Written Word Research Articles

Pamela H. Smith, From Lived Experience to the Written Word. Reconstructing Practical Knowledge in the Early Modern World. London, University of Chicago Press 2022

Pamela H. Smith, From Lived Experience to the Written Word. Reconstructing Practical Knowledge in the Early Modern World. London, University of Chicago Press 2022

Subword Representations Successfully Decode Brain Responses to Morphologically Complex Written Words

Abstract This study extends the idea of decoding word-evoked brain activations using a corpus-semantic vector space to multimorphemic words in the agglutinative Finnish language. The corpus-semantic models are trained on word segments, and decoding is carried out with word vectors that are composed of these segments. We tested several alternative vector-space models using different segmentations: no segmentation (whole word), linguistic morphemes, statistical morphemes, random segmentation, and character-level 1-, 2- and 3-grams, and paired them with recorded MEG responses to multimorphemic words in a visual word recognition task. For all variants, the decoding accuracy exceeded the standard word-label permutation-based significance thresholds at 350–500 ms after stimulus onset. However, the critical segment-label permutation test revealed that only those segmentations that were morphologically aware reached significance in the brain decoding task. The results suggest that both whole-word forms and morphemes are represented in the brain and show that neural decoding using corpus-semantic word representations derived from compositional subword segments is applicable also for multimorphemic word forms. This is especially relevant for languages with complex morphology, because a large proportion of word forms are rare and it can be difficult to find statistically reliable surface representations for them in any large corpus.

SVM, KNN, and Neural Networks Investigated for Machine Learning in Written Word Decoding

The capacity of a device to recognise and understand legible handwriting input from a variety of origins, including written material, snap shots, displays, and other electronics, is known as handwritten reputation. In this study, we investigate three classification algorithms: Support Vector Machines (SVM), K-Nearest_Neighbours (KNN), and Neural Networks for handwritten character recognition, and we will identify the best one among these three.

Transforming Written and Spoken Words into Quantitative Data for Palliative Care Research Using Natural Language Processing (ME301)

Transforming Written and Spoken Words into Quantitative Data for Palliative Care Research Using Natural Language Processing (ME301)

Experiments on the Efficacy of Drawing for Memorization among Adults and Children with Varying Written Word Memory Capacities: A Two-Way Crossover Design

In recent years, the comparative effectiveness of drawing and writing for memory has been investigated, but the findings have mostly been analyzed for the entire sample of participants rather than subgroups. In quantitative two-way crossover experiments involving 134 children and 262 adults, drawing for memorization as compared to writing was investigated. The participants were divided into subgroups based on their ability to recall the greatest, moderate, or fewest words and drawings. The difference in the number of recalled words and drawings was then compared between subgroups with varying memory capacities for written words and drawings. Participants who had difficulty remembering written words recalled more drawings than written words relative to participants who remembered written words more easily—this applied to shorter- and longer-term memory. To determine the applicability of the findings to various contexts, the following conditions were varied in four separate experiments: participant age, duration of encoding and recall, number of words memorized, interval between encoding and recall, and the research setting. Drawing benefited memory more than writing in all tested scenarios for the subgroup that remembered the fewest number of words. The new finding of the study is that people who have difficulty remembering written words benefit the most from drawing for memorization compared to those who remember written words more easily and this applies to the various tested conditions.

Deaf Signers’ Processing of the Sentence: An Indicator of Their Specific Pathway to the Written Word?

This article addresses the issue of access to the written word for deaf people whose main language is sign language. We question the status of sentence processing in the acquisition of a written language by deaf people, visual beings par excellence. This written language is both the written form of another language (namely a vocal language) and another modality, that of writing (as opposed to the oral form of language i.e., the face-to-face form of language), which they have not experienced in their own, non-written language. We highlight two points in the literature that we feel are crucial to addressing this issue: first, the significant linguistic distance between their L1 (SL) and their L2 (written vocal language), which severely limits the possibility of positive transfer from one to the other; and secondly, the evidence of a cognitive functioning specific to deaf people, marked in particular by higher processing capacities in the visual domain. Based on the results of two studies on the written output of deaf people, we suggest that particularities in the acquisition of the sentence are closely linked both to the structure of SL and to the visual functioning of this population. Finally, we emphasize the importance of using sign language as a metalanguage in teaching writing to deaf signers.

