Verbatim Repetition Research Articles

Newness, givenness and discourse updating: Evidence from eye movements

Three experiments examined the effect of contextual givenness on eye movements in reading, following Schwarzschild's (1999) analysis of givenness and focus-marking in which relations among entities as well as the entities themselves can be given. In each study, a context question was followed by an answer in which a critical word was either given, new, or contrastively (correctively) focused. Target words were read faster when the critical word provided given information than when it provided new information, and faster when it provided new information than when it corrected prior information. Repetition of target words was controlled in two ways: by mentioning a non-given target word in the context in a relation other than that in which it occurred as a target, and by using a synonym or subordinate of a given target to refer to it in the context question. Verbatim repetition was not responsible for the observed effects of givenness and contrastiveness. Besides clarifying previous inconsistent results of the effects of focus and givenness on reading speed, these results indicate that reading speed can be influenced essentially immediately by a reader's discourse representation, and that the extent of the influence is graded, with corrections to a representation having a larger effect than simple additions.

Does the form of question repetition have an effect on children's recall accuracy and consistency?

This study examined what effect different forms of question repetition had on children's accuracy and consistency in interviews. One hundred and sixty children aged 4–5, 6–7 and 8–9 were interviewed about an event they had witnessed a week earlier. Each child was asked an initial 16 questions; subsequently each question was repeated twice in a different format. Half of the questions asked were answerable from the information presented in the event and half were unanswerable. Four different forms of repetition were used: verbatim, gist, repetition of a specific question as a closed one and repetition of a closed question as a specific one. Response accuracy and consistency improved with age, but both accuracy and consistency declined with repetition. Overall, one-third of responses to repetitions changed, and accurate responses became inaccurate more often than inaccurate responses became accurate. Verbatim and gist repetitions had the least detrimental effect on the number of accurate responses, and verbatim repetition resulted in the most consistent responses. Repeating questions in any form had detrimental effects on the accuracy and overall consistency of children's testimony, but we suggest that, when it is necessary to ask a question more than once, either gist or verbatim repetition should be used.

Age-related changes in talker recognition with reduced spectral cues

Temporal information provided by cochlear implants enables successful speech perception in quiet, but limited spectral information precludes comparable success in voice perception. Talker identification and speech decoding by young hearing children (5-7 yr), older hearing children (10-12 yr), and hearing adults were examined by means of vocoder simulations of cochlear implant processing. In Experiment 1, listeners heard vocoder simulations of sentences from a man, woman, and girl and were required to identify the talker from a closed set. Younger children identified talkers more poorly than older listeners, but all age groups showed similar benefit from increased spectral information. In Experiment 2, children and adults provided verbatim repetition of vocoded sentences from the same talkers. The youngest children had more difficulty than older listeners, but all age groups showed comparable benefit from increasing spectral resolution. At comparable levels of spectral degradation, performance on the open-set task of speech decoding was considerably more accurate than on the closed-set task of talker identification. Hearing children's ability to identify talkers and decode speech from spectrally degraded material sheds light on the difficulty of these domains for child implant users.

Conduction aphasia, sensory-motor integration, and phonological short-term memory – An aggregate analysis of lesion and fMRI data

Conduction aphasia is a language disorder characterized by frequent speech errors, impaired verbatim repetition, a deficit in phonological short-term memory, and naming difficulties in the presence of otherwise fluent and grammatical speech output. While traditional models of conduction aphasia have typically implicated white matter pathways, recent advances in lesions reconstruction methodology applied to groups of patients have implicated left temporoparietal zones. Parallel work using functional magnetic resonance imaging (fMRI) has pinpointed a region in the posterior most portion of the left planum temporale, area Spt, which is critical for phonological working memory. Here we show that the region of maximal lesion overlap in a sample of 14 patients with conduction aphasia perfectly circumscribes area Spt, as defined in an aggregate fMRI analysis of 105 subjects performing a phonological working memory task. We provide a review of the evidence supporting the idea that Spt is an interface site for the integration of sensory and vocal tract-related motor representations of complex sound sequences, such as speech and music and show how the symptoms of conduction aphasia can be explained by damage to this system.

