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Francischini Rosangela - One of the best experts on this subject based on the ideXlab platform.
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Produção de textos nas series iniciais de escolarização : analise de processos de referenciação anaforica em narrativas
[s.n.], 2018Co-Authors: Francischini RosangelaAbstract:Orientador: Ingedore G. Villaça KochTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da LinguagemResumo: Tendo por referenciais teóricos o Interacionismo Social e a Lingüística Textual, este trabalho procura investigar os problemas que emergem quando da construção de cadeias anafóricas em narrativas produzidas por crianças em processo formal de escolarização séries iniciais. O corpus é composto por 15 (quinze) narrativas - 8 (oito) primeiras versões e 7 (sete) segundas versões -, produzidas a partir de um livro de estórias somente com gravuras. O procedimento adotado, inspirado no conceito de Zona de Desenvolvimento Proximal, de Vygotsky, permitiu a construção de uma segunda versão das narrativas, refacção esta possibilitada por uma necessidade que se impôs à criança de refletir sobre o emprego de determinados recursos expressivos presentes na primeira versão (no nosso caso, os recursos empregados para introdução e manutenção dos personagens. Em outras palavras, na constituição de cadeias anafóricas). A análise proposta mostrou-nos que: 1.) a estratégia que consiste em empregar pronomes como formas referenciais (pessoal e possessivo, principalmente) mostrou-se a mais problemática, no sentido de que, em um número significativo de ocorrências desses pronomes, houve ou ambigüidade de referência ou impossibilidade de determinar o referente; 2.) a situação interativa mediada pela linguagem propiciou a mobilização de operações de linguagem que se materializaram em recursos expressivos mais adequados para a construção das cadeias anafóricas. Sendo assim, do ponto de vista da estruturação textual, as segundas versões das narrativas, por terem sido produzidas a partir da intervenção de um adulto mais hábil, são, indiscutivelmente, qualitativamente superiores; 3.) as crianças buscaram soluções próprias para a resolução dos problemas acima apontados. Desta forma, observamos, principalmente, as seguintes estratégias para caracterização I diferenciação dos personagens: a.) atribuição de nomes aos personagens, b.) emprego de adjetivos indicativos de cor ou gênero (masculino; feminino); c.) acréscimo de informações não constantes nas primeiras versõesAbstract: With the Social Interactionism and the Text Linguistics as theoretical references, this paper tries to investigate the problems related to the construction of anaphoric sequences in narratives produced by children in their formal process of schooling (initial grades). The corpus is composed by fifteen narratives: eight first versions and seven second versions - produced from a storybook made up with illustrations only. The procedure adopted, inspired by the concept of Zone of Proximal Development, by Vigotsky, allowed the construction of a second version of the narratives, which was made possible because the child had to look into the employment of certain expression devices present in the first version (in this case, the resources used to introduce and make reference to the characters, in other words, the devices used in the constitution of anaphoric sequences. The analysis demonstrated that: 1.) the strategy which consists of employing pronouns as reference forms (especially personal and possessive pronouns) seems to be the most troublesonie, in the sense that, when they were used, there was either ambiguity of reference or impossibility to determine the referent; 2.) the Interactive Situation made it possible the use of language operations, which resulted in expression devices more suitable to the construction of anaphoric sequences. Thus, from the point of view of the text structure, the second versions are undoubtedly superior in terms of quality, since they were produced from the interventions of a more experienced adult; e, 3.) the children tried, by themselves, to find solutions for the problems mentioned above. They made use of the following strategies to characterise / differentiate the characters: a) they named the characters; b) they used adjectives indicating colour or genre(masculine or feminine); c) they added information not present in the first versionsDoutoradoDoutor em Linguístic
Rosangela Francischini - One of the best experts on this subject based on the ideXlab platform.
