Journal articles on the topic 'Verbala signaler'

La fonction primordiale du temps verbal est d'établir les coordonnées temporelles des événements rapportés dans une phrase ou un plus ample discours. Cependant, presque tous les genres discursifs emploient le temps verbal à d'autres fins, notamment pragmatiques. Cet article examine une fonction pragmatique particulière du temps verbal : signaler le point de vue, ou la focalisation, dans le discours narratif. Il s'attarde plus particulièrement au fonctionnement des oppositions temporelles qui, dans le discours indirect libre et dans le monologue intérieur, signalent les transitions, parfois subtiles, entre le point de vue non marqué d'un narrateur « extradiégétique » et les points de vue des personnages « intradiégétiques » de l'histoire.

Zusammenfassung. Die vorliegende Untersuchung widmet sich der Bedeutung nonverbaler Signale in kollaborativen virtuellen Umgebungen. In der audio- und textbasierten computervermittelten Kommunikation werden nonverbale Signale nicht oder nur begrenzt übertragen, wodurch sich Einschränkungen im Kommunikationsprozess ergeben. In einer experimentellen Untersuchung wird überprüft, welchen Einfluss das Vorhandensein eines Repertoires nonverbaler Signale auf den computervermittelten Kommunikationsprozess und auf Performanzkriterien hat und inwieweit die Bewertung der Umgebung und des Kommunikationsprozesses beeinflusst wird. Die Ergebnisse zeigen, dass sich die Bedingung, in der das Repertoire zur Verfügung steht, hinsichtlich objektiver Prozessvariablen, wie verbaler Unterbrechungen, nicht signifikant von der Bedingung ohne Repertoire unterscheidet. In der Bedingung mit nonverbalem Repertoire konnte jedoch eine erhöhte Motivation der Teilnehmer festgestellt werden, und der Kommunikationsprozess wurde als flüssiger beurteilt. Darüber hinaus legen die Ergebnisse die Annahme nahe, dass eine moderate Nutzung der nonverbalen Signale zu einer besseren Lösungsqualität führt. Nach den vorliegenden Befunden ist es vor allem für die Motivation der Nutzer und die Akzeptanz von virtuellen Kooperationsumgebungen wichtig, nonverbale Signale zur Verfügung zu stellen.

Abstract The handicap principle was originally proposed to resolve the question of why, in their competition for mates, certain species invest in exaggerated ornaments that are often detrimental to their survival. Zahavi suggested that the traits that are most suitable to serve as signals are precisely those that require the burden of extra investment to increase in magnitude: that burden enables the signal to be correlated with the signaler’s quality. According to his model, the additional investment in signaling results in a functional advantage. It does so by providing more accurate information regarding the signaler as it increases the distinction between males of similar quality. There are a number of formalizations of this model, and experimental studies of the handicap principle have focused on testing them. Nonetheless, there is little consensus whether 1) ensuring reliability requires an additional investment or 2) traits that require a relatively higher investment to increase (have higher marginal costs) are selected as signals over those with lower marginal costs. Here, we present an agent-based mate choice model that quantifies the relative stability of signals with different marginal costs. Our model demonstrates how quality-independent constraints (in signal production and perception) affect the range of marginal costs for which a signal is informative. In turn, receiver preference for informative signals drives the selection of signals according to marginal cost. The presence or absence of signaling constraints can determine the outcome of costly signaling models and, thus, explain the different conclusions of Zahavi’s verbal model and its subsequent formalizations.

The effects of two different forms of verbal feedback on speech production were studied in 7 dysarthric speakers. Both forms of verbal feedback signaled that the listener failed to understand the message. The more general form of feedback gave no specific cues regarding the reason the listener failed to understand. The more specific feedback indicated that a voiceless initial consonant was perceived as its voiced cognate. The subjects studied had inconsistent voicing errors. Voice onset times (VOTs) and syllabic intensity, duration, and rate were measured in the phrases produced prior to and after verbal feedback. The results showed a significant change in VOT after the specific feedback and no significant change in VOT after the more general feedback. The use of specific feedback to induce articulatory change during speech treatment is discussed.

This is a description of one of the essential constituents of sentence structure in one reduced linguistic system in use in various countries of the western coast of the Arab Gulf and Saudi Arabia, that has been given the name Gulf Pidgin Arabic (GPA) in the very little that has been written about it. The paper starts with locating this reduced linguistic form in its sociolinguistic background. This is followed by a description of the morphological characteristics of the verbs used in this system. The discussion also involves how the grammatical categories that form part of the verbal system are signaled, when and if they are (e.g. tense, aspect, mood, modality, and those that mark agreement like gender, person, and number). Furthermore, the paper deals with the status of the copulative element and predication marker fii and sentence negation in relation to the verbal system. It ends with a discussion of the properties of GPA compared to the general characteristics of world pidgins and to other Arabic-based pidgins and creoles.

SummaryWe used functional magnetic resonance imaging to examine how brain activity associated with auditory verbal hallucinations in schizophrenia changed during hallucinatory events. Activation in the left inferior frontal and right middle temporal gyri was evident 6–9s before the person signalled the onset of the hallucination, whereas activation in the bilateral temporal gyri and the left insula coincided with the perception of the hallucination. This supports the hypothesis that during hallucinations activation in cortical regions mediating the generation of inner speech may precede the engagement of areas implicated in the perception of auditory verbal material.