The Cow Loves Cookies (review)

Reviewed by: The Cow Loves Cookies Elizabeth Bush Wilson, Karma . The Cow Loves Cookies; illus. by Marcellus Hall. McElderry, 2010. 32p. ISBN 978-1-4169-4206-1 $16.99 R 3-7 yrs. The farmer knows exactly what his livestock needs: hay for the horse, chicken feed for the chickens, corn for the geese, slop for the pigs, doggie treats for the dog. One animal, however, eschews the standard farmyard fare: "The cow loves cookies." There's actually a perfectly good bovine reason for this, but kids won't discover it until they've rollicked their way through Wilson's delightful cumulative verses along with the farmer making his rounds: "Hay for horses, yes indeed./ Give those chickens chicken feed./ Corn for geese, they love it so./ But when it comes to cows, we know . . . / that the cow loves cookies!" Come lunchtime, the mystery is solved [End Page 505] when the farmer and the cow wander off for a private picnic lunch; Farmer brings the cookies, and the cow supplies milk for dunking. Rhymes are lively and steady, pitch perfect for a read aloud, and although Wilson ditches "Old MacDonald"– styled verbatim repetition in favor of more varied versifying, kids will chime in with a lusty "the cow loves cookies" right on cue. Sturdy ink outlines filled with confident swaths of watercolor will stand up well to group viewing. Hall's portly, bearded farmer has a hint of Santa-like joviality, which seems to have rubbed off on his well-fed stock, and the storytime set will get their giggle on watching the cow sneak cookies at every opportunity. Expect demands for repeat readings, and then break for a snack of, well, you know what. [End Page 506] Copyright © 2010 The Board of Trustees of the University of Illinois

Rethinking repetition in therapy: Repeated engagement as the social ground of learning

Background: Clinical aphasiologists have long attended to repetition in aphasia classification and used it in treatment. Within traditional approaches, repetition has been conceptualised narrowly as the ability to produce relatively immediate, verbatim reproductions of target behaviours; treatment protocols have relied heavily on drill, eliciting client repetition of targets. In sharp contrast, sociocultural theories conceptualise repetition as a fundamental, pervasive feature operating at every level of language use. Repetition thus includes partial and paraphrased as well as verbatim repetitions, across time as well as immediate. These theories also stress the communicative functions of repetition. With respect to learning, sociocultural theories emphasise the way such loosely structured, diverse patterns of repetition emerge in, and are prompted by, repeated engagement in meaningful activities. Aims: This study (1) presents a sociocultural approach to repetition in conversation; (2) illustrates that approach through analysis of a clinician–client pair's repeated productions of labels for 30 target cards during a 10-session pilot treatment; and (3) offers detailed examples of how the pair's repeated engagement with target cards across sessions might support learning. Methods & Procedures: This study utilises situated discourse analysis of a pilot barrier task treatment (10 sessions) in which the clinician and client (a 67-year-old man, with mild anomia and severe amnesia) worked together as partners to identify and place target cards. At the end of each session researchers interviewed the clinician–client pair to identify their agreed-upon target labels (ATL) for the cards. Analysis of card label repetition included: (1) identification of all verbal labels used for target cards during game play; and (2) coding labels as matching or not matching the ATL, and as either a first or repeated use of that label during that sequence. Outcomes & Results: Analysis confirmed that repetition was pervasive. The client–clinician pair routinely repeated their own or each other's referencing expressions during the task, collaboratively developing specific, meaningful, and increasingly succinct labels from chains of conversational repetition (within, between, and across trials). Critically, this repetition occurred without clinician-directed repetition of isolated treatment targets. Conclusions: This examination of repetition suggests that marshalling conversational repetition through repeated engagement offers a theoretically and empirically grounded framework for reconceptualising language intervention. Furthermore, memory research offers useful guidance in understanding the role of repetition across multiple types of learning, which we propose can guide SLPs in when to deploy drill-based and/or conversational repetition to best achieve specific treatment goals.

Does the Form of Question Repetition Have An Effect on Children's Recall Accuracy and Consistency?