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Produção de textos nas series iniciais de escolarização : analise de processos de referenciação anaforica em narrativas
2017Co-Authors: Rosangela FrancischiniAbstract:Resumo: Tendo por referenciais teóricos o Interacionismo Social e a Lingüística Textual, este trabalho procura investigar os problemas que emergem quando da construção de cadeias anafóricas em narrativas produzidas por crianças em processo formal de escolarização séries iniciais. O corpus é composto por 15 (quinze) narrativas - 8 (oito) primeiras versões e 7 (sete) segundas versões -, produzidas a partir de um livro de estórias somente com gravuras. O procedimento adotado, inspirado no conceito de Zona de Desenvolvimento Proximal, de Vygotsky, permitiu a construção de uma segunda versão das narrativas, refacção esta possibilitada por uma necessidade que se impôs à criança de refletir sobre o emprego de determinados recursos expressivos presentes na primeira versão (no nosso caso, os recursos empregados para introdução e manutenção dos personagens. Em outras palavras, na constituição de cadeias anafóricas). A análise proposta mostrou-nos que: 1.) a estratégia que consiste em empregar pronomes como formas referenciais (pessoal e possessivo, principalmente) mostrou-se a mais problemática, no sentido de que, em um número significativo de ocorrências desses pronomes, houve ou ambigüidade de referência ou impossibilidade de determinar o referente; 2.) a situação interativa mediada pela linguagem propiciou a mobilização de operações de linguagem que se materializaram em recursos expressivos mais adequados para a construção das cadeias anafóricas. Sendo assim, do ponto de vista da estruturação textual, as segundas versões das narrativas, por terem sido produzidas a partir da intervenção de um adulto mais hábil, são, indiscutivelmente, qualitativamente superiores; 3.) as crianças buscaram soluções próprias para a resolução dos problemas acima apontados. Desta forma, observamos, principalmente, as seguintes estratégias para caracterização I diferenciação dos personagens: a.) atribuição de nomes aos personagens, b.) emprego de adjetivos indicativos de cor ou gênero (masculino; feminino); c.) acréscimo de informações não constantes nas primeiras versõesAbstract: With the Social Interactionism and the Text Linguistics as theoretical references, this paper tries to investigate the problems related to the construction of anaphoric sequences in narratives produced by children in their formal process of schooling (initial grades). The corpus is composed by fifteen narratives: eight first versions and seven second versions - produced from a storybook made up with illustrations only. The procedure adopted, inspired by the concept of Zone of Proximal Development, by Vigotsky, allowed the construction of a second version of the narratives, which was made possible because the child had to look into the employment of certain expression devices present in the first version (in this case, the resources used to introduce and make reference to the characters, in other words, the devices used in the constitution of anaphoric sequences. The analysis demonstrated that: 1.) the strategy which consists of employing pronouns as reference forms (especially personal and possessive pronouns) seems to be the most troublesonie, in the sense that, when they were used, there was either ambiguity of reference or impossibility to determine the referent; 2.) the Interactive Situation made it possible the use of language operations, which resulted in expression devices more suitable to the construction of anaphoric sequences. Thus, from the point of view of the text structure, the second versions are undoubtedly superior in terms of quality, since they were produced from the interventions of a more experienced adult; e, 3.) the children tried, by themselves, to find solutions for the problems mentioned above. They made use of the following strategies to characterise / differentiate the characters: a) they named the characters; b) they used adjectives indicating colour or genre(masculine or feminine); c) they added information not present in the first version
Kiran Jude Fernandes - One of the best experts on this subject based on the ideXlab platform.
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Interactive Situation modelling in knowledge intensive domains
Business Information Systems, 2008Co-Authors: Kiran Jude FernandesAbstract:This paper shows how knowledge from various sources in a knowledge intensive domain can be modelled using principles of ethnography. This is achieved by bridging the symmetry of ignorance gap that exists between process owners and system developers. Structural and method-based approaches to system modelling have arguably occupied a central place in system development literature. The analysis in this paper shifts the focus from these structural approaches to a more specific discussion on semi-methodological approach. The approach in this paper is distinct from previous discussions on system modelling in three ways: a) the existence of symmetry of ignorance is considered as the main limitation in modelling systems; b) defining the nature and behaviour of the system under observation is considered as a precursor to the knowledge elicitation process; and c) interaction between actors within situated actions is considered as the defining basis of the system boundary.
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Interactive Situation modelling in knowledge intensive domains
Research Papers in Economics, 2005Co-Authors: Kiran Jude FernandesAbstract:Interactive Situation Modelling (ISM) method, a semi-methodological approach, is proposed to tackle issues associated with modelling complex knowledge intensive domains, which cannot be easily modelled using traditional approaches. This paper presents the background and implementation of ISM within a complex domain, where synthesizing knowledge from various sources is critical, and is based on the principles of ethnography within a constructivist framework. Although the motivation for the reported work comes from the application presented in the paper, the actual scope of the paper covers a wide range of issues related to modelling complex systems. The author firstly reviews approaches used for modelling knowledge intensive domains, preceded by a brief discussion about two main issues: symmetry of ignorance and system behaviour, which are often confronted when applying modelling approaches to business domains. The ISM process is then characterized and critiqued with lessons from an exemplar presented to illustrate its effectiveness.
Geoffre Thierry - One of the best experts on this subject based on the ideXlab platform.
