Text Memory Research Articles

SMDDH: Singleton Mention Detection using Deep Learning in Hindi Text

Mention detection is an important component of the Coreference Resolution (CR) system, where mentions such as name, nominal, and pronominals are identified. These mentions can be purely coreferential mentions or singleton mentions (non-coreferential mentions). Coreferential mentions are those mentions in a text that refer to the same entities in the real world. Whereas, singleton mentions are mentioned only once in the text and do not participate in the coreference as they are not mentioned again in the following text. Filtering of these singleton mentions can substantially improve the performance of a CR process. This paper proposes a singleton mention detection module based on a Fully Connected Network (FCN) and a Long Short-Term Memory for Hindi text and model identifying singleton mentions so that these mentions can be filtered out to reduce the search space for CR. A CR system can look for the previous reference of that mention in the text and if these mentions are removed from the list of mentions, then it reduces the searching time and also space time. This model utilizes a few hand-crafted features, context information, and embedding for words from word2vec and a multilingual Bidirectional Encoder Representations from Transformers (mBERT) language model. The coreference annotated Hindi dataset comprising 3.6K sentences, and 78K tokens are used for the task. The singleton mention detection model is analyzed extensively by experimenting with various lengths of context windows for each mention. The performance of the model is significant with two window sizes of context as compared to other various window sizes of contexts such as 2,3,4,5, etc., and all previous and all next words of each mention. The Precision, Recall, and F-measure of the LSTM-FCN model with mBERT (Word + Context + Syntactic) with two window sizes of context for identifying the singleton mentions are 63%, 71%, and 67% respectively.

RHYME IN CONTEMPORARY POETIC DISCOURSE: COMMUNICATIVE-PRAGMATIC CHARACTERISTICS

The article is dedicated to exploring the role of rhyme in the English poetic discourse of the XXI century. Rhyme, being the central element of most poetic genres, has unique pragmatic effect both when it is present (in classical verse) and absent (in verse libre). The role of rhyme ranges from ensuring memorization to broader communicative and cognitive influences, as justified by the studies reviewed in the article. The aim of the article is to contrast practices of using and omitting rhyme in contemporary English poetry and to reveal the pragmatic potential of rhyme. For this purpose, works of contemporary poets are scrutinized via methods of comparison and contrast, pragmatic analysis and stylistic analysis. Our findings show that rhyme, whenever present, serves not only for text memorization or embellishment, but also has deeper relations with the core of the poem. In case of verse libre or blank verse, the absence of rhyme (especially when paired with the graphic element of ignoring capital letters) turns a poem into a dynamic work, an unfinished process. An increasing tendency of ignoring rhyme in contemporary English poetry might be linked to the graphic character of poetry itself. Whenever rhyme is absent, there is an “extra” element which fills its place, and usually those elements are either graphical additions or peculiarities of punctuation. The scientific novelty of the article lies in revealing the pragmatic role of rhyme and justifying that this role is fulfilled even when rhyme is absent. The theoretical and practical significance of the article lies in exploring the role of rhyme considering pragmatics, stylistics, and cognitive poetics.

Effects of note-taking on the accuracy and fluency of consecutive interpreters' immediate free recall of source texts: A three-stage developmental study

Note-taking for consecutive interpreting (CI) is a special type of note-taking in that selective notes are taken in a highly multi-tasking condition under time pressure during a CI speech segment but are used to enable a complete recall of the source speech immediately. Given the specialty of interpreters' note-taking, it is still unclear in what ways note-taking affects interpreters' memory performance. Moreover, the effect of note-taking is theoretically assumed to depend on interpreting expertise, which has not been substantiated by empirical research. This study addresses these questions by investigating the effect of note-taking on the accuracy and fluency of interpreters' memory of the source text at different training stages. An oral recall experiment was administered to student interpreters at three critical note-taking training stages: the initial stage (with one-month training in note-taking), after the critical development stage (with six-month training in note-taking), and the advanced stage (with two-year training in note-taking), with a sample size of 53, 53 and 35 at each stage respectively. Participants listened to and immediately recalled speech segments consecutively in two note-taking conditions: with and without note-taking. Recall accuracy was measured by completeness of information recalled, and recall fluency was measured by oral fluency during recall. Results showed that note-taking significantly enhanced both accuracy and fluency of interpreters' recall of the source text at all the three stages, revealing a facilitative effect of note-taking on source text memory. The size of the note-taking effect increased as interpreting training experience accumulated, indicating that interpreting training enhanced the facilitative role of note-taking. However, the developmental trajectories of the note-taking effect on recall accuracy and fluency differed. As interpreting training proceeded, the note-taking effect on recall fluency was first improved (from Stage 1 to Stage 2), and later was the note-taking effect on recall accuracy (from Stage 1 to Stage 3). The findings shed light on the cognitive mechanisms of how note-taking functions for consecutive interpreters. A potential practical implication for interpreter training is that a step-by-step note-taking training approach may be beneficial.

