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1
Alomary, Shaban. „Conative utterances : a Qur'anic perspective“. Thesis, University of Salford, 2011. http://usir.salford.ac.uk/26541/.
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Conation is an aspect of mind, alongside cognition and affect. The conative function of communication entails the relationship between the 'message' and the 'receiver'. Based on relevant communication models and sign typologies, this thesis covers exponents of communication, conative function, vocative, interrogative and imperative. Conative utterances refer to language used to move the receiver to thought/ action. The Qur'anic perspective, identified and applied in this thesis, is vital for verbal communication studies as the TM transcends the reductionist tendency of (non-) mechanistic communication and semiotic typologies. Beyond the boundaries of reason, the Qur'an offers the Transcendent Perspective on the conative function of communication. The structure of the Qur'an is viewed against the Islahi/Farahi thematic commentary model. Conative Utterances suggests a TCM in the light of the Qur'anic Signs 2:30, 33:72, 55:1-4. The TCM is consolidated by an analysis of Ibn STna's commentary on Surah 87. The TM in the Qur'an is established on its covering the realm surpassing the receiver's perception. Due to his conative role and space/time perception, the receiver depends on the Transcendent Sender for information on the imperceptible. The TM establishes its validity on our having no volitionality concerning our creation, transiency and return to the Sender. This return underlies our 'accountability' to Him for our actions
2
Joigneau, Axel. „Utterances classifier for chatbots’ intents“. Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-233362.
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Chatbots are the next big improvement in the era of conversational services. A chatbot is a virtual person who can carry out a conversation with a human about a certain subject, using interactive textual skills. Currently, there are many cloud-based chatbots services that are being developed and improved such as IBM Watson, well known for winning the quiz show “Jeopardy!” in 2011. Chatbots are based on a large amount of structured data. They contains many examples of questions that are associated to a specific intent which represents what the user wants to say. Those associations are currently being done by hand, and this project focuses on improving this data structuring using both supervised and unsupervised algorithms. A supervised reclassification using an improved Barycenter method reached 85% in precision and 75% in recall for a data set containing 2005 questions. Questions that did not match any intent were then clustered in an unsupervised way using a K-means algorithm that reached a purity of 0.5 for the optimal K chosen.Chatbots är nästa stora förbättring i konversationstiden. En chatbot är en virtuell person som kan genomföra en konversation med en människa om ett visst ämne, med hjälp av interaktiva textkunskaper. För närvarande finns det många molnbaserade chatbots-tjänster som utvecklas och förbättras som IBM Watson, känt för att vinna quizshowen "Jeopardy!" 2011. Chatbots baseras på en stor mängd strukturerade data. De innehåller många exempel på frågor som är kopplade till en specifik avsikt som representerar vad användaren vill säga. Dessa föreningar görs för närvarande för hand, och detta projekt fokuserar på att förbättra denna datastrukturering med hjälp av både övervakade och oövervakade algoritmer. En övervakad omklassificering med hjälp av en förbättrad Barycenter-metod uppnådde 85 % i precision och 75 % i recall för en dataset innehållande 2005 frågorna. Frågorna som inte matchade någon avsikt blev sedan grupperade på ett oövervakad sätt med en K-medelalgoritm som nådde en renhet på 0,5 för den optimala K som valts.
3
Ling, Yong. „Keyword spotting in continuous speech utterances“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0024/MQ50822.pdf.
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Ling, Yong 1973. „Keyword spotting in continuous speech utterances“. Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21595.
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The work in this thesis constructed a word spotting system, which managed to spot an amount of pre-defined keywords out of unconstrained running conversational speech utterances. The development and experiments are based on the Credit Card subset of SWITCHBOARD speech corpus. The techniques are applied in the context of a Hidden Markov Model (HMM) based Continuous Speech Recognition (CSR) approach to keyword spotting. The word spotting system uses context-dependent acoustic triphone to model both keyword and non-keyword speech utterances. To enhance the true keyword spotting rate, sophisticated keyword-filler network topology models are defined in two different orthographic ways, individual phonemic filler models and individual syllabic filler models. To introduce more lexical constraints, a bigram language model is used. Better performance is obtained in the system with more lexical constraints. A background acoustic model is paralleled to the system network to account for the acoustic variety. The results of the experiments show that the word spotting rate of the overall performance increased by 84% when more lexical constraints applied, and the merge of the background model helps to increase the spotting rate by 5.73%.
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Lanas, M. (Maija). „Smashing potatoes – challenging student agency as utterances“. Doctoral thesis, Oulun yliopisto, 2011. http://urn.fi/urn:isbn:9789514295874.
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Abstract The research investigates how student agency is inscribed as challenging or as misbehaviour in schools. The purpose is to open up and enable alternative ways of interpreting student agency. The empirical part of the research is based on reflexive ethnography and narrative methodology. The data is comprised of narrative and thematic interviews conducted during a period of 3 years (2006–2009), and 4 months of ethnographic fieldwork conducted in the autumn of 2008. The context for analyzing the meanings inscribed in student agency is a northern Finnish village school. In the villagers’ narrations, the research villages were presented as centres of the people’s lives, dynamic even in their quietude, and life in the villages was presented as an active choice. These stories challenge the national representations that tend to derive from the discourse of social exclusion. These societal discourses ‘other’ the life in northern villages and direct children, through education, concretely, socio-culturally, and emotionally away from their villages towards southern cities. Based on the fieldwork and applying Mihail Bakhtin’s dialogism and interactionist approach to emotions, I find that the meanings inscribed in student agency are determined dialogically. The meanings and emotions with which student agency is inscribed in a particular situation is, thereby, not determined by the students but come from the broader social, cultural, and political contexts, and the histories of those involved in the dialogue. Thereby, for instance “bad behaviour” cannot be improved simply by targeting the student or by changing student behaviour. This derives from the fact that any action, for example smashing potatoes, can end up carrying historical, political, social, and cultural meanings, and thus, any action can become inscribed as contesting behaviour. I conclude that contesting behaviour of a student does not cause as much as it performs challenging emotions that derive from broader societal, sociocultural, and political contexts. Thereby the problem is not that challenging emotions take place in school but the illusion that they should not. If challenging emotions in school are imagined to indicate failure, it is assumed that they must be excluded rather than endured and managedTiivistelmä Tarkastelen tutkimuksessa, miten oppilaan toiminta saa merkityksen haastavana tai huonona käytöksenä koulussa. Tavoitteenani on avata ja mahdollistaa vaihtoehtoisten merkitysten näkeminen oppilaan toiminnalle. Tutkimuksen empiirinen osa nojautuu refleksiiviseen etnografiseen ja narratiiviseen metodologiaan, ja aineistona on käytetty haastatteluaineistoa 3 vuoden ajalta (2006–2009) sekä hieman yli neljän kuukauden mittaista kouluetnografiaa syksyllä 2008. Oppilaan toimijuuden tarkastelun kontekstina on pohjoinen pienkylän koulu. Kyläläisten omissa kertomuksissa kylät näyttäytyvät hiljetessäänkin dynaamisina elämän keskuksina, ja eläminen kylissä aktiivisena valintana. Nämä kertomukset haastavat valtakunnalliset representaatiot, jotka rakentuvat usein syrjäytymispuheelle. Syrjäytymispuhe toiseuttaa elämää pohjoisissa pienkylissä ja ohjaa koulutuksen kautta lapsia konkreettisesti, kulttuurisesti ja kokemuksellisesti pois kylästään, kohti etelää ja kaupunkeja. Mihail Bakhtinin dialogismia soveltaen ja kenttätyöhön pohjautuen totean, että oppilaan toiminnan saamat merkitykset ja siihen liittyvät tunteet määrittyvät dialogisesti. Toiminnan saamat merkitykset ja siihen liitetyt tunteet eivät siis ole oppilaan omassa hallinnassa vaan tulevat laajemmasta sosiaalisesta, poliittisesta, kulttuurisesta ja yhteiskunnallisesta kehyksestä sekä dialogin osapuolten erillisistä ja yhteisestä historiasta. Näin ollen, esimerkiksi ”huonoa käytöstä” ei voida parantaa yksinkertaisesti kohdistamalla toimenpiteitä oppilaaseen tai tämän käytökseen. Tämä johtuu siitä, että lähes mikä hyvänsä toiminta, tutkimuksessa muun muassa perunan soseuttaminen, voi päätyä kantamaan historiallisia, poliittisia, sosiaalisia ja kulttuurisia merkityksiä ja tulla siten merkityksi haastavaksi käytökseksi. Tutkimuksessa totean, että oppilaan haastava toiminta ei niinkään aiheuta vaan pikemminkin performoi haastavia tunteita, jotka juontuvat laajemmista yhteiskunnallisista, sosiokulttuurisista ja poliittisista konteksteista. Tällöin ongelma ei ole haastavien tunteiden esiintyminen koulussa vaan luulo, että niitä ei pitäisi esiintyä koulussa. Jos haastavat tunteet erehdytään koulussa kuvittelemaan jonkin tai jonkun epäonnistumiseksi, ne yritetään sulkea pois sen sijana että ne kestettäisiin ja käsiteltäisiin
6
Forero, Jorge Guillermo. „Rerum : an expert system for counselling utterances“. Thesis, University of Reading, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.331979.