Beyond the Written Word: Emerging Innovative Writing Practices in a Malaysia University Classroom

According to recent studies, there is a widening gap between traditional writing pedagogies and the demands of the digital age. It is evident that both teachers and students have expressed challenges in negotiating the complex standards of meeting the requirements of academic writing conventions. In the Malaysian educational context, there is a noticeable struggle to balance traditional writing approaches with the demands of the digital era. Given the unique practices observed in the university setting, this study aims to provide an in-depth qualitative exploration of changes in academic writing practices and innovative solutions to the identified challenges. Drawing on the theoretical foundations of Vygotsky’s Sociocultural Theory and Brian Street’s Academic Literacies, this study utilises semi-structured group interviews with four students and one teacher from a university writing classroom. Exploring the academic landscape in Malaysia, the findings shed lights on several key issues: the pressing need for adaptable teaching approaches, the importance of students acquiring and using digital skills, and the value of collaborative learning in achieving effective writing outcomes. This study highlights the need for a blended teaching approach to prepare the teachers, policymakers, and students for global writing standards. The findings are expected to have important implications for curriculum development, teaching approaches, and broader educational policies.

The Classic Stroop Asymmetry Works for Spoken as Well as Written Words

In modern versions of the Stroop task, participants view target words presented on a computer screen with pixels that are either congruent (e.g., “Red” in red pixels) or incongruent (e.g., “Red” in blue pixels) with the meaning of the target word. When participants report the target color, the difference in response time between congruent and incongruent targets (i.e., Stroop effect) is typically larger than when they report the target word (i.e., reverse Stroop effect); this is the classic Stroop asymmetry. For decades following Stroop’s experiments, the prevailing explanation for the asymmetry asserted that, for most people, word reading but not color naming has become automatic, so the target word should always become mentally accessible before the target color. Recent studies have argued instead that the advantage for the target word results not from automaticity but from a strong association between the identification task and verbal processing. To test the strength-of-association account, we developed Qualtrics scripts to deliver visual and auditory target words in Stroop and reverse Stroop tasks. The visually presented targets replicated the classic Stroop asymmetry, p < .001, ηp2 = .27. The auditorily presented targets extended the classic Stroop asymmetry to the auditory domain, p < .001, ηp2 = .18. These results support the argument that, for an identification task, the target’s semantic features enjoy an advantage over the target’s perceptual features regardless of the sensory modality to which the target is presented. In turn, this shows that task demands are more important than automaticity in mental processing.

Disrupting the Practice: Antiracist Participatory Antidotes to Combat White Supremacy Manifestations in Community-Based Participatory Research

Though the goal of CBPR is to improve partner communities’ wellbeing and eradicate disparities, the harmful effects of white supremacy and colonialism can still be present in this research approach. White Supremacy Culture Manifestations can be used as a framework to identify ways to disrupt those harmful effects. This brief article presents the specific ways in which White Supremacy Culture manifests in the field of community-based participatory research at institutions of higher education, specific strategies and principles our team employs to disrupt these manifestations, and details of this work in our ongoing healthy living participatory research projects. We share specific disruption strategies for the White Supremacy Culture manifestations of One Right Way, Power Hoarding, Paternalism, and Worship of the Written Word. We encourage researchers to consider these strategies for disruption when re-thinking the practice of CBPR with an anti-racist lens, especially those researchers implementing healthy living and eating research programs.

:From Lived Experience to the Written Word: Reconstructing Practical Knowledge in the Early Modern World

:<i>From Lived Experience to the Written Word: Reconstructing Practical Knowledge in the Early Modern World</i>

Exploring the Interplay: Oral Traditions and the Written Word in Literature

Exploring the Interplay: Oral Traditions and the Written Word in Literature

From Lived Experience to the Written Word: Reconstructing Practical Knowledge in the Early Modern World , by Pamela H. Smith

From Lived Experience to the Written Word: Reconstructing Practical Knowledge in the Early Modern World , by Pamela H. Smith

Tell Us When You’re Uncomfortable: An Anti-Colonial Poetic Script with Mosquito, Lisa, Knowing, Western, Caesarean, Written Word, Marion, Being, Medicine, Sarah, and Other Unruly Characters

Tell Us When You’re Uncomfortable: An Anti-Colonial Poetic Script with Mosquito, Lisa, Knowing, Western, Caesarean, Written Word, Marion, Being, Medicine, Sarah, and Other Unruly Characters

The Christian Church, Spoken Language and Written Word. Confessional Tensions in Ingria Between the Swedish Lutheran and the Russian Orthodox Church during the Seventeenth Century