MFSC: A Multimodal Aspect-Level Sentiment Classification Framework with Multi-Image Gate and Fusion Networks

Currently, there is a great deal of interest in multimodal aspect-level sentiment classification using both textual and visual information, which changes the traditional use of only single-modal to identify sentiment polarity. Considering that existing methods could be strengthened in terms of classification accuracy, we conducted a study on aspect-level multimodal sentiment classification with the aim of exploring the interaction between textual and visual features. Specifically, we construct a multimodal aspect-level sentiment classification framework with multi-image gate and fusion networks called MFSC. MFSC consists of four parts, i.e., text feature extraction, visual feature extraction, text feature enhancement, and multi-feature fusion. Firstly, a bidirectional long short-term memory network is adopted to extract the initial text feature. Based on this, a text feature enhancement strategy is designed, which uses text memory network and adaptive weights to extract the final text features. Meanwhile, a multi-image gate method is proposed for fusing features from multiple images and filtering out irrelevant noise. Finally, a text-visual feature fusion method based on an attention mechanism is proposed to better improve the classification performance by capturing the association between text and images. Experimental results show that MFSC has advantages in classification accuracy and macro-F1.

The Effects of a Novel Treatment for Hemianopic Dyslexia on Reading, Symptom Load, and Return to Work.

Reading disorders are frequent in homonymous hemianopia and are termed hemianopic dyslexia (HD). The existing treatment methods have shown improvements in reading speed, accuracy, and eye movements during reading. Yet, little is known about the transfer effects of such treatments on functional, reading-related tasks of daily life, e.g., reading phone numbers, finding typing errors or text memory. In addition, little is known about the effects on symptom load and return to work. Here, we examined a new reading therapy entailing three different methods-floating text, rapid serial visual presentation (RSVP) of single words, and the moving window technique-and evaluated their efficacy. Twenty-seven chronic HD patients were treated in a baseline design with treatment-free intervals before and after a treatment period of several months. HD was assessed with a battery of reading tests and a questionnaire about subjective symptom load at four time-points. Patients received all three reading therapies over several weeks. The results show significant and stable improvements during treatment within all measures. Approximately 63% of treated patients returned to work after the therapy. We concluded that our novel HD treatment led to widespread and lasting improvements in reading performance, generalized to functional reading tasks and reduced symptom load, and the majority of patients were able to return to work.

ВИЗУАЛЬНЫЕ ОБРАЗЫ ПАМЯТИ В СТИХОТВОРЕНИЯХ Ю. ЛЕВИТАНСКОГО "ВОСПОМИНАНЬЕ О ЦВЕТНЫХ СТЕКЛАХ" И "ВОСПОМИНАНЬЕ О КРАСНОМ СНЕГЕ"

The paper considers two poems by Y.D. Levitansky from his book “Cinematography” (1970): “Remembrance of Colored Glass” and “Remembrance of Red Snow”. The paper is aimed at studying methods of visual representation of memory in lyrical texts. To that end it analyses the subjective structure, space and time, as well as sound and visual images, including color. In addition, the poems are related to each other. As a result, conclusions are made about the specificity of the visual image of memory in those poems.