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Tsui, Amy Bik-May. „A linguistic description of utterances in conversation“. Thesis, University of Birmingham, 1986. http://etheses.bham.ac.uk//id/eprint/7569/.
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This thesis is an attempt to characterize the utterances in conversation. Following the principles of Sinclair & Caulthard (1975), it proposes a descriptive framework which is based on the concepts of 'class', 'structure' and 'system'. Chapter One argues against the position that utterances are multi-functional and the illocutionary forces they carry are largely indeterminate, hence they are not describable in categorial terms. It points out that such a position is a misconception arising from the lack of consistent criteria when characterizing utterances. It then examines studies in three major areas which would give insight to the setting up of a descriptive framework: speech act theory, conversational analysis and discourse analysis. Chapter Two gives an overall account of the descriptive framework. Its basic theoretical assumption is that conversation is describable in terms of a hierarchical rank scale, consisting of acts, moves, exchanges, sequences and transactions. Utterances are characterized as different primary classes of acts according to which element of structure of an exchange they operate at . Three primary classes are identified: those operating at the head of an Initiating Move are Initiating Acts, those operating at the head of a Responding Move are Responding Acts and those operating at the head o:f a Follow-up Move are Follow-up Acts. For each primary class, subclasses are identified according to their predictive assessment of what follows. The choices of subclasses which are available at each element of structure are presented in the form of a system. Chapters Three to Six discuss the four subclasses of Initiating Act, Elicitations, Requestives, Directives and Informatives respectively. Chapter Seven discusses Responding Act and its subclasses; and Chapter Eight discusses Follow-up Act and its subclasses. In Chapter Nine, the entire descriptive framework is applied to a piece of conversation. Its merits and limitations are discussed.
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Peacock, Diane. „Telling utterances : education, creativity & everyday lives“. Thesis, University of East Anglia, 2014. https://ueaeprints.uea.ac.uk/52611/.
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Education policy, in practice so singularly an experienced phenomenon, may be irreconcilable to single forms of academic interpretation. The questions and possibilities raised by this proposition animate the core of this study. Why, given the volume of noise generated by the multiplicity of agents and agencies with critical interests in education policy and practice, do some voices dominate while others are unheard or silent? What might this mean for those being educated and for art and design education? Responses, rather than being articulated as a series of arguments in a traditional research format, are presented as a series of imagined texts comprising dialogues and monologues. The texts fuse a wide range of sources into a series of performed analyses of education policy and creative practice. Primary, secondary and archival sources bring together the voices of: artists; designers; other creative practitioners; educators; researchers; politicians; policy makers; national agencies; social theorists; and art and design undergraduates who were part of a three-year longitudinal field study. The theoretical and methodological formations underpinning the analysis are woven into the content and form of the texts themselves. Normal citation conventions are suspended until after a performance or reading, in order to aid unfettered interpretation. This study, undertaken over six years, draws on creative arts practice and dramaturgy to formulate alternative platforms for the articulation of critical discourses on education policy and creative development. Volume One contains a series of re-constructed monologues and imagined dialogues created to be intelligible to those inside and outside academia. Collectively they represent a series of enactments of the impact of policy on the everyday lives and creative development of individual art and design students. Readers are politely invited to read all of Volume One before reading Volume Two. The temporal separation of text from source provides a space for those who are willing to reflect on the forces that might be at play when reading (or writing) texts such as these.
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Crew, Christopher M. „The time course for structuring complex utterances“. Thesis, Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24783.
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Schoener, Robin S. „Nonnative Prosody and the Intelligibility of Ambiguous Utterances“. Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:24078370.
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This study examines nonnative prosody and intelligibility. Past research has suggested that prosody that is unfamiliar or inappropriate in some way can adversely affect the intelligibility of speech (e.g., Hahn, 2004; Tajima, Port & Dalby, 1997; Grover, Jamieson & Dobrovlosky, 1987; Field, 2005). In this study, the effect of overall prosody rather than the effects of particular prosodic features is analyzed.
Fifteen native and 15 nonnative speakers were recorded reading identical sets of ambiguous sentences while viewing cartoon drawings. Cartoons viewed by 8 members of each speaker group portrayed one of the two possible interpretations (“Version A”) for each sentence. Cartoons seen by the remaining 7 speakers of each group showed the alternative (“Version B”) interpretations. Recordings were divided and rearranged into new soundtracks containing a different speaker for every sentence. Fifteen native listeners viewed documents showing the Version A and Version B cartoons of each sentence side by side while listening to the new soundtracks, indicating which of the two cartoon versions they believed each speaker had viewed when recording.
Listeners identified the cartoon seen by the speaker significantly less often when the speaker was a nonnative, suggesting a relationship between speaker type and intelligibility. Results were further subdivided into 4 categories of structural ambiguity. Of those, compound noun vs. adjective + noun ambiguities (e.g. White House vs. white house) accounted for most of listeners’ errors in disambiguation.
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Xia, Lu. „FATHERS' LANGUAGE INFLUENCE ON THEIR SIX-MONTH-OLD INFANTS' VOCALIZATION DURING FREE-PLAY“. Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2142.