This study examined what effect different forms of question repetition had on children's accuracy and consistency in interviews. One hundred and sixty children aged 4–5, 6–7 and 8–9 were interviewed about an event they had witnessed a week earlier. Each child was asked an initial 16 questions; subsequently each question was repeated twice in a different format. Half of the questions asked were answerable from the information presented in the event and half were unanswerable. Four different forms of repetition were used: verbatim, gist, repetition of a specific question as a closed one and repetition of a closed question as a specific one. Response accuracy and consistency improved with age, but both accuracy and consistency declined with repetition. Overall, one-third of responses to repetitions changed, and accurate responses became inaccurate more often than inaccurate responses became accurate. Verbatim and gist repetitions had the least detrimental effect on the number of accurate responses, and verbatim repetition resulted in the most consistent responses. Repeating questions in any form had detrimental effects on the accuracy and overall consistency of children's testimony, but we suggest that, when it is necessary to ask a question more than once, either gist or verbatim repetition should be used.

DEVELOPING ELEMENTARY TEACHERS’ UNDERSTANDING OF THE DISCOURSE STRUCTURE OF INQUIRY-BASED SCIENCE CLASSROOMS

This study examines the effectiveness of using scholarly descriptions of inquiry-based teaching as a professional development strategy aimed at improving elementary teachers’ social understandings (i.e., how teachers perceive their own and their students’ social roles and relationships in the context of inquiry-based science instruction). The reported findings reveal that, while participating in expert-guided discussions, teachers articulated deeper, theory-based social understandings. Teachers recognized the dialogic nature of initiation–response–feedback, considered the third move in triadic dialogue as multifunctional, identified potential complications of avoiding evaluation, recognized nonverbal means of evaluation, and defined teacher feedback and guidance discursively. Teachers also identified lack of neutrality as having a negative impact on inquiry, considered the implications of verbatim repetitions of students’ responses, and articulated strategies to deal with students’ misconceptions and remain neutral. The significance of this study is that it shows how expert-guided introduction of scholarly descriptions of classroom discourse can serve as effective means to bring educational theory and practice together in the context of professional development and to increase teachers’ awareness of the discourse structure of inquiry-based science instruction.

Passionately governmental: Maoism and the structured intensities of revolutionary governmentality

On 19 June 1976, at a meeting of China's police chiefs, the last remaining senior supporter of the radical 'Gang of Four' within China's security system, Deputy Minister Shi Yizhi, attempted to set the agenda for the coming year by posing the question: 'Who are our enemies, who are our friends?' At the time, he could hardly have known that the answer the police chiefs would give to that question would be as emphatic as it was unwelcome. By October, Shi, like all active supporters of the 'Gang of Four', was being 'entertained' by the security forces in far less salubrious surrounds than the plush meeting rooms of the Public Security Ministry compound. The radical exemplars of friend/enemy politics no longer needed to pose their Maoist question, for 'the enemy' now led them collectively off history's stage. Ironically, Shi Yizhi's 'last major remark' was merely a verbatim repetition of Mao Zedong's first: the friend-enemy proposition, built into this 'question of the first importance for the revolution', was initially uttered by Mao in 1925-1926, then later reproduced on the first line of the first page of the first volume of Mao Zedong's Selected Works, and thus became Mao's opening revolutionary gambit. These two interrogative speech events, Mao's and Shi's, therefore, stand as bookends at either end of that radical experiment that became known as revolutionary China.

Components of Short-Term Memory and Their Relation to Language Processing

Verbal working memory consists of separable capacities for the retention of phonological and semantic information. Within the phonological domain, there are independent capacities for retaining input-phonological codes and output-phonological codes. The input-phonological capacity does not appear to be critical for language comprehension but is involved in verbatim repetition and long-term learning of new words. The semantic capacity is critical for both comprehension and production and for the learning of new semantic information. Different neural structures appear to underlie these capacities, with a left-parietal region involved in input-phonological retention and a left-frontal region involved in semantic retention.