Confidence-based dynamic cross-modal memory network for image aesthetic assessment

Image aesthetic assessment (IAA) aims to design algorithms that can make human-like aesthetic decisions. Due to its high subjectivity and complexity, visual information alone is limited to fully predict the aesthetic quality of an image. More and more researchers try to use complementary information from user comments. However, user comments are not always available due to various technical and practical reasons. Therefore, it is necessary to find a way to reconstruct the missing textual information for aesthetic prediction with visual information only. This paper solves this problem by proposing a Confidence-based Dynamic Cross-modal Memory Network (CDCM-Net). Specifically, the proposed CDCM-Net consists of two key components: Visual and Textual Memory (VTM) network and Confidence-based Dynamical Multi-modal Fusion module (CDMF). VTM is based on the key–value memory network. It consists of a visual key memory and a textual value memory. The visual key memory learns the visual information. While the textual value memory learns to remember the textual feature and align them with the corresponding visual features. During inference, textual information can be reconstructed using only visual features. Furthermore, a CDMF module is introduced to perform trustworthy fusion. CDMF evaluates modality-level informativeness and then dynamically integrates reliable information. Extensive experiments are performed to demonstrate the superiority of the proposed method.

Memorization strategy and foreign language learning: a narrative literature review.

Memorization strategy as a subset of language learning strategy (LLS) has long been investigated to explain foreign language learners' learning behaviors and uncover the role that it plays in foreign language learning (FLL). In the past half century, the focus of memorization research in FLL has been shifted from Memorization, Vocabulary Memorization to Text Memorization, which are termed with consideration of the length of language material to memorize. Since memorization strategy use is greatly influenced by varieties of psychological and socio-culture variables, the memorization strategy system becomes more complicated in the process of FLL. The present narrative review attempts to provide an overview of memorization strategy research in the field of FLL by discussing the concepts, categorizations, uses, instructions and influential factors of the three types of memorization strategies. By reviewing the existing studies, this paper proposes that in future research, diversified methods be deployed with the expansion of research perspectives and the enrichment of research topics to reveal the relationship between memorization strategy and FLL more extensively.

Retrospective Multi-granularity Fusion Network for Chinese Idiom Cloze-style Reading Comprehension

Chinese idiom cloze-style reading comprehension task is of great significance for improving the machine’s ability to understand Chinese idioms, which is one of the essential application requirements in advanced artificial intelligence. Existing methods suffer from an insufficient deep semantic understanding of the text. To solve this problem, this paper proposes a novelRetrospective Multi-granularity Fusion Network (RMFNet)for Chinese idiom cloze-style reading comprehension. Our RMFNet is equipped with two novel modules to model deeper contextual information of passage and Chinese idioms, respectively. First, we propose a novelMulti-granularity Passage Fusion (MgPF)module, which enhances the passage representation by integrating different semantic perspectives. Second, we propose aRetrospective Reading (Re\(^2\))module that implements a back-and-forth reading mechanism to concentrate on critical Chinese idioms, thereby generating an ultimate memory for the whole text. Notably, the intuition of the MgPF module and the Re\(^2\)module is based on human reading strategies in the real world. The strategies in these modules are similar to how humans perceive the text. Extensive experiments are conducted on Chinese benchmark datasets to evaluate the effectiveness and superiority of the proposed method. Our RMFNet achieves state-of-the-art performance and in-depth analysis verifies its capability for understanding the deep semantics of the text.

Reading text aloud benefits memory but not comprehension.

The production effect-that reading aloud leads to better memory than does reading silently-has been defined narrowly with reference to memory; it has been explored largely using word lists as the material to be read and remembered. But might the benefit of production extend beyond memory and beyond individual words? In a series of four experiments, passages from reading comprehension tests served as the study material. Participants read some passages aloud and others silently. After each passage, they completed multiple-choice questions about that passage. Separating the multiple-choice questions into memory-focused versus comprehension-focused questions, we observed a consistent production benefit only for the memory-focused questions. Production clearly improves memory for text, not just for individual words, and also extends to multiple-choice testing. The overall pattern of findings fits with the distinctiveness account of production-that information read aloud stands out at study and at test from information read silently. Only when the tested information is a very close match to the studied information, as is the case for memory questions but not for comprehension questions, does production improve accuracy.

