Use Of Vocabulary Research Articles

내러티브 과제 유형에 따른 초등 학령기 아동의 어휘 사용 특성

Background and Objectives: The vocabulary of an augmentative and alternative communication (AAC) system should reflect the AAC user’s needs and desires for successful communication. The selection of vocabulary should be based on the vocabulary used by the child’s peers. This study aimed to examine vocabulary usage characteristics of children in lower primary grades according to the type of narrative task and to select core vocabulary for use in an AAC system. Methods: We collected utterances from 20 children in lower elementary school for four narrative tasks (personal experience story, storytelling, explanation, and procedural descriptions). Characteristics of high-frequency vocabulary, core vocabulary, and word class vocabulary by task were examined. Results: Of the total number of words, the total frequency of core words was 77.28% (n = 26,400). The total number of other words was 2,677 (10.98%). The most frequent words in the core vocabulary were ‘-e(-에)’, ‘-ga(-가)’, and ‘-neun(-는)’. Conclusion: The inclusion of high-frequency words and core vocabulary in the narrative task can be used as a basis for vocabulary selection for school-aged children who use AAC systems.

When literacy ate language: An analysis of a research‐based literacy intervention for designated English Learners

AbstractScripted literacy programs are frequently used with designated English learners (ELs) as an intervention to address below–grade‐level reading comprehension. Most literacy programs lack an explicit focus on oral language, vocabulary in use, and immersive writing, needed areas to improve reading comprehension and English proficiency among designated ELs. Literacy interventions often work in tandem with English as a second language (ESL) instructional delivery or as a substitute and are staffed with personnel trained in reading interventions, but do not necessarily involve the principles of English language development or multilingualism. In this case study, the researchers examine a literacy intervention and how it is interpreted and implemented by elementary reading specialists. Findings demonstrate that reading teachers following the literacy intervention protocol fostered oral language and vocabulary, yet the emphasis was on reading, with very little time focused on writing. Implications point to the need for reading programs to conceptualize their teaching within a framework of English language development and multilingualism, instead of defaulting to reading interventions alone. A mapping in collaboration with general education, ESL, and reading teachers is needed to foster congruence across literacy and language learning. The authors call upon stakeholders implementing literacy programs to conceptualize multilingual language and literacy resources that encompass oral language, vocabulary, and immersive writing.

Podcasts as a resource for learning academic English: A lexical perspective

As the demand for English for academic purposes (EAP) courses increases, efforts are being made to identify pedagogically useful resources for them. Academic podcasts may be helpful for EAP pedagogy, considering their ever-growing stockpile of authentic content covering a wealth of topics from various disciplines that is conveyed in diverse speech formats (e.g., narratives and discussions). Yet, the potential value of podcasts as EAP resources remains largely unexplored. This study addresses that issue by analyzing the lexical nature of the general, academic, and discipline-specific vocabulary in a 9.6-million-word corpus of academic podcasts. The results indicate that these podcasts contain a large amount of frequently used academic vocabulary, but are lexically less demanding than university lectures. As such, they may be especially suitable as learning materials for novice EAP students. The podcasts also contain many disciplinary vocabulary items that are rather infrequent in general English but are essential to discipline-specific speech. Together, these results indicate the strong potential value of academic podcasts to EAP pedagogy, as they create rich opportunities for students to encounter both core academic and discipline-specific vocabulary in use in authentic contexts. Pedagogical suggestions for the use of podcasts in EAP courses are also provided.