Une élaboration scripturale fondée sur la duplication et la transformation intertextuelle au sens large confère leur unité à nombre de textes perecquiens. Elle se pratique et se signale plus spécifiquement par un réseau de différences ténues, un travail du détail littéral qui la rapproche du « jeu des erreurs ». Elle va de pair avec une duplicité ambiguë de l'encryptage et de la révélation. Ce modèle de la copie altérée traverse tous les niveaux textuels : motif fictionnel, récit, matière verbale, intertexte, code linguistique. C'est par l'intertextualité que s'affirme le dynamisme d'une écriture singulière.

Zusammenfassung. Bei der Bundestagswahl 2002 wurden erstmals Fernsehduelle nach US-amerikanischem Vorbild durchgeführt. Mit Hilfe von experimentell erhobenen Daten geht der vorliegende Beitrag folgenden Fragen nach: Wie wird die Debattenleistung von Schröder und Stoiber bewertet? Welche Faktoren sind für die Wahrnehmung der Debattenleistung verantwortlich? Welche Rolle spielt die wahrgenommene Debattenleistung für die Bewertung der beiden Kandidaten, und welche Rolle kommt hier non-verbalen Verhaltensmustern zu? Die Ergebnisse zeigen, dass die Auftritte beider Kontrahenten vorwiegend positiv beurteilt wurden. Die Wahrnehmung der Debattenleistung hängt dabei vor allem von bereits vor den Duellen existierenden Einstellungen, aber auch von den non-verbalen Signalen ab, die die beiden Kandidaten aussenden. Die perzipierte Debattenleistung wiederum beeinflusst die Einstellung zu den Kandidaten - und hier vor allem die Bewertung des politischen Gegners - erheblich.

BackgroundThe pathophysiology of auditory verbal hallucinations remains poorly understood.AimsTo characterise the time course of regional brain activity leading to auditory verbal hallucinations.MethodDuring functional magnetic resonance imaging, 11 patients with schizophrenia or schizoaffective disorder signalled auditory verbal hallucination events by pressing a button. To control for effects of motor behaviour, regional activity associated with hallucination events was scaled against corresponding activity arising from random button-presses produced by 10 patients who did not experience hallucinations.ResultsImmediately prior to the hallucinations, motor-adjusted activity in the left inferior frontal gyrus was significantly greater than corresponding activity in the right inferior frontal gyrus. In contrast, motor-adjusted activity in a right posterior temporal region overshadowed corresponding activity in the left homologous temporal region. Robustly elevated motor-adjusted activity in the left temporal region associated with auditory verbal hallucinations was also detected, but only subsequent to hallucination events. At the earliest time shift studied, the correlation between left inferior frontal gyrus and right temporal activity was significantly higher for the hallucination group compared with non-hallucinating patients.ConclusionsFindings suggest that heightened functional coupling between the left inferior frontal gyrus and right temporal regions leads to coactivation in these speech processing regions that is hallucinogenic. Delayed left temporal activation may reflect impaired corollary discharge contributing to source misattribution of resulting verbal images.

Setting’ in Italian Dialects: an Onomasiological and Motivational Excursus. This study aims to identify and analyze the main lexotypes for the notion of ‘setting’ in Italian dialects. The comparative analysis of data offered by the Italian Linguistic Atlas and by some regional atlases reveals a fair variety of lexical types which in most cases are distributed in continuous and homogeneous areas, even though the most recent regional atlases reveal an evident process of Italianization signaled by the affirmation of the Italian type ‘tramontare’. On the motivational level, it can be observed that the most productive category is made up of verbal forms that express a descending motion for which the meaning ‘setting’ represents a metaphorical extension of the semantic value of the predicate.

The lack of stage directions in surviving Greek comedy which might give a clue to comic ‘business’ not clearly signalled or confirmed in the text is a considerable disadvantage to us, not least in some of the opening tableaux of Aristophanes. One thinks of restless father and snoring son in bed at the opening of Clouds, the jokes involving the incongruous entry of master, slave, donkey and baggage in Frogs, the preparations for launching the dung-beetle into space in Peace – all scenes which demand visual as well as verbal effects in order to engage immediate attention and get the audience into a lively humour for what is to come. In the opening scene of Wasps between the slaves engaged in their nocturnal vigil over Philocleon, there are a number of points implied by the verbal references which seem to me to depend for clarification on their actions, and perhaps also the stage properties involved.

A psycholinguistic account of motivational interviewing (MI) is proposed. Critical to this view is the assumption that therapists and clients are natural language users engaged in a constructive conversation that reveals and augments relevant information about the status of future change in a client’s substance abuse. The role of client speech acts—most notably, verbal commitments—during MI is highlighted. How commitments can be signaled in client speech or gestures is discussed. How these commitment signals can inform therapeutic process and subsequent behavioral outcome is then put forth. Using natural language as a measure, a MI process model is presented that not only posits a mediational role for client commitment in relating underlying factors of desire, ability (self-efficacy), need, and reasons to behavior, but also a pivotal role as a need-satisfying enabler of a social-cognitive mechanism for personal change.