Children's processing of written irony: An eye-tracking study

Ironic language is challenging for many people to understand, and particularly for children. Comprehending irony is considered a major milestone in children's development, as it requires inferring the intentions of the person who is being ironic. However, the theories of irony comprehension generally do not address developmental changes, and there are limited data on children's processing of verbal irony. In the present pre-registered study, we examined, for the first time, how children process and comprehend written irony in comparison to adults. Seventy participants took part in the study (35 10-year-old children and 35 adults). In the experiment, participants read ironic and literal sentences embedded in story contexts while their eye movements were recorded. They also responded to a text memory question and an inference question after each story, and children's levels of reading skills were measured. Results showed that for both children and adults comprehending written irony was more difficult than for literal texts (the “irony effect”) and was more challenging for children than for adults. Moreover, although children showed longer overall reading times than adults, processing of ironic stories was largely similar between children and adults. One group difference was that for children, more accurate irony comprehension was qualified by faster reading times whereas for adults more accurate irony comprehension involved slower reading times. Interestingly, both age groups were able to adapt to task context and improve their irony processing across trials. These results provide new insights about the costs of irony and development of the ability to overcome them.

Narrating the Isthmus: Mobilities and Archipelagic Memory in Texts about the Panama Canal

Narrating the Isthmus: Mobilities and Archipelagic Memory in Texts about the Panama Canal

Text memorization: An effective strategy to improve Chinese EFL learners' argumentative writing proficiency.

This study aims to explore the impact of text memorization strategies on Chinese EFL learners' English argumentative writing proficiency, the process of their text memorization, and specific strategies deployed for the enhancement of the memorization effect. Seven text memorization tests, one pre-test, and one post-test were administrated to 33 Chinese English majors to, respectively, examine students' memorization outcomes as well as their English argumentative writing proficiency before and after memorizing seven model English writings. Data were also collected through interviews with the 12 top scorers in text memorization tests. The results showed that text memorization as a foreign language learning strategy significantly impacted the improvement of EFL learners' argumentative writing proficiency. Moreover, in the text memorization process, in which varieties of strategies were employed, it was found that storage was preceded by understanding among the majority of the interviewees. Since text memorization was found to be advantageous to EFL learners' writing proficiency, a new system of text memorization strategies was developed in the current study to provide both scholars and teachers with insight into text memorization strategies associated with the writing skills of EFL learners.

Relating the Gospels: Memory, Imitation, and the Farrer Hypothesis by Eric Eve

Reviewed by: Relating the Gospels: Memory, Imitation, and the Farrer Hypothesis by Eric Eve Daniel Glover eric eve, Relating the Gospels: Memory, Imitation, and the Farrer Hypothesis (LNTS 592; London: Bloomsbury T&T Clark, 2021). Pp. viii + 247. $115. Eric Eve's Relating the Gospels is a new study on the Synoptic Problem, arguing in favor of the Farrer Hypothesis. E. proposes that offering attention to memory and the scribal and authorial practices of imitation in the ancient world help to demonstrate the plausibility of Luke's use of Matthew and Mark. He dialogues with recent advances in memory studies and scribal compositional practices to argue in seven chapters for the plausibility of Luke's use of Matthew. The first chapter introduces the book and specifies that E. has confined this study to "comparing the viability of the Farrer hypothesis with that of its principal competitor, the Two Document Hypothesis" (3). It is somewhat disappointing that the more recent Matthean [End Page 356] Posteriority Theory did not feature prominently in this book. While no book can do everything, even a surface level engagement with this recent literature in the footnotes would have been desirable. The next two chapters supply the book's method. In chap. 2, E. establishes different models of engagement with memory studies in relation to the Synoptic Problem and how these models can help support the assumption of Marcan priority. Most interesting here is the discussion of scribal composition. E. offers evidence that scribes had a profound capacity for memory and the memorization of texts. The literary elite valued not only rote memorization of lines of text for recitation but also creative memory, which allowed for an interaction with texts even amid their performance. The best scribes could recite passages from a given text that shared a theme, word, or character, rework passages around other and different themes, sometimes recite a narrative in reverse order, and all of these on demand. Those interested in composition would often practice the same sorts of recollecting techniques just described but in combination with other literary works in order to produce a new, creative retelling or reworking of those older sources. These sorts of practices of creative rewriting, therefore, challenge Alan Kirk's argument (Q in Matthew [LNTS 564; London: T&T Clark, 2016]) that the Gospel authors would have been restrained by the logical ordering of written materials. (E. helpfully complicates this argument by pointing out that whatever rearranging would be necessary on Luke's use of Matthew, would also be necessary on Matthew's use of Q.) To be sure, E. does not attribute to the Gospel authors the same level of ability as those elite scribes, but he takes for granted that they would have had access to some of these same practices. In chap. 3, E. places this vision of scribal practice into conversation with recent work on ancient paideia. E. suggests that, while progymnastic exercises of reordering and rearrangement cannot account for every instance of Luke's use of Matthew, they do help the reader to anticipate the types of changes Luke would have made to Matthew, especially once one considers Luke as engaging in typical scribal practices of creative memory. The next three chapters wade "into the weeds" as close, comparative, and exegetical studies of the double and triple tradition. In chap. 4, E. discusses and evaluates significant similarities between Matthew and Luke, especially in the sayings material, but also between the first few chapters of Matthew and Luke. E. himself lists eight thematic and verbal parallels that are difficult to explain without some sort of literary dependence. He finds much the same sort of information in their narratives of John the Baptist, the temptation, and the resurrection. Luke's scribal creativity manifests throughout his Gospel, but E. observes the significance of Luke's imitative rewriting of the narrative of Samuel's infancy narrative in the composition of Jesus's birth and early years. There we find an analogue for the kind of creative alterations to Luke's Septuagintal source that we may observe in Luke's Matthean source under the Farrer Hypothesis. Eve's last two chapters deal with problem passages in Luke, including...