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Data for this study were derived from videotapes of 26 father-infant dyads, specifically from a five minute period of free-play. The first step was the creation of a literal transcription of the father-infant dyads interaction. Subsequently, nine variables of fathers' language characteristics and one infant characteristic were coded employing the literal transcriptions and observing the videotapes. The fathers' language variables were number of : (1) father utterances, (2) father words, (3) father contingent responses, (4) father teaching utterances, (5) father descriptive teaching utterances, (6) father directive teaching utterances - making commands, (7) father directive teaching utterance  asking questions, (8) percentage of father teaching utterances, and (9) mean length of father utterances (MLU). The infant variable was number of vocalizations. Eight out of the nine variables were positively correlated to infant vocalizations, indicating the importance of fathers input in child language development. The only negative correlation in the present study was between Mean Length of Utterance (MLU) and infant vocalizations and the possible reasons are discussed. The findings support the idea that there are positive relationships between fathers' language characteristics and infant vocalizations. Recommendations are made that fathers should be involved in early intervention programs.M.A.
Department of Child, Family and Community Sciences
Education
Early Childhood Development and Education MS
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Nakamura, Tsuyoshi, Takeshi Furuhashi, Tomohiro Yoshikawa, Masayoshi Kanoh und Felix Jimenez. „Effect of robot utterances using onomatopoeia on collaborative learning“. IEEE, 2014. http://hdl.handle.net/2237/20714.
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FernaÌndez, Rovira Raquel. „Non-sentential utterances in dialogue : classification, resolution and use“. Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441949.
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Mammen, Sanjana S. „Examining the Impact of the SafeCare Parent-Infant Interaction Module on the Quantity and Content of Maternal-Infant Directed Utterances“. Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/iph_theses/233.
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Abstract
Sanjana S. Mammen
Examining the SafeCare Parent-Infant Interaction Module’s Impact on the Quantity and Content of Maternal-Infant Directed Utterances
(Under the direction of Shannon Self Brown, PhD)
Positive parenting skills reduce risk for child maltreatment. The Parent-Infant Interaction (PII) module of SafeCare was designed to promote positive parent-child relationships; however, little research has examined its impact on parent-infant utterances. Past research has indicated that a rich parent-child language environment predicts literacy skills and academic achievement, so the present research studies how PII impacts positive maternal infant-directed utterances. Three dyads with various risk levels with infants aged younger than 9-months were offered PII training and a short video modeling positive parent-infant communication. Multiple-probe, single-case experimental design yielded data with several positive trends for maternal-infant utterances, but findings were inconsistent during all conditions. Conversely, following the video, improved utterances were demonstrated consistently across all activities and dyads. These pilot data render several future studies relevant to further our understanding of PII’s impact on maternal-infant communication broadly, including more rigorous research designs and measures to further study this important outcome.
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Tsang, Wai-ying Genee. „The function of maternal utterances to young Hong Kong children“. Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B36209739.
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Thesis (B.Sc)--University of Hong Kong, 1998."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1998." Also available in print.
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Gambi, Chiara. „Imagining and anticipating another speaker's utterances in joint language tasks“. Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9852.
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There is substantial evidence that comprehenders predict language. In addition, dialogue partners seem to predict one another, as shown by well-timed turn-taking and by the fact that they can complete one another’s utterances. However, little is known about the mechanisms that (i) support the ability to form predictions of others’ utterances and (ii) allow such predictions to be integrated with representations of one’s own utterances. I propose (predictive) representations of others’ utterances are computed within a cognitive architecture that makes use of mechanisms routinely used in language production (i.e., for the representation of one’s own utterances). If this proposal is right, representing that another person is about to speak (and, possibly, representing what they are about to say) should affect the process of language production, as the two processes are based on overlapping mechanisms. I test this hypothesis in a series of novel joint language tasks. Psycholinguistic tasks (picture naming and picture description) that have traditionally been used to study individual language production are distributed across two participants, who either produce two utterances simultaneously or consecutively. In addition, solo versions of the same tasks (where only one participant speaks, while the other participant remains silent) are tested. Speech onset latencies and utterance duration measures are compared between the solo and the joint task. In a first set of experiments about simultaneous production, I show that participants take longer to name pictures when they believe that their partner is concurrently naming pictures than when they believe their partner is silent or is concurrently categorizing the pictures as being from the same or from different semantic categories. Second, I show that participants find it harder to stop speaking when they know that their partner is about to speak. These findings suggest that speakers are able to represent that another person is about to speak using some of the same mechanisms they use to produce language. However, in a third series of experiments, I show that participants do not routinely anticipate the content and timing of another person’s utterance in a way that affects concurrent production of utterances. In light of this evidence, I discuss the proposal that speakers use language production mechanisms to represent and anticipate their partner’s utterances and support coordination in dialogue.
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Lee, Chia-Jung. „Timely utterances : re-reading the Wordsworth of the 1805 Prelude“. Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/timely-utterances-rereading-the-wordsworth-of-the-1805-prelude(f96d37bd-6f41-4cd2-8f9f-12f761c44428).html.
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My thesis explores how Wordsworth develops his poetic identity in ‘Growth of a Poet’s Mind’ in The Prelude. I argue that Wordsworth’s attempt to stabilize an identity in the mutability of time – in writing – results in a self precariously situated between past and present, speech and silence, for example. This thesis will examine how Wordsworth engages with time and language in his creation of ‘timely utterances’ about the self in The Prelude throughout the process of his writing. The identity Wordsworth seeks to stabilize in writing is not stabilizable because of ‘two consciousnesses’. However, Wordsworth projects a continuity of self by looking back to ‘a dark / Invisible workmanship’ in his childhood communion with nature, which generated the aspiration to ‘some philosophic Song’ that Wordsworth, now, still feels and acts upon. My thesis goes on to look at how Wordsworth, in the act of writing, tries to establish an identity as a poet in the very act of rising to the challenge of being a poet posed by the French Revolution. As a result, it is precisely such recognition of fragmentations and contradictions in his identity-formation that keeps Wordsworth’s writing moving forward and evolving into an epic poem for humanity. In the formulation and reformulation of self, Wordsworth comes to recognize that his self is subject to continual revisions of his poetic ‘self’ in The Prelude. The represented self of Wordsworth vanishes into language in his act of writing. But in the act of self-representation, Wordsworth protects his self from the ‘defacing’ power of language by locating the self in the silence left by ‘life’. Nevertheless, Wordsworth also recognizes the generative powers of language for poetically reconstructing the self as a ‘[prophet] of Nature’. However, a profound recognition of and restless dissatisfaction with the otherness of language locates the Wordsworth of The Prelude ‘midway’ between the construction of a coherent textual identity and the recognition of identifications that reach beyond textuality. One of these identifications is to be found in Wordsworth’s relation to Coleridge. Taking up the poetic project of prophesying hope to the humankind Coleridge assigned him, Wordsworth attempts to escape the contradiction between his own aims and those of Coleridge by using the recreative powers of language to recreate Coleridge and his project while recognizing his poetic obligation to Coleridge. Equally, in the act of rewriting a self, Wordsworth recognizes a sense of self perpetually subject to change and revision, and his relationship with Coleridge is valued for its power to stimulate such change. Wordsworth’s lifelong re-interpretation, re-evaluation and revision of his project constitute an identity that is perpetually shifting, evolving, self-transforming.
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Leonard, Glen Stewart. „'The last utterances of the civilized' : E.M. Forster and the BBC“. Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609445.
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Parsons, Sarah. „External signs of internal representations : developments in processing utterances and beliefs“. Thesis, University of Nottingham, 2000. http://eprints.nottingham.ac.uk/11987/.