AbstractDiscourse structure in Central Alaskan Yupik Eskimo (CAY) narrative and conversation is examined, and a general notion of rhetorical structure is proposed, growing out of recent work in the poetics of Native American oral literature. Rhetorical structure in a given language would consist of prosodically and intonationally signaled phonological phrasing along with whatever other significant formal features consistently pattern or interact with it (minimally surface syntactic constituency, typically also the system of sentence adverbs and conjunctions, further intonational features, and patterns of parallelism and repetition). Findings for CAY as well as other works in the literature indicate at least four important communicative functions for rhetorical structure in addition to its role in verbal art: organization of information, expression of affective meaning, indexing of genre, and regulation of dialogic interaction. (Discourse, syntax–phonology–discourse interaction, ethnopoetics; Native America, Alaska, Yupik Eskimo)

Le phénomène de l’itinérance signale la nécessité de repenser nos notions et nos façons de voir et de faire autour de la question de la citoyenneté. Une société qui se préoccupe de l’inclusion et de la participation de ses citoyens dans le développement des communautés et des institutions devrait investir dans deux vecteurs fondamentaux. Le premier a trait à l’apprentissage de l’exercice de la citoyenneté et le deuxième, à la nature des organisations et des institutions sociales où peut s’exercer, dès la première enfance et jusqu’à l’âge adulte, la citoyenneté. D’une part, les apprentissages, d’autre part, les contextes. La contribution de la famille et de l’école peut représenter un atout majeur dans la prévention de l’itinérance si on débarrasse nos politiques sociales, aussi bien celles qui touchent la petite enfance que celles qui affectent les enfants et les adolescents, du double langage de la compassion verbale et de l’exclusion économique et sociale.

Forgetting synonyms: on the “jokerization” of everyday languageThe democratization of social relations can bring about linguistic liberalization, where the effectiveness and speed of transmitting information are of utmost importance. Wherever possible, information is presented in a condensed form, as an icon or a gesture. When speaking, we increasingly rely on a limited vocabulary, using very polysemous and broad terms. Such terms undergo jokerization – they begin functioning as wild cards in a card game, being able to represent any other cards depending on the current needs.In addition to internationalisms, which appear as jokers as a matter of course (e.g. Polish super ‘great’ and ekstra ‘great’), native words may also be used as jokers. In this case, in addition to their core meaning, they develop a new joker meaning signaled by new formal features, such as loss of inflections (cf. Croatian mrak lit. ‘dark’, joker ‘great’; guba lit. ‘leprosy’, joker ‘great’). When used in this way, they may form new derivational chains, becoming, in a way, less universal and resisting analytic tendencies. By the same token, derivational morphemes may also acquire joker meanings (e.g. the Croatian naj-).Jokerization, which is based on replacing a synonym chain with a single all-encompassing word, does not prevent communication, but does impoverish it. It is an intermediate stage between verbal and non-verbal communication. This process, common in spoken language, is examined, and illustrations are drawn from computer blogs and forums.

Purpose The purpose of this study was to examine the verbal short-term memory skills of children who stutter (CWS) and children who do not stutter (CWNS) in 2 experiments, focusing on the influence of phonological and semantic similarity. Method Participants were 42 CWS and 42 CWNS between the ages of 3;0 and 5;11 (years;months). In Experiment 1, children completed the phonological similarity task, in which they listened to lists of phonologically similar and dissimilar words and then repeated them when signaled to do so. In Experiment 2, children completed another forward span task, the semantic category task, which is similar to the phonological similarity task, except that it consisted of lists of semantically homogeneous and heterogeneous words. Main dependent variables were cumulative memory span, proportion of errors by type, and speech reaction time (SRT) for correct responses. Results The CWS exhibited significantly shorter memory spans for phonologically dissimilar words and were less affected by the phonological qualities of the words than the CWNS in Experiment 1, based on the findings of both between-groups and within-group analyses. In Experiment 2, although the groups did not differ in their performance in either condition, within-group analyses revealed that the CWNS benefitted from semantic similarity, whereas the CWS did not. The between-groups difference in absolute difference scores, however, did not reach significance. The CWS produced more omissions and false alarms than the CWNS in both experiments, but the 2 groups of children were otherwise comparable in SRT, although the CWS exhibited overall faster SRT than the CWNS in Experiment 2. Conclusions Verbal short-term memory is one domain-general cognitive process in which CWS display weakness relative to typically fluent peers. These weaknesses are likely due, in part, to differences in phonological and, perhaps, semantic processing of words to aid memory.

Hellenistic and Roman acrostich inscriptions are usually full of verbal and visual clues, which point the reader in the direction of the ‘hidden message’ contained in the vertical lines of the text. The authors of such inscriptions want their audiences to appreciate the skill that has gone into their composition. There are several complementary ways in which the presence of an acrostich might be signalled to the reader or viewer and their attention directed towards it. These include direct verbal statements, or more subtle allusions, within the text of the inscription. But, even without having read its text, the viewer of an inscription containing a ‘hidden message’ is often immediately aware that some kind of wordplay is at work. Acrostichs, palindromes and various kinds of word square are all graphically striking, or their appearance may be enhanced to make them more so. Regular spacing, the repetition of the acrostich in a separate column and the use of painted or incised grids are all ways in which the layout of the text on the stone can invite the viewer to play a word game. In some cases, as I will argue in this paper, acrostich makers envisaged—even intended—the participants in this game to include the illiterate as well as the literate.