Linked Metadata for FAIR Digital Objects Carrying Computable Knowledge

Linked Metadata for FAIR Digital Objects Carrying Computable Knowledge

Data Standards for the Phenology of Plant Specimens

Phenological data (i.e., data on growth and reproductive events of organisms) are increasingly being used to study the effects of climate change, and biodiversity specimens have arisen as important sources of phenological data. However, phenological data are not expressly treated by the Darwin Core standard (Wieczorek et al. 2012), and specimen-based phenological data have been codified and stored in various Darwin Core fields using different vocabularies, making phenological data difficult to access, aggregate, and therefore analyze at scale across data sources. The California Phenology Network, an herbarium digitization collaboration launched in 2018, has harvested phenological data from over 1.4 million angiosperm specimens from California herbaria (Yost et al. 2020). We developed interim standards by which to score and store these data, but further development is needed for adoption of ideal phenological data standards into the Darwin Core. To this end, we are forming a Plant Specimen Phenology Task Group to develop a phenology extension for the Darwin Core standard. We will create fields into which phenological data can be entered and recommend a standardized vocabulary for use in these fields using the Plant Phenology Ontology (Stucky et al. 2018, Brenskelle et al. 2019). We invite all interested parties to become part of this Task Group and thereby contribute to the accesibility and use of these valuable data. In this talk, we will describe the need for plant phenological data standards, current challenges to developing such standards, and outline the next steps of the Task Group toward providing this valuable resource to the data user community.

Compositional Semantics and Normative \u2018Ought\u2019

According to the paradigm view in linguistics and philosophical semantics, it is lexical semantics (LS) plus the principle of compositionality (PC) that allows us to compute the meaning of an arbitrary sentence. The job of LS is to assign meaning to individual expressions, whereas PC says how to combine these individual meanings into larger ones. In this paper I argue that the pair LS + PC fails to account for the discourse-relevant meaning of normative ‘ought’. If my hypothesis is tenable, then the failure of LS + CS extends to normative language in general. The reason I offer that this is so is that semantics for normative language is, in an important respect, a substantive semantics (SS). The ‘substantive’ in question means that the meaning of normative vocabulary in use is driven by metanormative views associated with a particular normative concept. SS rejects the model LS + CS and replaces it with a discourse-relevant semantics built around an interactional principle that ascribes to a particular surface syntactical form of ‘ought’ sentences a logical form that represents its discourse-salient normative content. In the paper I shall sketch how SS works and why it is worth serious consideration.

Peer/Teacher Technology-Enhanced Scaffolding through Process Approach and Iranian EFL Learners’ Vocabulary Knowledge: A Probe into Self-regulation

The present study aimed at investigating the effect of peer and teacher scaffolding through a process approach in a technology-enhanced environment on vocabulary learning among high and low self-regulated learners. Participants of the study were 120 English as a Foreign Language (EFL) learners who were selected based on their scores on a sample copy of the Oxford Placement Test (OPT). The participants were divided into three groups each consisting of 40 learners. One group of the participants received peer scaffolding; the second group was exposed to teacher scaffolding via the Telegram app based on process approach principles, while the third group served as the control group. The control group received conventional vocabulary teaching in such a way that the Telegram app was not employed. The learners in the control group were also provided with vocabulary exercises in the vocabulary book (English Vocabulary in Use). Data were collected through a sample copy of OPT, a vocabulary test, and a self-regulation questionnaire. The results of a one-way ANOVA revealed that both peer and teacher scaffolding significantly affected vocabulary learning. However, there was no significant difference between peer and teacher scaffolding in terms of their effects on vocabulary learning. The results of a two-way ANOVA indicated that the main effect of treatment on vocabulary learning was significant; however, there was no statistically significant difference between the effects of the two treatment modalities on students’ vocabulary learning.

Martin de Tours : martyr ou confesseur ? Un débat opposant Sulpice Sévère et Paulin de Nole, et finalement arbitré par Grégoire de Tours

Between 395 and 399, Sulpicius Severus and Paulinus of Nola conducted a noisy debate, in which Severus tried to attribute to Martin of Tours the title of martyr, which Paulinus tried to reserve for Felix of Nola. Paulinus won that combat, but the question itself was not fully resolved. During the following decades, despite the fluctuations of the vocabulary in use, the hierarchy of merits opening the door to the different degrees of sanctity was subject to transformation. Gregory of Tours contributed to it by proposing a ranking order of the blessed. He kept Felix’s crown of martyrdom, and placed Martin in the category of confessors, while also presenting him as a special companion of the martyrs.

