the way they grammatically construct motion events. English production from Korean and Turkish L1 speakers (which are typologically similar) were compared to that of L1 German speakers (which is typologically similar to English), along with productions by L1 English speakers. Duration and various acoustic measurements of pitch and intensity were extracted and analyzed. Results indicated some similarities among learners of the same typology along with differences between the L1 and L2 English speakers. Implications on conceptual transfer will be discussed.

Single radio frequency bucket injection in the 88-Inch Cyclotron using a pulsed high voltage chopper.

A single radio frequency bucket of the 88-Inch Cyclotron is filled using a fast chopper located in the axial line. The bucket then accelerates until it reaches the deflector, at which point, it is extracted as a train of bunches. This phenomenon can be attributed to the characteristic multi-turn extraction of the cyclotron and, by simplifying the complex dynamics of a cyclotron, corresponds to the conceptual transfer function of the cyclotron. The confirmation of the single radio frequency bucket injection was achieved by operating the cyclotron in the third harmonic mode and observing the absence of intermediate bunches during the multiple-bunch extraction.

Missionary linguistics in the East Indies in the seventeenth century

Abstract In recent years, there has been increased academic interest in missionary linguistics. However, whereas much has been written on Spanish missionary linguistics, above all in the Americas, relatively little has been published on Dutch missionary linguistics. This article aims to address this situation by analyzing the texts written in Malay by Dutch missionary linguists in the seventeenth century in the East Indies, now Indonesia. It begins by providing an account of the history of the Malay language, focusing above all on the influence of other languages including Sanskrit, Arabic, and Portuguese on the Malay lexicon. It then describes the activities of the Dutch East India Company in the Indonesian archipelago. After providing a comprehensive account of the texts that the Dutch missionary linguists wrote in Malay, the article analyzes the linguistic strategies that they employed as they attempted to overcome the gap between their language and culture and the Malay language and the culture in which it was embedded. It does so using a fourfold typology: loanwords, loan translations or calques; periphrasis and conceptual transfer. The picture that emerges is that authors made extensive use of all four strategies to communicate the Christian Gospel in Malay. One interesting result is that Dutch missionary linguistics used very few Dutch loanwords in their Malay texts. The article analyzes possible reasons for this.

Conceptual transfer

AbstractThis article provides updated perspectives on research related to conceptual transfer, which is defined as crosslinguistic influence arising from language-specific concepts and patterns of conceptualization. I discuss the historical roots of conceptual transfer, its relationship to linguistic relativity and thinking for speaking, its core assumptions, and its current scope of inquiry. While discussing its scope of inquiry, I review some of the key findings in this area of research as well as some of the recent studies that have expanded its scope. I conclude with a summary of five important points that can be drawn from the existing research on conceptual transfer, and I offer suggestions for future directions.

Conceptual transfer, (re)conceptualisation and other cognitive aspects of crosslinguistic influence in L2 acquisition

Conceptual transfer, (re)conceptualisation and other cognitive aspects of crosslinguistic influence in L2 acquisition

Exploring the Influence of Gender and L1 Conceptual Transfer on English Prepositional Usage

This study explores how gender and first language (L1) conceptual transfer influence the use of English prepositions among 50 Vietnamese university students aged 18 to 25, enrolled in an English language program. The participants' comprehension of English prepositions in terms of usage, meaning, and context was assessed using pre- and post-tests consisting of 20 multiple-choice questions. The data analysis employed descriptive and inferential statistics, including chi-square tests and independent samples t-tests. Both the pre- and post-test results revealed a moderate level of English prepositional usage, with all participants displaying improvement. Female participants performed slightly better than males on the post-test, while there were no notable gender differences in pre-test scores. In both tests, participants with high levels of L1 conceptual transfer performed significantly poorer compared to those with low levels. These findings highlight the significant role of L1 conceptual transfer in the English prepositional usage of Vietnamese language learners, while suggesting a minor impact of gender. Further research is needed to delve deeper into this relationship. The results emphasize the importance of addressing L1 conceptual transfer in English language instruction, specifically regarding prepositions, within the context of Vietnam.