Predicting children’s hyperarticulate speech during human-computer error resolution

When speaking to interactive systems, people sometimes hyperarticulate—or adopt a clarified form of speech that has been associated with increased recognition errors. The goal of the present study was to provide a comprehensive assessment of the type and magnitude of linguistic adaptations in children’s speech during human-computer error resolution, and to compare these adaptations with those typical of adult hyperarticulation. A study was conducted in which twenty-four 7- to- 10-year-old children interacted with a simulated conversational system, which permitted a comparison of their verbatim repetitions immediately before and after system recognition errors. Matched original-repeat utterance pairs then were analyzed for acoustic, prosodic, and phonological adaptations. Like adult speech, the primary hyperarticulate changes in children’s speech included durational phenomena such as lengthening of pauses and the speech segment, and a more deliberate, hyper-clear articulatory style. However, children’s speech also displayed large increases in amplitude that are not typical of adult hyperarticulation, as well as substantially larger magnitude adaptations than those observed in adult speech. These results corroborate and generalize the Computer-elicited Hyperarticulate Adaptation Model, and have implications for improved error handling in next-generation spoken language and multimodal systems. [Work supported by NSF Grant No. IIS-0117868.]

The poetics of Aethalides: silence and poikilia in Apollonius' Argonautica

When the Argonauts reach the island of Lemnos, Apollonius of Rhodes tells us, they send their herald Aethalides to the ruler of the island. Such a means of establishing contact and requesting safe passage was the norm in the Homeric world; there heralds acted as intermediaries between commanders and subordinates or between groups of people. In preliterate societies, heralds facilitated communication: messages were transmitted through memorization and repetition rather than by means of writing. While verbatim repetition was no doubt a necessary feature of this form of communication, its wholesale transference into Homeric poetry was not necessarily the logical corollary. Nonetheless, we know of such repetitions precisely because of their appearance in the Homeric poems. It is now widely accepted that such passages are a result of the oral style of composition in which the oral poet repeats passages just as he uses shorter formulaic phrases. The debate embedded in the A-scholia of the Iliad suggests that repeated passages were a source of contention already in antiquity. While it is more common to see the scholiasts trying to decide which passage is ‘correct’ and which should be athetized, this provides evidence that athetization was not a unanimous impulse. The scholiast defends 2.60–71, part of which (65–9) is repeated for the third time, against Zenodotus: His defence is based on context: it is necessary for the passage to be repeated for the sake of internal coherence. Clearly not all scholars believed all repetitions to be spurious padding.

Charms, Change and Memory: Some Principles Underlying Variation

The following paper takes as its starting point the fact that renditions of the ‘same’ verbal charm may differ on separate occasions. It will suggest that this phenomenon, observed especially in longer charms, arises because non-literate charmers, even when they were particularly concerned with producing a verbatim repetition of longish charms, possessed no failsafe way of telling if they had produced a verbatim repetition or not. It argues that they, especially in former non-literary times, possessed a somewhat different nonliteral sense, of what constituted the identity of a certain charm, and thus of the permissibility of variations between different performances of that ‘same’ charm. It reviews a series of first attempts1 to examine differences between sets of renditions; and the paper then proceeds to elucidate what principles (if any) lie behind this phenomonen and to provide names for them. But I should first like to begin with a cautionary tale.

Chains of imagery in Prometheus Bound

Aeschylus' imagery has for some time now been discussed as a feature of his dramatic technique which does more than merely adorn his work. Lebeck, for example, has described how images articulate the Oresteia:The images of the Oresteia are not isolated units which can be examined separately. Each one is part of a larger whole: a system of kindred imagery. They are connected to one another by verbal similarity rather than verbal duplication. Formulaic (verbatim) repetition is rare, except in the cases of single ‘key’ words; it is replaced by associative or reminiscent repetition. Such repetition may evoke several different passages, yet correspond exactly to none. Each occurrence adds a new element to those with which it is associated. Often this expansion will be a blend of two images previously separate, preserving features reminiscent of both. In this way the different systems of imagery are intricately interwoven. The significance of a recurrent image unfolds in successive stages, keeping time with the action of the drama.