A variety of data indicate that the cerebellum participates in perceptual tasks requiring the precise representation of temporal information. Access to the word form of a lexical item requires, among other functions, the processing of durational parameters of verbal utterances. Therefore, cerebellar dysfunctions must be expected to impair word recognition. In order to specify the topography of the assumed cerebellar speech perception mechanism, a functional magnetic resonance imaging study was performed using the German lexical items “Boden” ([bodn], Engl. “floor”) and “Boten” ([botn], “messengers”) as test materials. The contrast in sound structure of these two lexical items can be signaled either by the length of the wordmedial pause (closure time, CLT; an exclusively temporal measure) or by the aspiration noise of wordmedial “d” or “t” (voice onset time, VOT; an intrasegmental cue). A previous study found bilateral cerebellar disorders to compromise word recognition based on CLT whereas the encoding of VOT remained unimpaired. In the present study, two series of “Boden—Boten” utterances were resynthesized, systematically varying either in CLT or VOT. Subjects had to identify both words “Boden” and “Boten” by analysis of either the durational parameter CLT or the VOT aspiration segment. In a subtraction design, CLT categorization as compared to VOT identification (CLT VOT) yielded a significant hemodynamic response of the right cerebellar hemisphere (neocerebellum Crus I) and the frontal lobe (anterior to Broca's area). The reversed contrast (VOT CLT) resulted in a single activation cluster located at the level of the supra-temporal plane of the dominant hemisphere. These findings provide first evidence for a distinct contribution of the right cerebellar hemisphere to speech perception in terms of encoding of durational parameters of verbal utterances. Verbal working memory tasks, lexical response selection, and auditory imagery of word strings have been reported to elicit activation clusters of a similar location. Conceivably, representation of the temporal structure of speech sound sequences represents the common denominator of cerebellar participation in cognitive tasks acting on a phonetic code.

This study investigates the patterns used by economics and business students in reading comprehension (RC) of subject-specific texts in a foreign language (FL), particularly in relation to their use of background knowledge (BK). The think-aloud (TA) method was used and the data were derived from readers’ verbal protocols. The coding of protocols yielded seventeen coding categories. The results were analysed and compared between two groups: one with high and one with low knowledge as determined by a prior BK assessment. The coding data were linked to the reading comprehension test results and typical patterns were established. Readers with high BK used more correct paraphrasing, inferencing, elaboration, and evaluation. In contrast, readers with low BK took more of a local approach to reading by focusing more on individual words. They frequently used English in their Slovene think-alouds, produced wrong and approximate paraphrases, and signalled lack of understanding. The article closes by examining implications for FL reading instruction and developing disciplinary literacy.

In the present study we report a double dissociation between right and left medial temporal lobe damage in the modulation of fear responses to different types of stimuli. We found that right unilateral temporal lobectomy (RTL) patients, in contrast to control subjects and left temporal lobectomy (LTL) patients, failed to show potentiated startle while viewing negative pictures. However, the opposite pattern of impairment was observed during a stimulus that patients had been told signaled the possibility of shock. Control subjects and RTL patients showed potentiated startle while LTL patients failed to show potentiated startle. We hypothesize that the right medial temporal lobe modulates fear responses while viewing emotional pictures, which involves exposure to (emotional) visual information and is consistent with the emotional processing traditionally ascribed to the right hemisphere. In contrast, the left medial temporal lobe modulates fear responses when those responses are the result of a linguistic/cognitive representation acquired through language, which, like other verbally mediated material, generally involves the left hemisphere. Additional evidence from case studies suggests that, within the medial temporal lobe, the amygdala is responsible for this modulation.

This study characterized the complex predicate and multiple events where the multi-verb single clause realises a single event in syntax and examined the complex sentences containing multiple verbal predicates. This study used the descriptive qualitative method. The data sources used were sentences containing karo sentence clauses and was classified based on the elements of complex Predicates in a tree diagram and the RRG account of nexus-juncture relations theory by Nolan, 2005 & Van Valin, 2005. The findings showed that event, argument, and semantic could be realized in syntactic meaning to reveal complex predicates. The tightest syntactic linkages embodied the closer semantic relations and it was signaled by word order. Most of the complex predicates in Karo language have an embedded object. The core in the nucleus could be appeared not only as one core but two or more complex predicates and it followed by an argument with the form V+V+N and in the form of V+V+N. One argument (Participant/Actor) that involved one core. It assumed that there might be one participant in two events, and there may be two participants in one event. All of Karo language sentences have at least one NP + one VP and they consisted of more than one complex predicates.

Blocking was observed in two human Pavlovian conditioning studies in which colour cues signalled shock. Both forward (Experiment 1) and backward (Experiment 2) blocking was demonstrated, but only when prior verbal and written instructions suggested that if two signals of shock (A+ and B+) were presented together, a double shock would result (AB++). In this case, participants could assume that the outcome magnitude was additive. Participants given non-additivity instructions (A+ and B+ combined would result in the same outcome, a single shock) failed to show blocking. Modifications required for associative models of learning, and normative statistical accounts of causal induction, to account for the impact of additivity instructions on the blocking effect, are discussed. It is argued that the blocking shown in the present experiments resulted from the operation, not of an error-correction learning rule, nor of a simple contingency detection mechanism, but of a more complex inferential process based on propositional knowledge. Consistent with the present data, blocking is a logical outcome of an A+/AB+ design only if participants can assume that outcomes will be additive.

The study attempts to justify the development of linguistic personology in Bulgaria as an interdisciplinary scientific paradigm, which comprises theoretical foundations of psycholinguistics, sociolinguistics, anthropological linguistics, linguistic pragmatics, semiotics and phonоstylistics. The applied aspect of the approach consists in describing speaker's physiognomic expressions and speech markers, and their anthropological characteristics, which enable researchers to present a speech profile of the respective person through two parameters: their personal identity and personal voice with its unique inherent features. Linguistic personology through speech as an autonomous interdisciplinary research paradigm, serves in forensic (phonoscopic) expertise for the speakers' characteristics diagnostics, considering typical voice peculiarities. The approach studies speaker's verbal behaviour and distinctive features of his or her personal identity signaled by personal voice expression measured through linguistic (phonoscopic) expertise. Linguistic personology through speech is a unique method of personality typization as well as characterizing the speaker based on the analysis of his / her specific pronunciation and voice transformation, used in the field of forensic phonetics. It is proposed to supplement the expert assessment with the results of acoustic analysis of voice samples, as well as their perception, for more objective identification of matching linguistic data. The article represents speech excerpts, the acoustic images of which demonstrate audio-and-visual comprehension of gender differentiation of speakers, whose voices indicate that the recipients belong to the diagnosed group of men, women or transvestites.