«Мы не уйдем из памяти народной, / О нас потомки будут вспоминать…»: тема памяти в лирике приднестровского поэта-фронтовика Игоря Ильина

The paper deals with the theme of historical memory of the Great Patriotic War, which is one of the leading themes in the creative work of the Pridnestrovian war veteran poet I. R. Ilyin. His poetic works about memory as the main content resource of his creative work are being analysed. The aim of the study is to determine the artistic interpretation of the theme of historical memory in the creative work of the Great Patriotic War veteran, the author of several collections of poems I. R. Ilyin. The scientific novelty of the study lies in looking at the previously unexplored theme of memory in the literary texts of the war veteran poet of Transnistria I. R. Ilyin, which occupies one of the central places in his creative work. This theme is raised through mens perspective, since mostly men fought. But the feat of a woman is also presented, her feminine view of the war as a mother, wife, girlfriend and just a soldier. The undoubted duty, from the standpoint of I. R. Ilyin, is the love for the Motherland, its protection, as well as the memory of past events. As a result of the study, it has been proved that historical memory plays an essential role in the construction of works about the Great Patriotic War by the war veteran poet I. R. Ilyin.

Fashion-Oriented Image Captioning with External Knowledge Retrieval and Fully Attentive Gates.

Research related to fashion and e-commerce domains is gaining attention in computer vision and multimedia communities. Following this trend, this article tackles the task of generating fine-grained and accurate natural language descriptions of fashion items, a recently-proposed and under-explored challenge that is still far from being solved. To overcome the limitations of previous approaches, a transformer-based captioning model was designed with the integration of external textual memory that could be accessed through k-nearest neighbor (kNN) searches. From an architectural point of view, the proposed transformer model can read and retrieve items from the external memory through cross-attention operations, and tune the flow of information coming from the external memory thanks to a novel fully attentive gate. Experimental analyses were carried out on the fashion captioning dataset (FACAD) for fashion image captioning, which contains more than 130k fine-grained descriptions, validating the effectiveness of the proposed approach and the proposed architectural strategies in comparison with carefully designed baselines and state-of-the-art approaches. The presented method constantly outperforms all compared approaches, demonstrating its effectiveness for fashion image captioning.