Discussing Pauperism in mid-Nineteenth Century Poland and Russia: A Study of Conceptual Transfers to the Imperial Heartland and Peripheries

ABSTRACTThis article investigates the transfer of the concept of pauperism to the Russian Empire in the 1840s, exploring the published output of authors from the Kingdom of Poland and St Petersburg. Henryk Kamieński and Vladimir A. Milyutin published articles – in 1845 and 1847 respectively – for the first time in their native languages discussing the phenomenon of pauperism in Western Europe. Their reflections are parallel in many respects, especially concerning their conviction that despite the varying economic models, industrialisation and the mechanisation of labour would in general positively influence the social well-being in their native countries, even though it was producing miserable living conditions for the lowest social stratum in the West. The cases examined in this paper may also stimulate methodological reflections on conceptual transfers, and in particular their intricacies in the Eastern and Central European contexts.

Changing Natures: On Theory and Practice of Breeding in the European Middle Ages

While throughout modern history it has been shown how thoroughly biological discourses were shaped by conceptions originating in the theory and praxis of breeding, for the medieval period similar studies are mostly absent. This paper offers a symmetrical history of theory and praxis of breeding by asking to what extent they shaped medieval conceptions of human ‘race’ and ‘ancestry’ in Europe. For scholarly knowledge of breeding, the analysis relies on Albertus Magnus’ extensive Aristotelian work De animalibus. For the practical knowledge of the breeders, scattered indications from the secondary literature are compiled and promising primary sources are outlined for further research. The paper finds that various concepts and practices whose origins are commonly placed in the early modern period were already present in the Middle Ages, including the concept of reproductive heredity and the view that creation diversified over time through reproductive ancestry. Breeding practices, thus, existed before the rise of genetics in modern biology. The medieval conceptions of ‘race’ and ‘ancestry’ underwent conceptual transfers from the non-human into the human sphere, collapsing the qualitative distinction of the two spheres into one quantitively graded overarching image of nature.

Conceptual wanderlust: How to develop creative supply chain theory with analogies

AbstractThis article guides the development of creative insights in supply chain management. The authors begin by describing analogies' role in advancing organization theory with a focus on image transfers between knowledge domains. While much has been said about the merits of conceptual transfers between domains, much equally remains unknown, particularly about how to deliberately develop creative insights that have the potential to challenge or enhance existing supply chain management theory. To address this issue, this research builds on prior work on analogies, creativity, and design thinking to develop a heuristic‐analytic model. This model is designed to assist researchers in theorizing by analogy through a controlled dual cognitive process of divergence before convergence combined with a distant boundary‐spanning knowledge search. An illustration of the model shows how creative output can provide a fresh perspective that helps render supply chains potentially more resilient.

THE DISTINCTIONS OF VERBS OF STEALING AMONG ARABIC-ENGLISH TRANSLATORS

This paper investigates the distinctions of verbs of stealing among Arabic-English translators. First, the four verbs selected for this study were ‘shoplift’, ‘rob’, ‘burglarize’, and ‘heist’. Second, visual stimuli for four verbs of stealing were developed along with their dimensions of distinctions. Six participants were presented with these visual stimuli and were asked to describe them in Arabic and English, along with their respective definitions. Semantic analysis of the English naming pattern revealed that the participants had not demonstrated any knowledge with regard to the English-based dimensions of meaning for the four respective verbs, showing no consistent distinctions among them. Rather, these participants used general English verbs to describe more specific actions, a pattern that was emulated in their Arabic naming pattern, which might suggest conceptual transfer. The only verb that generated the best answers in English was the verb ‘rob’ and that might be due to the exact lexicalization pattern in both English and Arabic in the sense both use single-verb format to express the same idea. This result suggested the positive effects of the one-to-one lexicalization pattern of the L1 on the acquisition of L2 verbs whereas the more-to-one lexicalization patterns had negative effects.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0008/a.php" alt="Hit counter" /></p>