Mixed race scholarship considers the deployment of the term “mixed race” as an identification and theorizes that the operation of the external racial gaze is signaled through the “what are you?” question that mixed race people face in their everyday lives. In interviews conducted with mixed race, young adults in a Western Canadian urban context, it was evident that the “what are you?” question is the verbal form of the external racial gaze’s production of ambivalence on mixed race bodies. However, this study also found that mixed race people have “ready” identity narratives in response to the “what are you?” question. This paper shows the importance of these narratives (the very existence of the “ready” narratives, as well as the content of the “ready” narrative) for fleshing out the operation of the external racial gaze in the Canadian context. Respondents draw on two closely related modes of narrating origin when responding to the “what are you?” question: they respond through a kinship narrative that is heteronormative and they narrate that they inherit “national origin” “through blood.” I argue that these responses point to how the gaze produces the multiracialized body through the desire to imagine and “know” its originary point of racial mixing. Yet, the “ready” narratives are also agential: while at times they narrate to the expectations of the gaze, they also “play on” the gaze.

Quoique la norme du français standard prescrive le double marquage de la négation dans le syntagme verbal (ne . . . pas), l'usage contemporain veut que le français parlé laisse tomber la première marque (ne). Dans un article de 1981 qui s'appuyait sur un corpus de français oral enregistré à Tours en 1976, Ashby avait mis en lumière une forte co-variation entre la chute du ne et l'âge du locuteur, les jeunes omettant beaucoup plus souvent le ne que les personnes plus âgées. Cette distribution semble relever d'un changement en temps apparent. Pourtant, comme le signale Labov (1994), un trait linguistique plus fréquent chez les jeunes ne représente pas nécessairement un changement en cours. On peut supposer qu'il s'agit d'un phénomène lié à l'effet de génération (age grading), phénomène dans lequel les locuteurs alterent leur comportement linguistique au cours de leur vie tandis que la grammaire de la communauté ne change pas. De manière à trancher entre les deux hypothèses (d'un côté, changement en cours; de l'autre, effet de génération), cette étude établit une comparaison des distributions de la variable (ne) à deux époques différentes: le corpus tourangeau de 1976 est doublé d'un nouveau corpus enregistré en 1995 au même endroit. Cette comparaison démontre que, sur le plan du temps réel, la chute du ne s'est accélérée, ce qui sous-tend donc l'hypothèse du changement en cours.

Most theories of implicature make reference to a notion of alternatives. Interlocutors reason about what the speaker could have said. In this paper, I investigate the structure of these alternatives. In particular, I ask how these alternative utterances are constrained by the interlocutors' grammar. I argue that in order to derive certain implicatures, alternative utterances must be analyzed like actual utterances, as fully compositional structures appropriately generated by the grammar. The data supporting this position come from implicatures generated by indefinite bare noun phrases in Tagalog. I show that Tagalog indefinites give rise to non-uniqueness implicatures via competition with definites, as in English. However, unlike English, definite and indefinite interpretations of Tagalog NPs are not signalled by dedicated articles, but by verbal affixes. Therefore, in order to generate the observed implicatures, pragmatic competition must take into consideration the NP's broader syntactic context. Supporting the view that implicature calculation is sensitive to the morphosyntactic structure of alternative utterances, I show that in cases where the alternative is not grammatically well-formed, the implicature does not arise. These data provide evidence that only grammatically well-formed structures are able to enter into pragmatic competition.