Comparative Effectiveness of Correction Strategies in Connected Discourse Tracking

The effectiveness of four correction strategies commonly used in connected discourse tracking was investigated in the present study. The strategies were 1) verbatim repetition of a word or phrase; 2) use of antonyms or synonyms as cues; 3) use of phonemic cues, with no whole word repetition; and 4) going back or ahead in the text, with no repetition of the missed segment. Four normal-hearing adults served as listeners. Live-voice presentation of text by two female talkers was employed for all conditions. Listeners were tested in two stimulus presentation modes, speechreading alone and speechreading plus a multichannel tactile aid. Results indicated that strategy 1, repetition of the missed segment, produced the highest tracking rates, significantly higher than any of the other strategies. Strategy 2 produced the lowest tracking rates. Strategies 1 and 3 yielded the lowest percentage of initially missed words, or blockages, and strategy 4 the highest percentage. Significantly higher tracking rates were found under the speechreading plus tactile aid presentation mode, compared with speechreading alone. Further, tracking rates increased significantly from the beginning to the end of training. Data were compared with a more typical CDT task, in which all correction strategies were operative, and results showed little difference in tracking rates between this task and the constrained CDT employing only strategy 1. Overall, results suggest that simple repetition of missed segments is an effective correction strategy for CDT and argue for its inclusion in computer-assisted tracking implementations.

Alkoholizowanie się młodzieży szkolnej (na podstawie badań w szkołach w Bochni w latach 1913, 1967, 1990)

Alkoholizowanie się młodzieży szkolnej (na podstawie badań w szkołach w Bochni w latach 1913, 1967, 1990)

Generality of the Negative Suggestion Effect in Objective Tests

Abstract Previous research has demonstrated that exposure to false information on a true-false test increases individuals' confidence that the information is true when they later encounter a verbatim repetition of the test item (the negative suggestion effect). To investigate the generality of this effect, we had 160 college students read text passages and take an objective test on their material. After a week, they rated the validity of a series of statements, including some that had appeared on the initial test. The results indicated that subjects were more likely to believe that objectively false statements were true if they had appeared on the earlier test. This effect occurred regardless of whether items were repeated verbatim or in paraphrased form, and regardless of whether the initial test employed a true-false or a multiple-choice format. The findings suggest that the negative suggestion effect in actual test use may be widespread.

Negative evidence in language acquisition

Whether children require “negative evidence” (i.e., information about which strings of words are not grammatical sentences) to eliminate their ungrammatical utterances is a central question in language acquisition because, lacking negative evidence, a child would require internal mechanisms to unlearn grammatical errors. Several recent studies argue that parents provide noisy feedback, that is, certain discourse patterns that differ in frequency depending on the grammaticality of children's utterances. However, no one has explicitly discussed how children could use noisy feedback, and I show that noisy feedback is unlikely to be necessary for language learning because (a) if noisy feedback exists it is too weak: a child would have to repeat a given sentence verbatim at least 85 times to decide with reasonable certainty that it is ungrammatical; (b) no kind of noisy feedback is provided to all children at all ages for all types of errors; and (c) noisy feedback may be an artifact of defining parental reply categories relative to the child's utterance. For example, because nearly all parental speech is grammatical, exact repetitions (verbatim repetitions of child utterances) necessarily follow more of children's grammatical utterances than their ungrammatical utterances. There is no evidence that noisy feedback is required for language learning, or even that noisy feedback exists. Thus internal mechanisms are necessary to account for the unlearning of ungrammatical utterances.

The Poetics of Biblical Narrative. Ideological Literature and the Drama of Reading