Grammatical category versus comparative concept in missionary grammars of Tamil (16th-18th centuries): the description of the relative clause

ABSTRACT Linguists today presuppose that for both description/analysis and comparison of languages, there is a substantial set of universal crosslinguistic categories. In the same way, in the grammaticisation of non-European languages, missionaries took the grammatical categories elaborated for Latin as a set of universal crosslinguistic categories. One could assume that they fell into the trap of transferring time-tested terminology from traditional Latin grammar adapting it to the description of a language with rather different structural properties without really capturing its ‘genius’. Even if this assumption may certainly be true to some extent, it does not present the whole picture and it does not do justice to the efforts missionaries made in describing new languages. Therefore, focusing on how missionaries understood and described the Tamil relative clause and relativiser marker, this paper aims to discuss the tension arising in grammatical descriptions between language-particular categories and crosslinguistic conceptual transfer. The paper thus demonstrates how missionaries did not limit their accounts to the transfer of a priori grammatical categories, tailored for Latin and applied to Tamil, but rather how they refined their descriptions through a crosslinguistic conceptual transfer that may be considered the first step towards comparative concepts.

An Analysis of the Negative Conceptual Transfer of Chinese Language to Chinese Students' Learning and Use of Russian Sequences

As Chinese students learn and use Russian language more and more, the influence of Chinese on Russian language learning is becoming more and more obvious. Due to the different cultural contexts of Chinese and Russian, there are relative differences in language order, leading to the phenomenon of negative conceptual transfer from Chinese to Russian, and the negative transfer of Chinese language order brings learning obstacles to Chinese students' learning of Russian. In this paper, we discuss and analyse the causes of negative transfer and propose corresponding learning strategies to help Chinese students learn Russian by discussing the concept of negative transfer and combining it with the current problems of Russian language use.

Genuine Fascist Theory or Non-Systematic Conceptualisations of the New Authoritarian Order?

Abstract This article analyses legal texts written by Nikolaos Koumaros that were foundational to the 4th of August regime in Greece. It demonstrates the regime possessed an ideology that did not differ substantially from other authoritarian regimes of the period. In particular, the choice of Koumaros as the central legal theorist of the regime can be explained by his familiarity with anti-liberal theories of the time. His engagement with these theories was linked with his studies in France and Italy during the interwar period, exposing him to fascist ideals. A detailed examination of the conceptual transfers that informed the main legal texts of the regime demonstrated their reasoning followed closely the theoretical developments of the time. Mussolini’s doctrine of fascism and a specific reading of Rousseau functioned as the basis for the legitimisation of a new, anti-liberal political order. These ideas became key analytical pillars of the legal texts that gave shape to the regime’s normative and political foundation, demonstrating that explicit fascist theories informed the political physiognomy of the regime.

A deep transfer learning-based convolution neural network model for COVID-19 detection using computed tomography scan images for medical applications