SUMMARY Historical Linguistics is less realist and much more conventinal-ist than many of us think or like to think. Historical 'truth', by virtue of the epistemological status of the past, is not attainable in the same sense as 'truth' in nonhistorical disciplines. Theories and techniques are therefore partly constitutive of 'data': or the histo-riogaphy partly creates its own subject-matter. Theory-based creation enters via two kinds of interventions: (a) the use of present-based constraints as determinants of what historical events must have been or most probably were ('uniformitarianism'); and (b) the free creation of metaphors (verbal, geometric, etc.) that indicate potential 'natural kinds' which are then up for critical discussion. The example of metaphor-creation treated here in detail is the development of the notion 'chain-shift'. Within the Anglicist tradition the 'invention' of the Great Vowel Shift has had an enormous enriching effect on the domain of discourse — which remains, regardless of whether it was 'in fact' as Karl Luick and others thought it was. RÉSUMÉ La linguistique historique est moins 'réaliste' et plus 'conven-tionnelliste' que beaucoup parmi nous le pensent ou aiment de penser. 'La vérité' historique, en vertu du statut épistémologique du passé, ne peut pas être atteinte dans le même sens que 'la vérité' dans les disciplines non-historiques. Par consequent les théories et les techniques d'anakyse font part en partie des 'données': ou bien l'historiographie crée en partie son propre sujet. La création à la base d'une théorie y entre à travers deux sortes d'interventions: (a) l'utilisation des contraintes basées sur le présent comme des déterminants de ce que les événements historiques doivent avoir été ou très probable ment ont été ('l'uniformitarianisme'), et (b) la création libre des métaphores (verbales, géométriques, etc.) qui signalent des 'éspèces naturelles' qui par la suite se prêtent à la discussion critique. L'exemple d'une création métaphorique dont on traite ici en détail c'est la notion de 'changement en chaîne'. A l'intérieur de la tradition angliciste 1''invention' de la 'Great Vowel Shift' a eu un effet énormément enrichissant sur le domaine du discours scientifique — un effet qui reste irrespectivement s'il était 'en effet' ce que Karl Luick et d'autres ont pensé de ce phénomène. ZUSAMMENFASSUNG Die historische Linguistik ist weniger 'realistisch' und mehr 'konventionalistisch' als viele von uns glauben oder glauben möchten. Historische 'Wahrheit' ist angesichts des epistemologischen Status' der Vergangenheit nicht in derselben Weise erreichbar wie die 'Wahrheit in den nicht-historischen Disziplinen. Theorien und Techniken machen daher einen Teil der 'Daten' aus; umgekehrt schafft die Historiographie teilweise ihren eigenen Untersuchungsgegenstand. Solche theoriebegründete Schaffung ergibt sich durch zweierlei Interventio-nen: (a) die Verwendung von der Gegenwart entnommenen Beschränkungen als Bestimmungsfaktoren für was geschichtliche Ereignisse gewesen seien oder höchstwahrscheinlich waren ('Uniformitarianismus') und (b) die freie Schöpfung von (verbalen, geometrischen usw. ) Metaphern, die mög-liche 'natürliche Sorten' anzeigen, die dann für die kritische Diskus-sion freigestellt werden. Hier wird als Beispiel einer Metaphern-Schöpfung das Konzept der 'Kettenverschiebung' und dessen Entwicklung ausführlich behandelt. Innerhalb der anglistischen Tradition hat die 'Erfindung' der 'Great Vowel Shift' einen enorm bereichernden Effekt auf dem Gebiete des wissenschaftlichen Austausches gehabt, und dieser bleibt unabhangig davon, ob sie 'tatsächlich' in der Weise bestanden hat wie Karl Luick und andere vermeinten.

Altruism is difficult to explain evolutionarily if subtle cheaters exist in a population ( Trivers, 1971 ). A pathway to the evolutionary maintenance of cooperation is nonverbal altruist-detection. One adaptive advantage of nonverbal altruist-detection is the formation of trustworthy division of labour partnerships ( Frank, 1988 ). Three studies were designed to test a fundamental assumption behind altruistic partner preference models. In the first experiment perceivers (blind with respect to target altruism level) made assessments of video-clips depicting self-reported altruists and self-reported non-altruists. Video-clips were designed with attempts to control for attractiveness, expressiveness, role-playing ability, and verbal content. Overall perceivers rated altruists as more “helpful” than non-altruists. In a second experiment manipulating the payoffs for cooperation, perceivers (blind with respect to payoff condition and altruism level) assessed altruists who were helping others as more “concerned” and “attentive” than non-altruists. However perceivers assessed the same altruists as less “concerned” and “attentive” than non-altruists when the payoffs were for self. This finding suggests that perceivers are sensitive to nonverbal indicators of selfishness. Indeed the self-reported non-altruists were more likely than self-reported altruists to retain resources for themselves in an objective measure of cooperative tendencies (i.e. a dictator game). In a third study altruists and non-altruists' facial expressions were analyzed. The smile emerged as a consistent cue to altruism. In addition, altruists exhibited more expressions that are under involuntary control (e.g., orbicularis oculi) compared to non-altruists. Findings suggest that likelihood to cooperate is signaled nonverbally and the putative cues may be under involuntary control as predicted by Frank (1988) .

Given that there are neural markers for the acquisition of a non-verbal skill, we review evidence of neural markers for the acquisition of vocabulary. Acquiring vocabulary is critical to learning one's native language and to learning other languages. Acquisition requires the ability to link an object concept (meaning) to sound. Is there a region sensitive to vocabulary knowledge? For monolingual English speakers, increased vocabulary knowledge correlates with increased grey matter density in a region of the parietal cortex that is well-located to mediate an association between meaning and sound (the posterior supramarginal gyrus). Further this region also shows sensitivity to acquiring a second language. Relative to monolingual English speakers, Italian–English bilinguals show increased grey matter density in the same region. Differences as well as commonalities might exist in the neural markers for vocabulary where lexical distinctions are also signalled by tone. Relative to monolingual English, Chinese multilingual speakers, like European multilinguals, show increased grey matter density in the parietal region observed previously. However, irrespective of ethnicity, Chinese speakers (both Asian and European) also show highly significant increased grey matter density in two right hemisphere regions (the superior temporal gyrus and the inferior frontal gyrus). They also show increased grey matter density in two left hemisphere regions (middle temporal and superior temporal gyrus). Such increases may reflect additional resources required to process tonal distinctions for lexical purposes or to store tonal differences in order to distinguish lexical items. We conclude with a discussion of future lines of enquiry.