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Three factors in Referential Communication are worthy of special consideration: the utterance, the speaker's internal representation, and reality. These relationships form the 'referential triangle' of communication. This thesis explores how children and adults evaluate utterances when all three elements of the referential triangle need to be considered. The main aim was to investigate why utterances might be more difficult to understand than other externalisations of internal representations, such as pictorial representations of belief. Chapter 2 investigated the usefulness of presenting an internal representation as a cartoon thought bubble. Children with autism performed significantly better on false belief tasks when they saw the protagonist's belief encapsulated in a thought bubble, compared to a false belief task without a bubble. This suggests that thought bubbles can be easily understood as representations of mental states. Given this facilitation, the use of thought bubbles was extended to the referential communication paradigm in Chapter 3. Presenting speech and thought bubbles alongside the array allowed the referential triangle to be depicted as separate, substantive elements. Children aged 6-10 years tended to overlook the pragmatic adequacy of unambiguous utterances when they could see the speaker's meaning depicted in a thought bubble. In Chapter 4, the speaker's meaning was not shown directly, but had to be inferred from the story context. Under these circumstances, children and adults tended to focus more on the relationship between the utterance and the array when deciding whether a message was adequate or not. Chapter 5 explored whether adults inappropriately overextended their focus on the utterance-array relationship. In some cases, adults seemed to be influenced by their own knowledge of utterance-array link when making evaluations from the perspective of a naive listener protagonist. The general pattern of results suggests that listeners are particularly attuned to discrepancies between elements in the referential triangle. It is possible that utterances as externalisations of internal representations are difficult to understand because children have to learn when it is appropriate to accord the discrepancy prominence versus situations when isomorphism between other elements in the triangle might be more important for utterance evaluation.
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Read, Robin. „A study of non-linguistic utterances for social human-robot interaction“. Thesis, University of Plymouth, 2014. http://hdl.handle.net/10026.1/3028.
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The world of animation has painted an inspiring image of what the robots of the future could be. Taking the robots R2D2 and C3PO from the Star Wars films as representative examples, these robots are portrayed as being more than just machines, rather, they are presented as intelligent and capable social peers, exhibiting many of the traits that people have also. These robots have the ability to interact with people, understand us, and even relate to us in very personal ways through a wide repertoire of social cues. As robotic technologies continue to make their way into society at large, there is a growing trend toward making social robots. The field of Human-Robot Interaction concerns itself with studying, developing and realising these socially capable machines, equipping them with a very rich variety of capabilities that allow them to interact with people in natural and intuitive ways, ranging from the use of natural language, body language and facial gestures, to more unique ways such as expression through colours and abstract sounds. This thesis studies the use of abstract, expressive sounds, like those used iconically by the robot R2D2. These are termed Non-Linguistic Utterances (NLUs) and are a means of communication which has a rich history in film and animation. However, very little is understood about how such expressive sounds may be utilised by social robots, and how people respond to these. This work presents a series of experiments aimed at understanding how NLUs can be utilised by a social robot in order to convey affective meaning to people both young and old, and what factors impact on the production and perception of NLUs. Firstly, it is shown that not all robots should use NLUs. The morphology of the robot matters. People perceive NLUs differently across different robots, and not always in a desired manner. Next it is shown that people readily project affective meaning onto NLUs though not in a coherent manner. Furthermore, people's affective inferences are not subtle, rather they are drawn to well established, basic affect prototypes. Moreover, it is shown that the valence of the situation in which an NLU is made, overrides the initial valence of the NLU itself: situational context biases how people perceive utterances made by a robot, and through this, coherence between people in their affective inferences is found to increase. Finally, it is uncovered that NLUs are best not used as a replacement to natural language (as they are by R2D2), rather, people show a preference for them being used alongside natural language where they can play a supportive role by providing essential social cues.
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Hang, Sijia. „Clustering Short Texts: Categorizing Initial Utterances from Customer Service Dialogue Agents“. Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-453814.
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Text classification involves labeled data, which is not always available, or requires expensive manual labour.User-generated short texts are being produced in abundance in customer service sectors through transcripts of phone calls or chats online. This kind of unstructured textual data can be noisy and thus poses challenges to unsupervised classification methods developed for standard documents such as news articles.This thesis project explores some possible methods of unsupervised classification of user-generated short texts in Swedish on a real-world dataset of short texts collected from first utterances in a Conversational Interactive Voice Response solution. Such texts represent a spectrum of sub domains that customer service representative may handle, but are not extensively explored in the literature. We experiment with three types of pretrained word embeddings as text representation methods, and two clustering algorithms on two representative, but different, subsets of the data as well as the full dataset. The experimental results show that the static fastText embeddings are better suited than state-of-the-art contextual embeddings, such as those derived from BERT, at representing noisy short texts for clustering. In addition, we conduct manual (re-)labeling of selected subsets of the data as an exploratory analysis of the dataset and it shows that the provided labels are not reliable for meaningful evaluation.Furthermore, as the data often covers several overlapping concepts in a narrow domain, the existing pretrained embeddings are not effective at capturing the nuanced differences and the clustering algorithms do not separate the data points that fit the operational objectives according to provided labels. Nevertheless, our qualitative analysis shows that unsupervised clustering algorithms could contribute to the goal of minimizing manual efforts in the data labeling process to a certain degree in the preprocessing step, but more could be achieved in a semi-supervised ``human-in-the-loop'' manner.
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Brown, Stephen W. „The Reasonable Score“. University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1244162438.
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Baillie, Constance M. „Effectiveness of maternal differential feedback to young children's utterances, a sequential analysis“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1994. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23745.pdf.
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Payne-Woolridge, Ruth. „Teacher's use of face-aligned utterances and mitigation strategies in the classroom“. Thesis, University of Leeds, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509857.
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Nguyen, Lap Van. „The relationship between number of toys, infant distractibility, and mothers' teaching utterances“. Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4995.
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The purpose of this study is to investigate the relationship among the number of toys in an infant's play environment, infant's distractibility, and how often a mother teaches her infant during a play session. This study takes samples from videotapes of 12-month old children playing with their mothers during a 5 minute free-play situation. Twenty-two mother and infant pairs were selected for this study based on their previous participation in a language study. The measures used in this study were: (1) the number of maternal teaching utterances to her infant; (2) the total number of utterances that mother used during the play session with the child; (3) the number of toys that were visible in the room; (4) the factors that distracted the infant during the play session; and (5) the type of toy the infant choses to engage with.ID: 030422814; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.S.)--University of Central Florida, 2011.; Includes bibliographical references (p. 32-34).
M.S.
Masters
Child, Family, and Community Sciences
Education
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Masinyana, Abdul-Malik Sibabalwe Oscar. „Ke in utterances: uses and functions of the Xhosa discourse marker ke“. Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/6789.
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Discourse Markers (DM) have been identified in so many languages, utterance contexts, and studied from so many angles and theoretical approaches (Ogoanah, 2011;; Jantjies, 2009;; Jabeen, et. al, 2011;; Dér and Markó, 2010;; Verdonik et.al, 2007;; Li, 2010;; Hernández, 2011;; Camiciottoli, 2009), so much that another study hardly seems necessary. Focusing on Xhosa, a linguistic context where hardly any work is being done on DMs, this thesis argues that the Xhosa particle ke is a DM that is popular in, but not restricted to, oral utterances and a DM that is present even in 19th century Xhosa utterances. At present, the general agreement between Xhosa grammars and dictionaries is that ke is either/and/or a conjunction or conjunctive, an interjective, an adverb, an enclitic, an expletive or a form word with a variety of translation equivalents in English. Using a DM analysis framework provided by Schourup (1999) ? which corresponds closely with the pioneering framework by Schiffrin (1987) and also contains elements of Fraser's model (1996, 2009) ? this thesis examines these three claims and concludes that ke is mainly a DM (over and above being one or more or all of the present classifications) and should be presented as such in future Xhosa dictionaries, grammars and linguistic research.