Deploying Linked Open Vocabulary (LOV) to Enhance Library Linked Data

Since the advent of Linked Data (LD) as a method for building webs of data, there have been many attempts to apply and implement LD in various settings. Efforts have been made to convert bibliographic data in libraries into Linked Data, thereby generating Library Linked Data (LLD). However, when memory institutions have tried to link their data with external sources based on principles suggested by Tim Berners-Lee, identifying appropriate vocabularies for use in describing their bibliographic data has proved challenging. The objective of this paper is to discuss the potential role of Linked Open Vocabularies (LOV) in providing better access to various open datasets and facilitating effective linking. The paper will also examine the ways in which memory institutions can utilize LOV to enhance the quality of LLD and LLD-based ontology design.

Synergistic Teamwork Using Social Media for Innovative Development of an Arabic Symbol Dictionary

The use of social media and online systems has provided for participatory research to be undertaken between researchers, therapists and Augmentative and Alternative Communication (AAC) users to ensure the development of meaningful symbols and a core vocabulary for use in an online Arabic Symbol Dictionary. Data gathering and interviews using a series of collaborative systems has enhanced the cultural understanding between therapists working with these children and adults and researchers. Bespoke systems have also promoted the building of a synergistic team able to respond speedily to users’ needs, data collation and analysis as well as collaboratively solving problems that arise. The different types of social media have impacted on the research and caused the team to reflect on the way they have affected outcomes.

Mixing It Up: Michigan Barmaids Fight for Civil Rights

The Michigan Historical Review 40:1 (Spring 2014): 27-48©2014 Central Michigan University. ISSN 0890-1686 All Rights Reserved Mixing It Up: Michigan Barmaids Fight for Civil Rights By Amy Holtman French In 1950, the New York Times ran an article, “Lady Bartenders? Not on your Martini!” that argued women were not as smart or conversational as men, distracted men with their beauty, and could not handle drunks as efficiently as men.1 The focus of the story, Nick, epitomized the male bartender—he could tell his patrons the score of any game, the battles of every war, and dispense advice on numerous subjects. He was a confidant of the patrons and ruler of all that went on within the bar. Nick asserted that women should not bartend: “I do not believe a woman can talk as well as a man, to begin with . . . and, physically, a woman can’t handle a drunk as well as a man.”2 At the time, most members of Michigan’s Bartenders’ Union agreed with Nick. Detroit Local 562 of the Bartenders’ Union was originally chartered before World War I. It became active again in 1934 when the local was reinstated by the Hotel Employees and Restaurant Employees Union as well as the Bartenders’ International League of America. Union officials estimated that 4,000 barmen worked in the Detroit area in the early 1940s. The union reported “growing membership” even amidst World War II. Throughout this period of growth, the union cautioned that “bartenders not only have to be brave, but they practically have to know jiujitsu.”3 1 G. Millstein, “Lady Bartenders? Not on your Martini!” New York Times, May 28, 1950, 19. Women who served alcohol but did not mix it were called waitresses, while women who mixed alcohol were generally called barmaids. To reflect vocabulary in use at the time, I use the term “barmaids” to refer to women tending bar and “bartenders” to refer to men tending bar. 2 Ibid. 3 Patron control was a bartender’s duty that the Bartenders’ Union most strongly advocated was not the place of a woman. “Average Bartender,” Michigan Hotel-BarRestaurant Review, December 1940, Hotel Employees and Restaurant Employees Collection, Reuther Library, Detroit (hereafter Michigan Bar Review). 28 The Michigan Historical Review The Bartenders’ Union was an active organization in Michigan dedicated to forwarding the profession of bartending.4 Members frequently mingled with judges, attorneys, and legislators—political socialization not afforded to women. Every year, the Bartenders’ Union held a ball for Detroit’s society members allowing the city’s legal elite to dine, smoke cigars, and drink with union affiliates.5 By excluding women from union ranks, they reinforced the classification of bartending as masculine. According to union representative Thomas Kearney in a 1943 radio interview on Detroit station CKLW, “to accept them [women] into membership in Local 562 would be to imply that the industry has accepted barmaids as a permanent fixture. This is not true.”6 In the absence of a law to prohibit female bartending, unionists “policed” the industry, “doing what the law ought to do but [wasn’t].”7 The Bartenders’ Union advocated for passage of a law that would expel women from the more economically beneficial profession of bartending in order to keep men as breadwinners. As Kearney, business representative of Detroit Local 562, complained, “the problem of women working behind the bar has vexed the tavern industry for a long time.”8 He declared in 1940, “I don’t care whether the law is passed by the state legislature, the Detroit Council, or simply by issuance of a regulation by the Liquor Control Commission—just so the law is enacted.”9 Kearney justified this need by invoking a fear of alcohol prohibition: “Unless a law is passed forbidding the employment of women as barmaids, thousands of women voters may return to the Prohibition column. The first argument the Drys will use against us will be an alleged corruption of womanhood through their employment as barmaids.”10 In 1945, after extensive lobbying by the Bartenders’ Union, Michigan legislators amended the Liquor Control Act of 1933 to call for 4 “Barmaid Problem,” Michigan Bar Review, April 1943. 5...