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Etude de l'impact d'une application numérique pour favoriser le raisonnement métalinguistique
2020Co-Authors: Rodi Mireille, Geoffre ThierryAbstract:Nous présentons l’étude d’un corpus de 40 séances de logopédie (4 enfants, 3 logopédistes différentes, 10 séances par enfant) où les interactions logopédiste-enfant sont analysées du double point de vue des étayages de l’adulte et des verbalisations de l’enfant, notamment en lien avec le raisonnement métalinguistique lors de l’utilisation d’une application numérique de construction de phrases grammaticalement correctes. Nous cherchons à 1) isoler des séquences d’enseignement-apprentissage métalinguistique ; 2) caractériser l’étayage de l’adulte expert ainsi que les techniques qui permettent de résoudre les problèmes posés par les phrases du jeu et 3) en décrire les évolutions au fil des séances. Nos résultats montrent l’efficacité de l’application qui permet de définir une Situation Interactive où les échanges favorisent, chez l’enfant, la compréhension des attentes des activités (propre à soutenir son autonomie et ses initiatives) et crée un effet d’apprentissage métalinguistique repérable dans nos données. Nous avons désormais la perspective de travailler avec des enseignants pour susciter de tels échanges au niveau de groupes de besoin dans des classes ordinaires.This paper presents the study of a corpus of 40 speech therapy sessions (4 children, 3 different speech therapists, 10 sessions per child) in which speech therapist and child interactions are analyzed from the dual point of view of the adult's support and the child's verbalizations, targeting the metalinguistic reasoning when using a numerical application. We seek to 1) isolate metalinguistic teaching-learning sequences; 2) characterize the adult expert's support and the techniques that allow to solve the problems posed by the game's sentences and 3) describe their evolution over the course of the sessions. Our results assess the effectiveness of the application, which makes it possible to define an Interactive Situation in which the exchanges promote, for the children, the understanding of the activity’s expectations (supporting their autonomy and initiatives) and create a metalinguistic learning effect that can be identified in our data. We now have the perspective of working with teachers to experiment such exchanges in groups of pupils in ordinary classrooms
Meurig Beynon - One of the best experts on this subject based on the ideXlab platform.
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Interactive Situation models for cognitive aspects of user artefact interaction
Lecture Notes in Computer Science, 2001Co-Authors: Meurig Beynon, Chris A Roe, Ashley Ward, Allan WongAbstract:Cognitive aspects of human interaction with artefacts is a central concern for Cognitive Technology. Techniques to investigate them will gain greater significance as new products and technologies more closely customised to specific users are introduced. The study of Cognitive Dimensions is a well-established technique that can be used to support and direct empirical investigation of cognitive aspects of artefact use. This paper proposes a complementary technique, based on constructing 'Interactive Situation models', that applies to the study of specific user-artefact interactions. It interprets the cognitive activities of the user through interrelating Situational, explicit, mental and internal aspects of state. The application of this approach in analysing, recording and classifying such activities is illustrated with reference to a simple case study based on modelling the use of an actual digital watch. The paper concludes with a brief discussion of possible connections with Cognitive Dimensions and implications for 'invisible computing'.
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The Use of Interactive Situation Models for the Development of Business Solutions
2000Co-Authors: Meurig Beynon, Suwanna Rasmequan, Steve RussAbstract:An Interactive Situation model (ISM) is a novel computer artefact used to represent state-as-experi-enced. The meaning of an ISM is the perceived association between the state of the ISM and the state of its real-world referent during arbitrary interactions. The concept leads to a quality of modelling radically different from conventional computer-hosed modelling. This is illustrated by ISMs for timetabling, railway operation, warehouse and restaurant management. This approach to modelling represents a paradigm shift from a 'method-tool-user' culture to one where the computer-as-agent integrates more closely and flexibly with human and business activities.
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Interactive Situation Models for Systems Development
1999Co-Authors: Meurig Beynon, Richard Cartwright, Jaratsri Rungrattanaubol, Pi SunAbstract:Devising principles for systems representation and analysis that can cope with the complexity of the interactions between programmable components and human agents in modern computing applications is a challenging and fundamental problem. Understanding the role of human and inanimate components within a reactive system, for instance, involves not only input-output transformations, but also communication and stimulus-response issues. This paper proposes novel computer-based Interactive Situation models to assist systems development. Such models provide an environment within which the human interpreter can explore the relationships between observables and the patterns of behaviour associated with a system component with particular reference to its external real-world semantics. They are constructed using principles based upon observation, agency and dependency ("Empirical Modelling") that have been developed at the University of Warwick. This paper describes and illustrates ! the characteristics of Interactive Situation models in detail, and concludes with a brief discussion of their potential significance for systems development.
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Interactive Situation Models for Program Comprehension
1998Co-Authors: Meurig BeynonAbstract:The complexity of the interactions between programmable components and human agents in modern computing applications motivates new approaches to program comprehension. Understanding the role of programs within a reactive system, for instance, involves not only input-output transformations, but also communication and stimulus-response issues. This paper examines the prospects for constructing novel computer-based Interactive Situation models to assist program comprehension. Such a model provides an environment within which the human interpreter can explore the data relationships and patterns of behaviour generated by a computer program with particular reference to its external real-world semantics. The proposed method of construction exploits principles based upon observation, agency and dependency ("Empirical Modelling") that have been developed at the University of Warwick. Connections between these principles and previous work on program comprehension are discussed. Some experimental studies in applying Interactive Situation models are reviewed, and conclusions about their potential future role in program comprehension and generation are drawn.