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Walker, Katie Lynn. „Modeling Children's Organization of Utterances Using Statistical Information from Adult Language Input“. BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/7378.
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Previous computerized models of child language acquisition have sought to determine how children acquire grammatical word categories (GWCs). The current study seeks to determine if statistical structure can be corroborated as a factor in GWC acquisition. Previous studies examining statistical structure have dealt with word order rather than GWC order and only examined an overall success rate. The present study examines how well a computer model of child acquisition of GWCs was able to reorganize scrambled sentences back into the correct GWC order using transitional probabilities extracted from adult language input. Overall, a 50% success rate was obtained, but when broken down by utterance length, utterances up to eight words in length had a success rate much higher than chance. Thus, it is likely that statistical structure informs children's acquisition of GWCs.
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Liu, Qiang. „The minimal speech unit involved in phonological encoding and articulation of nonosyllabic utterances /“. Diss., Digital Dissertations Database. Restricted to UC campuses, 2005. http://uclibs.org/PID/11984.
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Tohyama, Hitomi. „An Analysis of the Characteristics of Interpreters' Utterances Using CIAIR Simultaneous Interpretation Database“. INTELLIGENT MEDIA INTEGRATION NAGOYA UNIVERSITY / COE, 2005. http://hdl.handle.net/2237/10455.
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Otsuki, Kyoko. „Cross-linguistic study of elliptical utterances in task-oriented dialogues with classroom implications“. Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/5821.
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Ellipsis is a phenomenon whereby constituents which are normally obligatory in the grammar are omitted in actual discourse. It is found in all types of discourse, from everyday conversation to poetry. The omitted constituents can range from one word to an entire clause, and recovery of the ellipted item depends sometimes on the linguistic and sometimes on the non-linguistic context. From a practical point of view, the contribution of ellipsis in the context is twofold. First, it is one of several important means of achieving cohesion in a text. Secondly, ellipsis contributes to communicative appropriateness determined by the type of linguistic activity (e.g., narrative, casual conversation), the mode of communication (e.g., written / spoken) and the relationship between participants. The aim of this research is to provide a description of the functions of elliptical utterances – textual and interpersonal – in English and Japanese, based on a cross-linguistic analysis of dialogues in the English and Japanese map task corpora. In order to analyse ellipsis in relation to its two key functions, elliptical clauses in the map task dialogues were examined. I discuss how ellipsis is used to realise cohesion in the map task dialogues. The findings challenge the well-known claim that topics are established by full noun phrases, which are subsequently realised by pronouns (English) and null pronouns (Japanese). Rather, the results suggest that full noun phrases are used for topic continuity in both languages. Constituents which are ellipted in an utterance are identified and related to the moves types which the utterance realises within the exchange structure. The ellipted elements will be categorised according to the constituent types (Subject, Finite, Predicator, Complement and Adjunct), using the systemic functional approach. This analysis reveals that whereas in the English dialogues the most common types of ellipsis are that of Subject and Finite elements, in the Japanese dialogues the most common type is that of Subject. Types of ellipsis are also correlated with speech acts in the dialogues. The relation between types of ellipsis and particular speech acts associated with them is strikingly similar in the English and Japanese dialogues, despite the notable difference in grammar and pragmatics between the two languages. This analysis also shows how these types of ellipsis are associated with interpersonal effects in particular speech acts: ellipsis of Subject and Finite can contribute to a sharp contrast in the question and answer sequence, while Subject ellipsis in Japanese can contribute to modifying the command-like force in giving instructions. These effects can be summed up as epistemic and deontic modality respectively. Ultimately, it is argued that some types of ellipsis can serve as modality expressions. Additionally, in comparison to the way of realising the speech act of giving instructions in the English dialogues, it emerges that the Japanese speakers exploit ellipsis, which seems to be associated with lowering the degree of the speaker’s commitment to the proposition. As implications for pedagogical settings, I present pedagogical descriptions of ellipsis for Japanese learners of English and English learners of Japanese. Since the description is for specific learners, the approach which takes the difference in grammar and pragmatics between the two languages is made possible. Although descriptions state some detailed facts of ellipsis in English and Japanese, primarily highlighted is the importance of raising awareness of elliptical forms for particular functions in particular contexts. As ellipsis is a product of forms, functions and contexts, it is a most remarkable feature of spoken language. Spoken language is claimed by some researchers to show similar linguistic features among languages because of the restrictions inherent in the medium on communication. In the form of pedagogical description, I show the similarities and differences in ellipsis which derive from the grammar and pragmatics of each language, which are observed in the preceding linguistic research. Through the presentation of the findings which are modified for learners, learners will know how languages show convergence and divergence cross-linguistically.
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Bateman, John A. „Utterances in context : towards a systemic theory of the intersubjective achievement of discourse“. Thesis, University of Edinburgh, 1985. http://hdl.handle.net/1842/19207.
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Schlangen, David. „A coherence-based approach to the interpretation of non-sentential utterances in dialogue“. Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/318.
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This thesis is concerned with the syntax, compositional semantics and contextually-situated interpretation of a certain kind of non-sentential utterance occuring in dialogue, namely one where the utterance, despite its ‘incomplete’ syntactic form, is intended to convey a proposition, a question or a request. Perhaps the most prominent type of such utterances is the short answer, as in “A: Who came to the party? — B: Peter.”, but there are many other types as well. Following (Morgan 1973) and (Ginzburg 1999b) and others, we will call such utterances fragments. Clearly, the interpretation of fragments is highly context dependent. We will provide evidence that there are complex syntactic, semantic and pragmatic constraints governing the use of fragments. In particular, following (Ginzburg 1999b), we will present evidence that while the main resolution must be semantic, some limited syntactic information nevertheless has to persist beyond the boundaries of sentences to allow for the formulation of certain constraints on fragments. We will argue that consequently only a theory that has at its disposal a wide array of information sources —from syntax through compositional and lexical semantics to domain and world knowledge, and reasoning about cognitive states— can do justice to the complexity of their interpretation. As we will show, however, it is desirable to encapsulate these knowledge sources as much as possible, in order to maintain computability. Our main thesis then is that the resolution of the intended content of fragments can be modelled as a by-product of the establishment of coherence in dialogue, which (following much of the work on discourse) we define as the establishment of certain connections of the content of the current utterance to the content of its discourse context. We will show that all constraints on the form and content of fragments follow from how they are connected to the context. The central role of discourse coherence in our account of fragments, together with having access to different kinds of information, distinguishes our theory from prior attempts. The work of Jonathan Ginzburg and colleagues ((Ginzburg 1999b, Ginzburg & Sag 2001) inter alia), for example, provides an approach to some types of fragments which is based on unification-operations on HPSG-signs. This approach, as we will show, fails to offer a convincing model of the interpretation of fragments where missing content is linguistically implicit and has to be inferred. Carberry (1990), on the other hand, employs computationally expensive plan-recognition techniques for the interpretion of fragments. This fails to predict certain empirical facts and we will furthermore show that the complex reasoning with cognitive states that she employs can often be replaced with much simpler inferences based on linguistic information. In this thesis, we offer an analysis of the syntax and compositional semantics of fragments, and we provide a computational and formally precise theory of how the compositional semantics is supplemented with further content via reasoning about the context—both linguistic and non-linguistic. We also describe an implementation of our approach, based on an extension of a wide-coverage grammar and an accompanying discourse reasoning component for a simple domain.