A revised taxonomy of assistance animals

The use of animals in various assistive, therapeutic, and emotional support roles has contributed to the uncoordinated expansion of labels used to distinguish these animals. To address the inconsistent vocabulary and confusion, this article proposes a concise taxonomy for classifying assistance animals. Several factors were identified to differentiate categories, including (1) whether the animal performs work or tasks related to an individual's disability; (2) the typical level of skill required by the animal performing the work or task; (3) whether the animal is used by public service, military, or healthcare professionals; (4) whether training certifications or standards are available; and (5) the existence of legal public access protections for the animal and handler. Acknowledging that some category labels have already been widely accepted or codified, six functional categories were identified: (1) service animal; (2) public service animal; (3) therapy animal; (4) visitation animal; (5) sporting, recreational, or agricultural animal; and (6) support animal. This taxonomy provides a clear vocabulary for use by consumers, professionals working in the field, researchers, policy makers, and regulatory agencies.

RDA Vocabularies

The Resource Description and Access (RDA) standard, due to be released this coming summer, has included since May 2007 a parallel effort to build Semantic Web enabled vocabularies. This article describes that effort and the decisions made to express the vocabularies for use within the library community and in addition as a bridge to the future of library data outside the current MARC-based systems. The authors also touch on the registration activities that have made the vocabularies usable independently of the RDA textual guidance. Designed for both human and machine users, the registered vocabularies describe the relationships between FRBR, the RDA classes and properties and the extensive value vocabularies developed for use within RDA.