Heterotopic Spaces as Pathways to Discovering Transcultural Self in Brian Castro’s Shanghai Dancing and Birds of Passage

Abstract This essay seeks to explore the role of heterotopic spaces in the formation of transcultural self and belonging in Brian Castro’s novels Shanghai Dancing and Birds of Passage. Drawing on Michel Foucault’s initial idea of heterotopia, which relates to fictional representations of semi-mythical places, my argument aims at investigating the process of discovering one’s cultural identity within heterotopic spaces, the spaces capable of juxtaposing elements incompatible in time or character. Focusing on textual heterotopias and heterotopias of memory in literary texts, this work examines how Brian Castro employs this concept to depict the intricacies of identity formation in his narratives. Thus, I set out to examine how heterotopic spaces in these two narratives open up a path towards understanding transcultural selfhood.

Relevance instructions and memory for text. The role of instruction specificity and text length (Instrucciones de relevancia y recuerdo de textos. El rol de la especificidad de la instrucción y de la longitud del texto)

ABSTRACT We examined two factors that influence the effect of relevance instructions on memory for text, namely, instruction specificity and text length. In Experiment 1, 111 undergraduate students read a 1,182-word-long text describing an exotic country. Some students were provided with a general instruction (to focus on one subtopic of the text), others were provided with specific instructions (what-questions inserted into the text), and the rest were provided with a neutral instruction (they were asked just to read for understanding). Those receiving specific instructions recalled the relevant information better; those in the general instruction condition did not show better memory for the relevant information. In Experiment 2, 170 undergraduate students read either the long version of the exotic country text, comprising 1,182 words, or a shortened, 603-word-long version. Half of the students received the general instruction, whereas the rest received the neutral instruction. When the text was short, the participants receiving the general instruction recalled the relevant information better; when the text was long, they did not show better memory for the relevant information.

A Literary review on Buddhi(IQ) and Smriti(Memory)–An Ayurveda approach

Mana (mind) is one of the important things in life which leads to overall health. Smriti (memory) is the remembrance of what has been experienced directly earlier. It is described as one among the eight Aishwaryas (desire of power) which only happen through the concentration of the mind. Buddhi (Intellect) is also known as Mahata (greatness), Upalabidhi (accomplishment), and Gyana (intellectual). Grahana (grasping) and Dharana (retaining) capacity are the most important properties of intellect because of this knowledge can be retrieved by Smriti (memory). In the modern era due to stress, and disturbing emotions there is an increase in incidences of psychosomatic disease. Aim and objectives: The main aim is to explore and review IQ and memory through the Ayurveda approach. Materials and methods: The source for this study is collected from the classical Ayurvedic books and commentaries, modern medical science textbooks and different articles from Pubmed, DHARA, Google scholar etc. Result: There is an elaborate description of various mental faculties like Buddhi (intellect), Manas (mind), and Smriti (memory) in the ancient Indian texts including Ayurveda texts. Conclusion: Exploration of IQ and memory through the Ayurveda approach helps better understanding of IQ and memory which can improve the practical utility and clinical applicability of these Ayurvedic concepts. Clinically, the anatomic and physiologic knowledge of both IQ and memory will not only facilitate choosing the right medicinal formulations but also definite Panchakarma procedures for the best outcome in the prevention of diseases and cure the neuromotor or neuro-behavioural ailments in which both IQ and memory get defected.

Effects of negative emotional valence on readers’ text processing and memory for text: an eye-tracking study

AbstractComprehension of stories requires readers to take the perspective of the story characters and imagine or feel their cognitive and affective states. The study investigated how variations in emotional valence within a literary text affected readers’ global text processing, as reflected in their eye movements during the first and second-pass reading, and their memory for text. Processes of reading were also examined in relation to readers’ dispositional empathy. Undergraduate students (N = 42) were assigned to an emotionally negative or neutral reading condition. They read a natural text passage from a suspense story while their ocular behavior was registered. After reading, they responded to multiple-choice questions assessing their memory of the text. Results revealed longer first-pass fixation times for content evoking negative emotions than for neutral content, which could be suggestive of a more analytical processing of the former. These effects were however local and did not impact the processing of the text at global level. Memory for the emotionally negative content was more accurate than memory for the neutral content. Dispositional empathy did not contribute to reading processes and outcome. Findings are discussed against the mixed results in the current literature and practical implications are also outlined.