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Johnson, Deanna Michelle. „Women's and Men's Perceptions Regarding Perceived Speaker Sex and Politeness of Given Utterances“. Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277635/.
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Women's and men's responses regarding perceived speaker sex and the politeness of given utterances were examined through the use of a questionnaire administered to 90 people, 45 men and 45 women. The questionnaire required respondents to rate the politeness of each utterance and label each as being more likely spoken by a man or by a woman. Factors possibly affecting perceptions--such as power, prestige, and the stereotypical conversational structures of both men and women--were addressed through others' research in this area. Additionally, all tested sentences were analyzed in light of linguistic politeness theory regarding on-record and off-record speech. This analysis details each utterance through examining the type of politeness strategy each utterance typifies.
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Nakata, Hitomi. „Timing relationship between spoken and sung utterances in Japanese : speech rhythm and musical rhythm“. Thesis, University of Reading, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440104.
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Arno, Elizabeth Mary Catherine. „Out of the depths : utterances of profundity in Schoenberg's Variations for Orchestra, Op. 31“. Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269726.
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Hamilton, Catharine Elizabeth. „The Relation between Depression and Trait Anxiety Symptoms and Maternal Utterances during Sonogram Procedures“. Thesis, Illinois Institute of Technology, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10981646.
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The present study examines the relation between depression and trait anxiety symptoms and women’s utterances during a routine ultrasound procedure in the second trimester of pregnancy. Participants included a diverse group of 70 women seeking prenatal care at an academic medical center in the Midwestern United States. The Depression Anxiety Stress Scales (DASS-21) depression subscale and the State Trait Anxiety Inventory (STAI), trait form were used to assess symptoms of depression and trait anxiety, respectively. Audio and video of participants’ faces during the ultrasound examination were used to assess the content, sentiment, and number of utterances. Results of regression analyses indicated that higher levels of depression symptoms were significantly related to a lower proportion of fetus-related utterances to total utterances. Higher levels of depression symptoms and trait anxiety were significantly related to a lower proportion of positive fetus-related utterances to total fetus-related utterances, after controlling for gestational age. Higher levels of depression symptoms were significantly related to a higher proportion of negative-fetus-related utterances to total fetus-related utterances, after controlling for education. These findings suggest that pregnant women who are experiencing symptoms of depression and anxiety may exhibit certain types and patterns of utterances during routine prenatal sonogram procedures. Thus, observation of pregnant women’s naturalistic speech may provide helpful supplemental information to the traditional self-report measure in screening for symptoms of depression and anxiety.
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Ivir-Ashworth, Ksenija Corinna. „The nature of two trilingual children's utterances : growing up with Croatian, English and German“. Thesis, University of East Anglia, 2011. https://ueaeprints.uea.ac.uk/34212/.
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Shoaf, Lisa Contos. „The contribution of phonotactic and lexical information in the segmentation of multi-word utterances“. The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1028727910.
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Brown, Michael. „Clinician-client interactions in MET : the effect of clinicians' utterances on client commitment talk“. Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/8054/.
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Motivational Interviewing is an effective treatment for a range of problematic behaviours. However, previous studies have revealed substantial variability in the effectiveness of clinicians. Curiously, the specific clinician behaviours which contribute to positive outcomes have rarely been studied. Previous studies have often focused on the impact of broad categories of clinician behaviour on outcomes; such outcomes have often been overt client behaviours. The current study represented a substantial shift from the dominant methodologies in the MI literature. It aimed to study the effect specific clinician behaviours had upon client’s preparatory talk and strong commitment talk, in the second-to-second interactions between clinicians and clients. A secondary analysis of Motivational Enhancement Therapy sessions was conducted, using recordings obtained during the United Kingdom Alcohol Treatment Trial (UKATT). Recordings were sampled from those clients who achieved and maintained positive changes in readiness to change following the UKATT study. Recordings were parsed and coded, with data being subjected to sequential and regression analyses. The findings revealed that clinicians’ complex reflections were associated with, and predictive of, significantly more strong commitments from clients. Open questions and complex reflections were both associated with significantly more preparatory talk. However, only complex reflections acted as a significant predictor of preparatory talk. It is concluded that complex reflections and open questions are necessary for the proficient practice of MI, and that clinicians should tailor their approach to match their client’s current motivational state. Moreover, the effectiveness of MI is likely attributable to a combination of the ‘spirit’ of MI and the proficient use of such skills, and possibly other specific skills. It is proposed that future research into MI and other psychological therapies should investigate the role of complex reflections, open questions and other specific clinician behaviours on client outcomes of interest.
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Karlsson, Denise. „Do people with larger lungs speak in longer utterances and inhale less frequently? : Relationships between lung capacity, respiratory rate, proportion of lung capacity used for speech and utterance durations“. Thesis, Stockholms universitet, Institutionen för lingvistik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182407.
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This study examined the relationship between lung capacity, speech volume and duration of utterances. 8 adult subjects, 4 males and 4 females (24-36 yrs), participated. By breathing into a digital spirometer, lung capacities such as Vital Capacity (VC) and Inspirational Capacity (IC) were estimated. Respiratory movements were measured using Respiratory Inductance Plethysmography (RIP), and these respiratory movements were calibrated in litres using the spirometer. The proportion of lung capacity used for speech was estimated from the calibrated RIP signals during reading of a nonsense text without punctuation marks. This proportion was defined as the median volume of exhaled air per utterance (SV) (in litres) during text reading, divided by the speaker’s VC (SV/VC). Utterance durations (UD) and Respiratory Rates (RR) were estimated from acoustic recordings of the text readings as well as the RIP signals, displayed in Praat. This allowed investigating the relationships between lung capacity, respiratory rate, utterance durations as well as the proportion of lung capacity used for speech. Put differently, the question was whether people with larger lungs speak in longer utterances and inhale less frequently, as well as whether people with smaller lungs use a relatively larger proportion of their lung capacity for speaking. Additionally, where SV initiated (SVIN) and terminated (SVTER) within VC was calculated based on the RIP signals. There were no significant relationships between VC and UD or RR. In addition, there was no significant relationship between SV/VC and VC. SVIN ranged from 43%-71% and SVTER ranged from 17%-55%. The results indicate no relationship between VC and UD or RR nor that people with a smaller VC use more of it for speech. The range of SV within VC suggest that people maintain a fairly relaxed state with regards to muscle pressure.
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Moström, Erik. „Speech act classification : A comparison of algorithms for classifying out of context utterances with DAMSL“. Thesis, Umeå universitet, Institutionen för datavetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-142512.
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With the growing of everyday automation the need for better speech understanding in machines increases. A unsolved problem in speech processing is the automatic recognition of speech acts. A speech act is a utterance which fills a function in the communication. This problem is approached in this thesis by fitting classifiers using machine learning algorithms. The algorithms used are Linear Support Vector Classifier, Multinomial Naive Bayes, Decision Tree, and Perceptron. The N-gram model was used in combination with a tf-idf to extract features. Utterances are used out of context for the tests. None of the algorithms reaches over 30% accuracy but gets more than twice that as F1 score. The Decision Tree classifier was as expected the fastest but the SVC had the overall highest scores.