Towards automatic classification within the ChEBI ontology

Abstract *Background* Appearing in a wide variety of contexts, biochemical 'small molecules' are a core element of biomedical data. Chemical ontologies, which provide stable identifiers and a shared vocabulary for use in referring to such biochemical small molecules, are crucial to enable the interoperation of such data. One such chemical ontology is ChEBI (Chemical Entities of Biological Interest), a candidate member ontology of the OBO Foundry. ChEBI is a publicly available, manually annotated database of chemical entities and contains around 18000 annotated entities as of the last release (May 2009). ChEBI provides stable unique identifiers for chemical entities; a controlled vocabulary in the form of recommended names (which are unique and unambiguous), common synonyms, and systematic chemical names; cross-references to other databases; and a structural and role-based classification within the ontology. ChEBI is widely used for annotation of chemicals within biological databases, text-mining, and data integration. ChEBI can be accessed online at "http://www.ebi.ac.uk/chebi/":http://www.ebi.ac.uk/chebi/ and the full dataset is available for download in various formats including SDF and OBO.*Automated Classification*The selection of chemical entities for inclusion in the ChEBI database is user-driven. As the use of ChEBI has grown, so too has the backlog of user-requested entries. Inevitably, the annotation backlog creates a bottleneck, and to speed up the annotation process, ChEBI has recently released a submission tool which allows community submissions of chemical entities, groups, and classes. However, classification of chemical entities within the ontology is a difficult and niche activity, and it is unlikely that the community as a whole will be able or willing to correctly and consistently classify each submitted entity, creating required classes where they are missing. As a result, it is likely that while the size of the database grows, the ontological classification will become less sophisticated, unless the classification of new entities is assisted computationally. In addition, the ChEBI database is expecting substantial size growth in the next year, so automatic classification, which has up till now not been possible, is urgently required. Automatic classification would also enable the ChEBI ontology classes to be applied to other compound databases such as PubChem. *Description Logic Reasoning*Description logic based reasoning technology is a prime candidate for development of such an automatic classification system as it allows the rules of the classification system to be encoded within the knowledgebase. Already at 18000 entities, ChEBI is a fair size for a real-world application of description logic reasoning technology, and as the ontology is enhanced with a richer density of asserted relationships, the classification will become more complex and challenging. We have successfully tested a description logic-based classification of chemical entities based on specified structural properties using the hypertableaux-based HermiT reasoner, and found it to be sufficiently efficient to be feasible for use in a production environment on a database of the size that ChEBI is now. However, much work still remains to enrich the ChEBI knowledgebase itself with the properties needed to provide the formal class definitions for use in the automated classification, and to assess the efficiency of the available description logic reasoning technology on a database the size of ChEBI's forecast future growth.*Acknowledgements*ChEBI is funded by the European Commission under SLING, grant agreement number 226073 (Integrating Activity) within Research Infrastructures of the FP7 Capacities Specific Programme, and by the BBSRC, grant agreement number BB/G022747/1 within the “Bioinformatics and biological resources” fund.

Patient-directed medicine labeling: Text differences between the United States and Spain

As part of a larger project to examine the complexities of patient adherence to medical directions, the current study compares written information given with prescribed medicines to patients in the United States (US) and Spain suffering from two chronic diseases. First, the legal context of the voluntary nature of the provision of such information in the US, and the mandatory nature of provision in Spain, was explored. Then, 30 drugs in common use in both countries, 19 for cardiovascular disease and 11 for endocrine disorders, were identified and the texts of the corresponding patient-directed written information were included in an electronic corpus and analysed. Ten rhetorical features common to both the US and Spanish texts were identified. Differences were found in the placement of two of the features in relation to the complete text: information on 'side effects' and concerning 'the need to seek medical advice' appeared more frequently throughout the US texts than in the Spanish texts. Detailed lexical analysis showed more technical vocabulary in use in the Spanish texts.

Applying evolutionary terminology auditing to the Gene Ontology

Evolutionary Terminology Auditing (ETA) is a novel way to assess the quality of terminologies using reality as benchmark. The key idea is that terms added to each new version of a terminology reflect unjustified absences and terms that are deleted unjustified presences in previous versions of the terminology. The method requires that terminology authors not only keep track of changes in successive versions, but also motivate the changes introduced. In this paper, we report on how our method has been applied to the Gene Ontology (GO), a collection of three structured, controlled vocabularies for use in annotating genes, gene products and sequences. We demonstrate that even where the basic requirements for its application are only partially satisfied, the approach can still yield results which are useful for quantifying and forecasting the evolution of a terminology’s quality over time.

Retrieving video features for language acquisition

Using clips from contemporary films and videos is an alternative approach for students of English-as-a-Foreign-Language that can support their acquisition of the language in a real world context. Compact, attractive and easy to use, our dynamic video retrieval system (DVRS) gives students quick access to resources that can facilitate their learning. In this study, we integrate an innovative learning-assisted system, named the dynamic video retrievals system, which allows students of English-as-a-Foreign-Language to use information retrieval techniques which examine video scripts for specific word collocations and subsequently utilize a ranking-based approach to analyze the collocations discovered. Such computer-mediated interaction enables students in traditionally structured English classes to find engaging, real life examples of grammar and vocabulary in use, giving them opportunities to strengthen their language skills in a culturally relevant way.