The first decade of the 20th century witnessed two revolutions in the world of arts: firstly, the upcoming of Avant-Garde art, and secondly - the birth of cinematic art. In painting, architecture and literature new revolutionary languages actually finalized the process of onthologisation which has begun much earlier. ttis process signaled its appearance with Modernity itself and reached its climax in the late 19 th century. We can observe since then a new species of artists whose artworks actually defy ideological meanings. Meanings and messages of artworks clearly distance themselves from convictions shared by authors. Visual and verbal arts as well as important strata of musical and theatrical productions embrace the discourse of Nature and Universe (i. e. primary components of Being). Avant-garde art makes the final accent in this development of Modernity. tte newly born film art seems to compensate functions ignored or denied by other artistic activities. Cinematic productions start realizing the human and cultural tasks (ideological propaganda, sentimental comfort, entertainment and other social functions). Elite-bound taste and high cultural pretentions seemingly fall out in early cinema. tte break-through in film art reaches its peak around 1910 parallel to the upheaval of Early Avant-Garde in painting. Handling of camera, constructing of visual field, as well as experimental boundlessness in space-and-time transformations bring the socially acceptable film narrative to the kind of onthological explosion on screen. In fact, film language itself (independently from any ideology or sociability) develops new methods of seeing. A decade before film art would enter its stormy marriage with Surrealism, masters of the screen already detected ways of hypnotic charm and irrational hurricane passing before our eyes. As examples of such inherent onthologization of means in film art we can see the structure itself of the picture and deliriumlike narration in several early films, i. e. Cabiria directed by Italian Giovanni Pastrone in 1914 as well as American masterpiece of 1915 - The Birth of a Nation by D.W. Griffith.

AbstractConversational interfaces that interact with humans need to continuously establish, maintain and repair common ground in task-oriented dialogues. Uncertainty, repairs and acknowledgements are expressed in user behaviour in the continuous efforts of the conversational partners to maintain mutual understanding. Users change their behaviour when interacting with systems in different forms of embodiment, which affects the abilities of these interfaces to observe users’ recurrent social signals. Additionally, humans are intellectually biased towards social activity when facing anthropomorphic agents or when presented with subtle social cues. Two studies are presented in this paper examining how humans interact in a referential communication task with wizarded interfaces in different forms of embodiment. In study 1 (N = 30), we test whether humans respond the same way to agents, in different forms of embodiment and social behaviour. In study 2 (N = 44), we replicate the same task and agents but introduce conversational failures disrupting the process of grounding. Findings indicate that it is not always favourable for agents to be anthropomorphised or to communicate with non-verbal cues, as human grounding behaviours change when embodiment and failures are manipulated.

SUMMARY In this paper the authors systematically compare the phonemes and main morphological features of the Amazonian language Mawe with those of the Tupi-Guaranian languages as a contribution to understanding the disputed position of Mawe in the Tupi linguistic stock - as a member of the Tupi-Guarani family or as another branch of the stock. The phonological comparison is made with the reconstructed phonemes of Proto-Tupi-Guarani and the correspondences found are presented in reference to the reconstructed Proto-Tupi phonemes. Since Mawe has been exposed during the last 300 years to contact with a Tupi-Guaranian language, Amazonian Lingua Geral, sure or probable loans of this language in Mawe are taken into account and not included in the search for cognate lexical items. 190 cognate pairs are established, most of them belonging to 'non-cultural' semantic domains. Several particular phonological issues are discussed as well as some cases of lexical differentiation, and in both cases other members of the Tupi stock are taken into consideration. An overview of the Proto-Tupi-Guarani verb morphology is presented as an introduction to a somewhat detailed comparison of Mawe and Tupi-Guaranian morphology. The conclusion points to the probability of Mawe having split from a Mawe/ Aweti/Tupi-Guarani branch of the Tupi stock before the dispersion of the Tupi-Guarani family as such. RÉSUMÉ Dans cet article les auteurs comparent les phonemes et les principaux traits morphologiques de la langue amazonienne mawe avec ceux des langues tupi-guaranies comme une contribution a la comprehension de la position du mawe dans le tronc linguistique tupi, soit comme un membre de la famille tupi-guarani, soit comme une autre branche du tronc. On compare les phonemes du mawe avec ceux du proto-tupi-guarani et on presente les correspondances trouvees a partir des phonemes reconstruits pour le proto-tupi. Puisque le mawe a ete expose pendant les trois derniers siecles au contact avec une langue tupi-guaranie, la 'lingua geral' amazonienne, les emprunts surs ou probables de cette langue sont consideres et exclus de la comparaison avec le proto-tupi-guarani. On a trouve 190 paires de correspondances lexicales, lesquelles appartiennent sourtout a des domaines semantiques 'non-culturels'. On discute plusieurs problemes phonologiques particuliers aussi bien que quelques cas de differentiation lexicale en prenant en consideration aussi d'autres membres du tronc tupi. Une synopse de la morphologie verbale proto-tupi-guaranie est presentee pour introduire la comparaison de la morphologie mawe, celle-ci faite avec assez de detail. En concluant on signale qu'il est probable que le mawe soit issu d'une branche mawe/aweti/tupi-guarani du tronc tupi avant la dispersion de la famille tupi-guaranie propre-ment dite. ZUSAMMENFASSUNG In vorliegendem Aufsatz vergleichen die Verfasser die Phoneme und die hauptsachlichen morphologischen Erscheinungen der amazonischen Sprache Mawe mit denjenigen der tupi-guaranitischen Sprachen mit der Absicht, zum Verstandnis der Stellung des Mawe innerhalb des Tupi-Sprachstammes, sei es als Mitglied der Tupi-Guarani-Familie, sei es als ein weiterer Zweig des Stammes, beizutragen. Die Phoneme des Mawe werden mit denjenigen des Proto-Tupi-Guarani verglichen und die gefundenen Entsprechungen in Bezug zu den rekonstruierten Phonemen des Proto-Tupi gesetzt. Da das Mawe wahrend der letzten dreihundert Jahre in Beruhrung mit einer Tupi-Guaraní-Sprache, der amazonischen Lingua Geral, gewesen ist, werden sowohl die sicheren als auch die vermutlichen Lehnworter aus dieser Sprache heraus-gefiltert und nicht fur die Vergleichung mit dem Proto-Tupi herangezogen. 190 lexikalische Entsprechungen, meistens aus 'nicht-kulturellen' Bedeutungs-bereichen, werden aufgefuhrt. Mehrere besondere phonologische Fragen und manche Falle lexikalischer Differenzierung werden besprochen, wobei andere Zweige des Tupi-Sprachstammes beriicksichtigt werden. Eine Ubersicht iiber die verbale Morphologie des Proto-Tupi-Guarani gilt als Einleitung zur Vergleichung der Morphologie des Mawe, die recht detailliert ausgefuhrt wird. Zum Schluß wird vorgeschlagen, daB das Mawe sich noch vor der Aus-gliederung der Tupi-Guarani-Sprachfamilie von einem zeitlich friiher anzuneh-menden Mawe/Aweti/Tupi-Guarani-Zweig des Tupi-Stammes getrennt hat.

