The hidden depths of new word knowledge: Using graded measures of orthographic and semantic learning to measure vocabulary acquisition

We investigated whether the presence of orthography promotes new word learning (orthographic facilitation). In Study 1 (N = 41) and Study 2 (N = 74), children were taught 16 unknown polysyllabic words. Half of the words appeared with orthography present and half without orthography. Learning assessments captured the degree of semantic and orthographic learning; they were administered one week after teaching (Studies 1 and 2), and, unusually, eight months later (Study 1 only). Bayesian analyses indicated that the presence of orthography was associated with more word learning, though this effect was estimated with more certainty for orthographic than semantic learning. Newly learned word knowledge was well retained over time, indicating that our paradigm was sufficient to support long-term learning. Our approach provides an example of how word learning studies can look beyond simple accuracy measures to reveal the cumulative nature of lexical learning.     

Word sense disambiguation based on context selection using knowledge-based word similarity

In this paper, we introduce a novel knowledge-based word-sense disambiguation (WSD) system. In particular, the main goal of our research is to find an effective way to filter out unnecessary information by using word similarity. For this, we adopt two methods in our WSD system. First, we propose a novel encoding method for word vector representation by considering the graphical semantic relationships from the lexical knowledge bases, and the word vector representation is utilized to determine the word similarity in our WSD system. Second, we present an effective method for extracting the contextual words from a text for analyzing an ambiguous word based on word similarity. The results demonstrate that the suggested methods significantly enhance the baseline WSD performance in all corpora. In particular, the performance on nouns is similar to those of the state-of-the-art knowledge-based WSD models, and the performance on verbs surpasses that of the existing knowledge-based WSD models.     

《马氏文通》中的修辞研究述评

在蒋文野(1985)、周远富(1998)、廖序东(1999)、刘昌海(2001)等学者的研究背景下,在参阅文献的基础上,归纳出《马氏文通》在修辞学领域的研究成果。马氏在微观修辞学领域主要涉及了字的运用、语音节奏的协调、句式的选用;在理论修辞学领域涉及了辞格研究;在应用修辞学领域涉及了语体风格研究。     

词族现象探微

词族的大量出现,有其独特的语言学价值。它说明了附加构词法表现非常突出,汉语的最佳词音长度受到挑战,某些外来悟睚成为汉语中能产性极强的构词语素。词族现象也为我们提供了透视社会变革,考察人们思想观念变化等方面的认识价值。     

《说文》前叙称经说

许慎《说文》第十五卷包括许氏自撰的前后两叙和其子许冲的进书表三项内容。其中对前叙的末尾几句,历来学者有不同的见解。许慎所学《孝经》确属古文本。许氏的学术渊源兼有今、古,显示其博通明达,不愧“五经无双”之号。如以古文限之,未免小视许氏了。     

基于Word 2003的电子审稿单真实性保障技术

分析利用Word 2003文字处理系统自带的“保护文档”和“数字签名”两个功能,实现电子审稿单的真实性保障,并深入探讨其具体操作流程。     

基于内嵌Word技术的学报稿件管理系统方案

对大学学报稿件管理的业务流程进行了较为全面系统的分析,提出了采用内嵌Word技术解决以往学报稿件管理系统不能很好处理稿件文档的瓶颈,同时基于工作流建立全流程全在线的管理模式,减轻编辑部繁重的工作,并在作者、编辑部、审稿专家之间建立了通畅的管理渠道。     

Word在办公应用中的技巧使用

文章主要从"创建文档"、"编辑文档"、"打印文档"等方面叙述了Word在办公应用中的各种技巧使用,对办公应用人员起到了一定的指导作用,有助于提高电脑办公的质量和效率.     

《Office办公软件应用》教学中的毕业论文排版应用

毕业论文撰写是每个高校学生的必修环节,本文以电子科技大学学士学位论文撰写要求为例给出了运用Microsoft公司的Word组件完成毕业论文排版的全过程及相关技巧,使得学生能高效、规范地排版毕业论文。     

Should the Simple View of Reading Include a Fluency Component?

The Simple View of Reading states that reading comprehension is the product of word recognition and listening comprehension. Whereas much research has focused on word recognition accuracy, recent attention has been directed toward word recognition fluency. The current study investigated whether a separate fluency component should be added to the Simple View of Reading. A battery of reading and language measures was administered to 604 children in second, fourth, and eighth grades. Approximately half these children had language and/or nonverbal cognitive impairments in kindergarten, but weighting procedures were used to reduce the potential bias this sampling characteristic may have entailed. Structural equation modeling was used to determine whether fluency accounted for unique variance in reading comprehension after controlling for word recognition accuracy and listening comprehension. Individual profile analyses were conducted to determine the number of individual participants who␣had poor fluency in the spite of good word recognition accuracy and listening comprehension. Results showed that fluency did not account for unique variance in reading␣comprehension and that few individuals had problems in fluency separate from word recognition accuracy or listening comprehension. Thus, it does not appear that a separate fluency component should be added to the Simple View of Reading.