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Shen, Haibing. „Gender and conversational interaction in Mandarin Chinese : a corpus-based study of radio talk shows /“. Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1144685966.
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Thesis (M.A.)--Ohio State University, 1997.Advisor: Marjorie K.M. Chan, Dept. of East Asian Languages and Literatures. Includes bibliographical references (leaves 77-80). Available online via OhioLINK's ETD Center
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Falkevall, Björn. „Livsfrågor och religionskunskap : En belysning av ett centralt begrepp i svensk religionsdidaktik“. Doctoral thesis, Stockholms universitet, Institutionen för didaktik och pedagogiskt arbete, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-32373.
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This thesis focuses on “livsfrågor” (questions of life) a typical Swedish concept introduced in the RE syllabus in the curriculum for compulsory schools in 1969. The study poses three questions: what can qualify as a “livsfråga”, why are they regarded important, and how do they fit into teaching? The main purpose is to study differences of the concept in two materials. Primarily interviews with Teacher educators all over Sweden and, secondly in the R.E. syllabus for compulsory and secondary schools from 1962 until today. Finally, the two materials used, will be brought together, and foci are recognized with the help of a tool for thought. The study is using the concept dialogicity from Bachtin. Syllabus are viewed as compromises in accordance with a German tradition. In the syllabus, “livsfrågor” is one within many different words used with none what so ever stringency. It is not necessarily the most important term, as “livsåskådningsfrågor” (questions within philosophies of life) is often dominating in objectivities. Also “existential questions” etc is used. The relation between the words are never made clear. The syllabus are in one sense monologial as different meanings of the word are not made explicit, and other utterances are not invoked. In the interviews the dialogicity is more obvious. Philosophy is mentioned, eg.. Martin Buber, Viktor Frankl, theology (Paul Thillich), but also literature (Lars Gyllensten) and existentialism in a general sence. Other words are not as frequent – but “livsåskådningsfrågor” are of course mentioned, eg. Faith vs. knowledge. In the last chapter “livsfrågor” is problematized with the help of Andrew Wright and his three metanarrativies within the modern R.E. And the assumption, especially in the syllabus, of “livsfrågor”, as common between cultures and over time is problematized with the help of . feministic theory of knowledge.
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Bira, Yirgu Nigussie. „"And you say" : echoic utterances in Malachi with special reference to irony, denial and echoic questions“. Thesis, Middlesex University, 2015. http://eprints.mdx.ac.uk/17419/.
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This thesis investigates echoic utterances in Malachi with special reference to irony in 1:2-5 and irony and denial in 2:17-3:12. Instances of irony, denial and echo questions in 1:6-14 are also analysed in the process of explaining irony in 1:2-5. The Relevance Theory (RT) of ostensive communication, particularly its notion of echoic metarepresentation provides the methodology. The thesis has five chapters. The first chapter consists of introductory materials, namely background information and a quick review of previous works. Following an overview of key background information, a detailed analysis of the literary form of the book is presented in which the discourse of Malachi is described as a form of diatribe. The review of previous works sketches studies of Malachi and biblical irony. In the second chapter, the RT notion of verbal irony, denial (metalinguistic negation) and echoic questions is discussed following a brief survey of modern accounts of linguistic communication. The rest of the thesis is devoted to the analysis of echoic utterances in Malachi. Chapter three analyses YHWH‘s utterances in Mal 1:2-5 as irony. The chapter begins with a detailed review of previous works on the passage under consideration. The second section examines the passage in the larger discourse context of Mal 1:2-14. The chapter concludes with a summary of major claims. Chapter four investigates YHWH‘s utterances in Mal 3:1 and 3:6-7a following a similar format as chapter three. A detailed review of previous works on the passages is given first. This is followed by a treatment of Mal 3:1 as irony and 3:6-7a as denial. The clause in 3:6b is treated as ironic as well. A summary of major claims and the implication of the claims for reading Mal 2:17-3:12 concludes the chapter. Chapter five consists of conclusion to the thesis.
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Cai, Yunhong. „Elizabeth’s Utterances in Pride and Prejudice : An Investigation of Gendered Differences from the Perspective of Face Theory“. Thesis, Högskolan Kristianstad, Enheten för lärarutbildning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8029.
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The aim of this essay is to investigate Face Theory, from a gender perspective, in the 19th century’s novel Pride and Prejudice by Jane Austen with the help of Speech Act Theory including direct Speech and indirect Speech. The special focuses of this investigation are if Elizabeth has a stereotypical use of FTAs strategies for different genders.
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Bright, Duane Everett. „The effects of pictorial extralinguistic context and its relationship to isolated utterances on listening comprehension in Spanish“. Connect to resource, 1986. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1213721882.
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Lilliesköld, Linn. „The Significance of Relevant Utterances in Call Centre Dialogues : A Psycholinguistic Study of Merging of Mental Spaces“. Thesis, Stockholms universitet, Engelska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91077.
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The present psycholinguistic study explores the phenomenon of mental spaces and the processes which contribute to a mental space blend in the call centre communicative context between the call centre operator and the customer. Mental space blends are measured quantitatively by means of Correct Information Unit (CIU) and Mean Length of Utterance (MLU). The correlation between CIUs and MLU in a blended space is investigated. The results of the study indicate that a superior number of CIUs in a blended space mapped into a successful outcome of the communication between the call centre operator and the customer. However, data analysis indicates that a superior number of CIUs did not necessarily entail an inferior number of MLUs. Data analysis suggests that an inferior number of MLUs in the conversation does not contribute to achieving a blended mental space. The results of the study indicate no correlation between MLUs and achieving a blended mental space in a call centre conversation.
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Diego, Jonathan P. San. „The effect on learners' strategies of varying computer-based representations : evidence from gazes, actions, utterances and sketches“. Thesis, Open University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505441.
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Computer-based Multiple External Representations (MERs) have been found in some cases to help and in others to hinder the learning process. This thesis examines how varying the external representations that are presented in a computer environment influences the strategies that learners choose when tackling mathematics tasks. It has been noted (Ainsworth, 2006) that learners fail to transfer insights from one representation to another. Previous work analysing video data of learners' problem-solving with computerbased MERs emphasises the need to identify which representation is being considered by a learner as utterances are made, and to examine more closely learners' movement between representations. This research focuses on the relationship between strategy and representation during learners' problem solving. A set of analytical techniques was developed to characterise learner strategies, to identify how different computer-based MERs influence strategy choices, and to explore how these choices change over the course of task completion. Rich data were collected using a variety of technologies: learners' shifts in attention were recorded using an unobtrusive eye-tracking device and screen capture software; keyboard and mouse actions were logged automatically; utterances and gestures were video recorded; notes and sketches were recorded in real-time using a Tablet PC. This research suggests how integrated analysis of learners' gazes, actions, writing, sketches and utterances can better illuminate subtle cognitive. strategies. The study involved completion of three tasks by eighteen participants using multiple mathematical representations (numbers, graphs and algebra) presented in different computer-based 'instantiations': Static (non-moving, non-changing, non-Interactive); Dynamic (capable of animation following keyboard inputs); Interactive (directly manipulable using a mouse). Having computer-based MERs available to learners provides an opportunity to use representations with which they are comfortable. A detailed analysis showed that both representation and instantiation have an impact on strategy choice. It identified differences in expression of inferences, construction of visual images, and attention to representations between different types of instantiation. One of the important findings of the research is that learners are less likely to use imagining strategies when representational instantiation is Interactive. These results may provide some explanation . of how interactivity helps or hinders learners' understanding of multiple representations.