The Christian Church, Spoken Language and Written Word. Confessional Tensions in Ingria Between the Swedish Lutheran and the Russian Orthodox Church during the Seventeenth Century

Implementation of the Code of Ethics and School Administration within the Frame of Christian Leadership

Abstract. Recently, more and more education research has focused on public reaction to the code of ethics due to the decline in the quality of education, school administration, teachers and education personnel in Christian leadership in education units. Educators and the public share the view that the root cause of this low quality of education lies with administrators. This study aims to explain the importance of ethical codes and educational administration in the success of a Christian leadership. This study uses a literature study approach, by comparing several main sources related to the code of ethics and educational administration. From the results of literature study, it can be concluded that the Code of Ethics and School Administration in Christian Leadership are related to each other. A teacher is required to have a Code of Ethics in carrying out his teaching duties, and run School Administration to support the school's achievement targets. This is done by referring to Christian Leadership based on the Written Word (Bible) and the Living Word (the Lord Jesus Himself).

Effects of Dictation On the Written Word Spelling of Junior Secondary School JSS III Students in Jigawa State

This study attempted to investigate the effects of dictation on the written word spelling of Junior Secondary School JSS III students in Jigawa state. The study was motivated by the difficulty faced by learners of English as L2 in spelling of words especially the irregular spelling in their essays. Two research questions were set and answered. The target population was the JSS III students in Jigawa State. The study was conducted in the 2022/2023 academic session. Experimental research design was adopted for the study. 150 students were randomly sampled from two JSS within two senatorial districts in the state and were equally assigned as experimental and control groups. The instruments used were the selected and modified words from JSS course books which were the English words selected and modified from JSS course books which were used for the pre-test and post-test respectively. The research questions were answered in form of table showing the frequency and percentage. The major findings of the study showed that 48% of the participants in the experimental group spelt more irregular words while only 33% spelt the same words in the control group after the treatment. The study recommended that teachers of English as a second language should be trained so that they would be more sensitive to dictation strategies that enable them to teach JSS students to acquire ability of spelling more regular and irregular words.

The Languages of Early Medieval Charters: Latin, Germanic Vernaculars, and the Written Word. Edited by RobertGallagher, EdwardRoberts and FrancescaTinti. Brill’s Series on the Early Middle Ages 27. Leiden: Brill. 2021. xvi + 548 pp. €134. ISBN 978 90 04 42811 9.

Early Medieval EuropeEarly View Book review The Languages of Early Medieval Charters: Latin, Germanic Vernaculars, and the Written Word. Edited by Robert Gallagher, Edward Roberts and Francesca Tinti. Brill’s Series on the Early Middle Ages 27. Leiden: Brill. 2021. xvi + 548 pp. €134. ISBN 978 90 04 42811 9. Warren C. Brown, Warren C. Brown orcid.org/0000-0003-1151-3373 California Institute of TechnologySearch for more papers by this author Warren C. Brown, Warren C. Brown orcid.org/0000-0003-1151-3373 California Institute of TechnologySearch for more papers by this author First published: 16 March 2023 https://doi.org/10.1111/emed.12635Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Early ViewOnline Version of Record before inclusion in an issue RelatedInformation

:From Lived Experience to the Written Word: Reconstructing Practical Knowledge in the Early Modern World

:<i>From Lived Experience to the Written Word: Reconstructing Practical Knowledge in the Early Modern World</i>

Eye Movements During Reading

Written words are everywhere. Learning to read is one of the main tasks of our early school years, and the ability to read opens up a world of possibilities—we can absorb ourselves in stories, remind ourselves of important information, and learn new things. But few of us think about what we are actually doing as we read. Moving the eyes is essential for reading. For instance, to read this sentence, you probably began by looking at the first word before moving your eyes to each word in turn. All the while, you are working hard to recognize and understand each word. In this article, you will learn about why eye movements are a necessary part of reading, how they are measured, what they tell scientists about what is happening in the mind during reading, and how they change as children grow into adults.

Rosanne M. Baars, Rumours of Revolt. Civil War and the Emergence of a Transnational News Culture in France and the Netherlands, 1561–1598. (Library of the Written Word, Vol. 88.) Leiden, Brill 2021

Article Rosanne M. Baars, Rumours of Revolt. Civil War and the Emergence of a Transnational News Culture in France and the Netherlands, 1561–1598. (Library of the Written Word, Vol. 88.) Leiden, Brill 2021 was published on February 1, 2023 in the journal Historische Zeitschrift (volume 316, issue 1).