The Coronavirus (COVID-19) has become a critical and extreme epidemic because of its international dissemination. COVID-19 is the world's most serious health, economic, and survival danger. This disease affects not only a single country but the entire planet due to this infectious disease. Illnesses of Covid-19 spread at a much faster rate than usual influenza cases. Because of its high transmissibility and early diagnosis, it isn't easy to manage COVID-19. The popularly used RT-PCR method for COVID-19 disease diagnosis may provide false negatives. COVID-19 can be detected non-invasively using medical imaging procedures such as chest CT and chest x-ray. Deep learning is the most effective machine learning approach for examining a considerable quantity of chest computed tomography (CT) pictures that can significantly affect Covid-19 screening. Convolutional neural network (CNN) is one of the most popular deep learning techniques right now, and its gaining traction due to its potential to transform several spheres of human life. This research aims to develop conceptual transfer learning enhanced CNN framework models for detecting COVID-19 with CT scan images. Though with minimal datasets, these techniques were demonstrated to be effective in detecting the presence of COVID-19. This proposed research looks into several deep transfer learning-based CNN approaches for detecting the presence of COVID-19 in chest CT images.VGG16, VGG19, Densenet121, InceptionV3, Xception, and Resnet50 are the foundation models used in this work. Each model's performance was evaluated using a confusion matrix and various performance measures such as accuracy, recall, precision, f1-score, loss, and ROC. The VGG16 model performed much better than the other models in this study (98.00 % accuracy). Promising outcomes from experiments have revealed the merits of the proposed model for detecting and monitoring COVID-19 patients. This could help practitioners and academics create a tool to help minimal health professionals decide on the best course of therapy.

Immersive virtual reality in STEM: is IVR an effective learning medium and does adding self-explanation after a lesson improve learning outcomes?

The goal of the current study was to investigate the effects of an immersive virtual reality (IVR) science simulation on learning in a higher educational setting, and to assess whether using self-explanation has benefits for knowledge gain. A sample of 79 undergraduate biology students (40 females, 37 males, 2 non-binary) learned about next-generation sequencing using an IVR simulation that lasted approximately 45 min. Students were randomly assigned to one of two instructional conditions: self-explanation (n = 41) or control (n = 38). The self-explanation group engaged in a 10 min written self-explanation task after the IVR biology lesson, while the control group rested. The results revealed that the IVR simulation led to a significant increase in knowledge from the pre- to post-test (ßPosterior = 3.29). There were no differences between the self-explanation and control groups on knowledge gain, procedural, or conceptual transfer. Finally, the results indicate that the self-explanation group reported significantly higher intrinsic cognitive load (ßPosterior = .35), and extraneous cognitive load (ßPosterior = .37), and significantly lower germane load (ßPosterior = − .38) than the control group. The results suggest that the IVR lesson was effective for learning, but adding a written self-explanation task did not increase learning after a long IVR lesson.

Grammaticalised and non-grammaticalised conceptualisations of liyil ‘head’ in Likpakpaln (Konkomba)

This paper qualitatively analyses the conceptualisations of the body part, head in Likpakpaln, an understudied Mabia (Gur), Niger-Congo language spoken on the North-Eastern corridors of Ghana. The analytical framework is a synthesis of grammaticalisation and conceptual metaphor theories. I establish that the head in Likpakpaln is unproductive for the grammaticalised, main pools of conceptual transfer. I examine the non-grammaticalised conceptualisation(s), too, under four salient semantic domains – luck, reasoning, emotion and personality traits. The head displays varying degrees of productivity for each of the four target domains. In all, I argue that the conceptualisations are filtered by lived-experiences, cultural construals and the language-specific lexical structure. The data provides further support for the embodied cultural prototype view of body part metaphor analysis.

A Corpus-Based Study on the Most Frequently Used English Prepositions: A Conceptual Transfer Perspective

This corpus-based study aims to examine the frequencies of English preposition usages from the perspective of conceptual transfer. The authors have built up a corpus from third-year English – majored students' Academic writing tasks (HSAC) as their Ending-course assignments from Ho Chi Minh City University of Food Industry for two consecutive semesters in the academic year 2019 – 2020. This corpus was used as the source of data in analyzing the frequencies of prepositions in their essays. Two hundred and fifty pieces of writing were examined. The concordance output was used to determine the frequency of English preposition usage and types of errors via Sketch Engine Software. The findings showed a negative relationship between prepositional senses and their collocations with certain Vietnamese linguistic features. The study also revealed that negative conceptual transfer was recurrent and systematic. Based upon the findings, a conceptual framework for teaching and learning functional words like prepositions was drawn for language teachers and learners in a foreign language context.