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Citron, Gabriel. „What's ragged should be left ragged : a Wittgensteinian investigation into the 'messiness' of religious beliefs and utterances“. Thesis, University of Oxford, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600508.
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This thesis aims to highlight the logical and grammatical 'messiness' of religious beliefs and utterances, taking its inspiration from Wittgenstein's later thought. I begin, in Chapter 1, by looking at a neglected strand in Wittgenstein's later thought, in which he lays stress on the messiness of logic and grammar. I show that this messiness can be seen as being comprised of four qualities: variety, indeterminacy, mixed ness, and fluidity - each of which I characterise. Because people's beliefs and utterances can be various, indeterminate, mixed, and fluid, it is hard to describe their logics or grammars without distorting them by forcing them into inappropriately rigid categories. Wittgenstein therefore suggests a novel method for the illumination of beliefs and utterances with messy logics and grammars - namely, the method of putting forward simple examples, to act as centres of variation and objects of comparison. These simple examples are used to throw light on the different aspects of the messy beliefs and utterances under investigation, without trying to definitively pin-down their logics or grammars. I examine these aspects of Wittgenstein's thought in his later writings in general, and in is remarks on religion in particular. The core of my thesis - Chapters 11 and III - applies this method of simple examples in two case studies of religious beliefs and utterances: belief in a good and loving God, and belief in miracles. In each of these cases I apply Wittgenstein's method in order to show that religious beliefs and utterances in both these areas come in both informational and non-informational varieties; and they are often indeterminate, mixed, or fluid, between those two quite different varieties. Thus, while one person may hold a falsifiable belief in a good and loving God, another person may hold an unfalsifiable form of the belief, and yet a third person may hold a form of he belief that is indeterminate or flu id between the two, or a mixture of them. Having shown that religious beliefs and utterances are often logically and grammatically me1sy, in Chapter IV I respond to some possible objections, and then discuss the nature and significance of this messiness. I grant that logical and grammatical messiness can sometimes be epistemic and linguistic vices; but I also show that indeterminacy, mixedness, and fluidity can sometime be epistemic virtues in religious beliefs - for they can be integral to religious growth, the natural dialectic of religious life, and other such key aspects of a deep religiosity. In my conclusion - Chapter V - I locate my contribution within the context of contemporary philosophy of religion, particularly in relation to the opposed writings of Richard Swinburne and DZ Phillips. Finally, 1 explain why an appreciation of their logical and grammatical messiness is integral to the project of understanding religious beliefs and utterances, and therefore also to the project of evaluating them.
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Hedberg, Amanda, und Sara Löfstrand. „Språkscreening med Westerlunds 3-årsmetod vid 2 ½ års ålder : En utvärdering med inriktning på tillägnandet av treordssatser“. Thesis, Uppsala universitet, Logopedi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-313559.
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In 2015 a new national Child Health Care Program was introduced in Uppsala County, Sweden. Due to this, the Child Health Center’s speech-language screening for 3-year old’s was moved to 2½ years. The same method of screening - ‘Westerlunds 3-årsmetod’ - is maintained, though there have been a few changes. The children are only expected to use two-word utterances for a passable result, contrary to the earlier requirement for three-word utterances. The absence of three-word utterances now means a follow-up at the age of three. The purpose of the present study was to evaluate the part in “Westerlunds 3-årsmetod” which examines length of utterances, by examining if the absence of three-word utterances could be used as an indicator for language difficulties and whether a postponement of the screening (with approximately a month) could ensue in fewer children being called for a follow-up. The participants were recruited through mail to families with children just above the age for the 2½ year speech-language screening. It proved difficult to find participants for the study with the chosen recruitment method and on that account an additional recruitment was implemented. Despite that, none of the possible participants met all the inclusion criteria in the end, which meant that the prospective analyses could not be performed and therefore the research questions could not be entirely answered. A choice was made to analyze the already collected data, meaning that the entire group of children screened in the right age range (2:6-2:9) were examined. The group consisted of 26 children, 14 girls and 12 boys. The average age was 2:6 years (min: 2:6, max: 2:8). Of these 8% (2 children) were not using three-word utterances, although they also had other difficulties. Based on this group vague indications could be seen suggesting that a connection between age and the time of screening does not exist. Most of the children, 95%, screened at the age of 2:6 years passed the screening without remarks. Furthermore, it turned out that some children were screened as early as 2:5 with passable results. Consequently, no data in this study supports the notion that a postponement of the screening would result in fewer follow-ups. It should be noted that due to insufficient data no clear conclusions can be drawn.År 2015 infördes det nya nationella barnhälsovårdsprogrammet i Uppsala. Det resulterade i en förflyttning av språkscreeningen på barnavårdscentralen (BVC), från 3 års ålder till 2 ½ år. Samma screeningmetod - Westerlunds 3-årsmetod - används fortfarande, med vissa mindre ändringar. En förändring som skett i och med förflyttningen är att barnen vid 2 ½ år inte längre förväntas tala i treordssatser för godkänt resultat. Istället räcker det att barnen använder tvåordssatser. Avsaknad av treordssatser vid screeningen innebär dock en uppföljning av språkutvecklingen vid 3 år. Syftet med denna studie var att utvärdera hur delmomentet Språkanvändning (som undersöker satslängd) i screeningmetoden fungerar vid 2 ½ års ålder. Detta för att undersöka om avsaknad av treordssatser vid 2 ½ år kan vara en indikation för språkliga svårigheter samt om en senareläggning av screeningen (med någon månad) kan bidra till att färre barn behöver följas upp. Deltagare rekryterades genom brevutskick till familjer med barn som nyligen passerat åldern för 2 ½ -årsscreening på BVC. Det visade sig vara svårt att hitta deltagare till studien med den valda metoden, därav genomfördes en kompletterande rekrytering. Efter fullgjord rekrytering framkom det ändå att ingen av de möjliga deltagarna uppfyllde alla studiens inklusionskriterier, vilket medförde att de tilltänkta analyserna inte kunde genomföras och frågeställningarna inte kunde besvaras. På grund av detta gjordes valet att titta på alla barn som screenats i rätt åldersintervall (2:6 - 2:9 år). Därmed undersöktes 26 barn (14 flickor och 12 pojkar, ålder 2:6 – 2:8 år, medelålder 2:6 år). Av dem var det 8 % (2 barn) som inte talade i treordssatser, dock i kombination med andra svårigheter. Utifrån dessa 26 barn kunde vissa indikationer ses som tyder på att ett samband mellan ålder på barnet och tidpunkt för screening inte existerar. Majoriteten, 95 %, av barnen som screenades vid 2:6 år klarade den helt utan anmärkning. Det visade sig även att ett antal barn screenats så tidigt som vid 2:5 år och ändå presterat utan anmärkning. Därmed ses ingen data i den här studien tala för att en senareläggning av screeningen skulle medföra att färre barn kallas för uppföljning. På grund av bristande data bör det dock påpekas att inga faktiska slutsatser kan dras utifrån den här studien.