A survey of methods for image annotation

In order to evaluate automated image annotation and object recognition algorithms, ground truth in the form of a set of images correctly annotated with text describing each image is required. In this paper, three image annotation approaches are reviewed: free text annotation, keyword annotation and annotation based on ontologies. The practical aspects of image annotation are then considered. We discuss the creation of keyword vocabularies for use in automated image annotation evaluation. As direct manual annotation of images requires much time and effort, we also review various methods to make the creation of ground truth more efficient. An overview of annotated image datasets for computer vision research is provided.

The things we care to see: The effects of rotated protocol immersion on the emergence of early observing responses.

As organisms living in a complex environment we are affected by multiple stimuli from moment-to-moment. As a result we have developed a singularly efficient method of selecting and attending to stimuli so that we can affect some kind of control over the environment in which we live. For some of us, is the foundation of our entire system of scientific inquiry (Haury, 2002). For most of us, connects the physical world, the sensory information we receive from it, and the uniting of those discriminations as we interpret that information. Observing responses are operant responses that are selected out by their consequences. These responses can be measured in terms of their sensory modalities. When a child looks at a person calling his name, listens to someone giving a direction, tastes foods, smells a flower, or touches items across a variety of textures, the child is responding as an observer of the environment. The various stimuli that reinforce those responses provide a conditioning process for (Keohane, Delgado & Greer, in press). Importantly, responses and the reinforcers that support them are basic to the emergence of increasingly more complex behaviors (Donahoe & Palmer, 2004; Greer & Ross, 2008). As part of our search for more effective ways to provide instruction to children with disabilities so that they would have increased access to the social community, we became increasingly aware of the role of responses and their controlling stimuli. Observing has been a topic of interest to many fields of inquiry. Psychology in particular has attempted to understand behavior. Over time, psychology has branched into a myriad of sub disciplines, each providing explanations of a variety of interests from divergent perspectives. With the specialization of sub disciplines, individuals have found it necessary to define the terms they use to talk about phenomena. How we define terms has far reaching effects for their application in research. As each sub discipline separated from the others, they often distinguished themselves by insisting on their own definitions and terms. Behaviorism did just that. Skinner proposed distinct vocabulary for use in talking about language and differentiated it from the terminology used by other types of psychologists (Skinner, 1957). From a behavioral perspective, language and the study of language, has been greatly influenced by Skinner's proposition of a functional account of language. Observing is a critical element of language function and is treated in Skinner's account of language. Skinner referred to observing and suggested that there may be some automatically reinforcing properties of behavior, when it functions to intensify or bring into focus the stimulus discriminative (p. 416). Donahoe and Palmer (2004) defined responses as: acquired environment-behavior relations whose primary function is to affect the sensing of stimuli (p. 156). Essentially, our ability to have salient environmental stimuli select our responses is adaptive and provides us with the controls of what we experience in our world. We believe that responses represent the first instances of the joining of the listener and speaker repertoires, as defined by Skinner. As such, the joining provides an intersection of what are at first two distinct repertoires. We argue that joint control provides the first evidence of truly complex operant responding, particularly as it relates to the development of language. Observing appears to be critical to the foundation of the acquisition of language (Greer & Keohane, 2005; Keohane, Pereira Delgado, & Greer, in press) and as such, represents a valuable focus for research and inquiry. Conceptually, responses, as we have defined them, can be compared to establishing operations or, perhaps even more so, to a setting factor in the physical sense (Bijou, 1996). …

Integrating controlled vocabularies into cultural heritage digital collections: The Portal to Texas History experience

AbstractThe University of North Texas Libraries developed a system for creating and managing a hierarchical controlled vocabulary for use in digital library initiatives. This short paper discusses and provides an overview of the benefits and challenges of integrating controlled vocabularies into cultural heritage digital collections. Specifically, it examines the University of North Texas Libraries' initiatives from a real‐life digital resource management and search implementations viewpoint.