Preface 1. Literary Text, Literary Approach: Getting the Questions Straight Discourse and Source Fiction and History Form and Doctrine The Drama of Reading 2. Narrative Models 3. Ideology of Narration and Narration of Ideology Omniscience Charged and Monopolized: The Epistemological Revolution The Omnipotence Effect: Control Claimed and Disclaimed 4. Viewpoints and Interpretations Point of View and Its Biblical Configuration The Wooing of Rebekah Positions and Discrepancies Established The Movement form Divergence to Convergence of Perspectives New Tensions and Final Resolution 5. The Play of Perspectives Narrator vs. God Narrator and Reader vs. God and Characters Spheres of Communication Three Reading Positions From Plot to Perspective From Ignorance to Knowledge Privilege and Performance 6. Gaps, Ambiquity and the Reading Process The Literary Work as a System of Gaps The Story of David and Bathsheba: On the Narrator's Reticence and Omissions The Ironic Exposition What Is the King Doing in the City? Uriah the Hittite Recalled to Jerusalem Does Uriah Know about His Wife's Doings? The Twofold Hypothesis What Does David Think That Uriah Thinks? The Three-Way Hypothesis How Joab Fails to Carry Out David's Order The Analogy to the Story of Abimelech and the Woman On Mutually Exclusive Systems of Gap-Filling: Turning the Screws of Henry James and Others 7. Between the Truth and the Whole Truth Foolproof Composition in Ambiguity The Relevance of Absence Temporary and Permanent Gapping The Echoing Interrogative Opposition in Juxtaposition Coherence Threatened and Fortified Norms and Their Violations From Gapping to Closure: The Functions of Ambiguity 8. Temporal Discontinuity, Narrative Interest, and the Emergence of Meaning Suspense and the Dynamics of Prospection The Pros and Cons of Suspense in the Bible Modes of Shaping the Narrative Future Darkness in Light, or: Zigzagging toward Sisera's End Curiosity and the Dynamics of Retrospection Joseph and His Brothers: Making Sense of the Past Surprise and the Dynamics of Recognition 9. Proleptic Portraits Character and Characterization: From Divine to Human Why the Truth about Character Does Not Suffice The Art of the Proleptic Epithet Epithets and the Rule of Forward-looking Exposition 10. Going from Surface to Depth Character as Action, Character in Action The Composition of Character and the Limits of Metonymic Inference Old Age in Genesis Good Looks in Samuel 11. The Structure of Repetition: Strategies of Informational Redundancy Similarity Patterns and the Structure of Repetition Formulaic Convention or Functional Principle? Constant and Variable Factors Verbatim Repetition Repetition with Variation: Forms and Functions of Deviance Repetition and Communication: Pharah's Dream Basic Axes and Natural Combinations From Natural to Functional Combinations Deliberate Variation: (Figural) Rhetoric within (Narratorial) Rhetoric Generic Transformation into Parable Permutations and Some Complications Repetition and Narrative Art: Some General Consequences 12. The Art of Persusion Persuading in the Court of Conscience Delicate Balance in the Rape of Dinah The Rhetorical Repertoire 13. Ideology, Rhetoric, Poetics Justifying the Ways of God to Man: Saul's Rejection Dancing in Chains Dialogue as Pressure, Variations as Judgment Convergence with Belated Discovery: Rhetorical Overkill Notes Index

Points of smoothness of convex bodies in a separable Banach space

exists for each y ~ X. This condition is equivalent to the condition that a unique support functional f(x) = llfll = 1 (f ~ X*) exists at x. By the Mazur theorem, the points of smoothness of the sphere of each separable Banach space form a dense G6-subset of S (see [i]). Moreover, each separable Banach space admits an equivalent norm, in which each point of the new unit sphere is a point of smoothness [2, p. 25]. A point x ~ S will be called a fixed point of smoothness of S if it is a point of smoothness of the unit sphere SX** of the second adjoint space X** under the canonical embedding of X in X**. In addition, the norm is also said to be very smooth at the point x ~ S (see [3] and [2, p. 30]). It is clear that if a space is reflexive, then each point of smoothness of its unit sphere is fixed. If the norm is Frech~t-differentiable at a point x ~ S (i.e., the limit (i) exists uniformly with respect to all y ~ X), then x is a fixed point of smoothness (see [3] and [2, p. 30]). Each Banach space with separable adjoint admits an equivalent Frechet-differentiable norm [4], i.e., each point of the new unit sphere is a fixed point of smoothness in this norm. It may be asked as to howmany fixed points of smoothness convex bounded centrally symmetric bodies (unit balls in equivalent norms) of a separable Banach space have? A verbatim repetition of Mazur's arguments (see [i]) in relation to the space X** shows that if the space X has separable second adjoint, then the fixed points of smoothness of its unit sphere form a dense G6-subset of S. However the following theorem is valid.