La dissociation est une défense d’évitement contre le risque de se trouver submergé par les émotions liées à des souvenirs traumatiques. Elle consiste en un brusque changement d’état qui facilite la division entre pensée, affect, comportement et mémoire narrative. En conséquence, de par sa nature même, la dissociation crée une histoire traumatique disjointe et intraduisible. Le Rorschach est une méthode très puissante pour faire apparaître la dissociation dans la mesure où il pousse les sujets à plonger dans le magasin interne de leurs souvenirs verbaux et de les associer aux stimuli visuo-kinesthésiques des taches d’encre. Les exigences du test vont donc à l’encontre de la dissociation, ce qui permet au testeur de saisir le travail des défenses plus clairement. Dans cet article nous commençons par décrire la compréhension théorique de la dissociation. La littérature de recherche avec le Rorschach nous permet de définir les marqueurs Exner de l’intrusion traumatique et de l’évitement émotionnel qui sont caractéristiques de la dissociation. L’intrusion traumatique est signalée par des scores du type de la combinaison fabulée (FABCOM), des réponses circonstanciées (DR) et les contenus agressifs-morbides, qui reflètent les flashback et les “troubles traumatiques de la pensée” qui y sont associés. On peut repérer les signes d’évitement émotionnel dans l’élévation des kinesthésies humaines, du Lambda et des réponses de dimensionnalité formelle, ainsi que dans une baisse du rapport affectif (Afr). L’analyse séquentielle révèle souvent une alternance entre des scores d’évitement et de submersion qui signale l’échec de la dissociation et l’émergence d’un trouble de stress posttraumatique. En incluant dans le processus diagnostic des informations sur les comportements hors-test du sujet et les réactions contre-transférentielles du testeur, on peut suivre le fil de la dissociation pendant le test et clarifier les tenants et aboutissants de la défense pour le sujet. Nous décrivons certains comportements dissociatifs hors-test typiques, comme le désaveu de réponses, des changements dans la distance physique aux planches, des réactions de peur, des mouvements appuyyés des yeux et un regard vide. Nous introduisons le concept de “relation dissociée” pour désigner un champ de relation contretransférentielle dans lequel les réactions du testeur reproduisent en miroir les réactions du sujet. Une prise de conscience de tels phénomènes de contretransfert, comme d’avoir envie de dormir, avoir l’impression de flotter, ou perdre le fil de la narration, peut alerter les testeurs sur la présence d’une dissociation pendant l’évaluation. Nous présentons des vignettes pour illustrer de quelle manière les éléments cliniques et les résultats de recherche peuvent aider au processus diagnostique. Nous donnons quelques indications pour l’entretien qui suit le test, qui peuvent amener le sujet à explorer plus avant ses réponses dissociées au test et fournir des éléments importants pour la poursuite de la thérapie.

Co-speech gestures are a crucial, non-verbal modality for humans to communicate. Social agents also need this capability to be more human-like and comprehensive. This study aims to model the distribution of gestures conditioned on human speech features. Unlike previous studies that try to find injective functions that map speech to gestures, we propose a novel, conditional GAN-based generative model to not only convert speech into gestures but also to approximate the distribution of gestures conditioned on speech through parameterization. An objective evaluation and user study show that the proposed model outperformed the existing deterministic model, indicating that generative models can approximate real patterns of co-speech gestures better than the existing deterministic model. Our results suggest that it is critical to consider the nature of randomness when modeling co-speech gestures.

Despite the use of tactile graphics and audio guides, blind and visually impaired people still face challenges to experience and understand visual artworks independently at art exhibitions. Art museums and other art places are increasingly exploring the use of interactive guides to make their collections more accessible. In this work, we describe our approach to an interactive multimodal guide prototype that uses audio and tactile modalities to improve the autonomous access to information and experience of visual artworks. The prototype is composed of a touch-sensitive 2.5D artwork relief model that can be freely explored by touch. Users can access localized verbal descriptions and audio by performing touch gestures on the surface while listening to themed background music along. We present the design requirements derived from a formative study realized with the help of eight blind and visually impaired participants, art museum and gallery staff, and artists. We extended the formative study by organizing two accessible art exhibitions. There, eighteen participants evaluated and compared multimodal and tactile graphic accessible exhibits. Results from a usability survey indicate that our multimodal approach is simple, easy to use, and improves confidence and independence when exploring visual artworks.

This study aimed to develop an autonomous design system for recognizing the subject by gait posture. Gait posture is a type of non-verbal communication characteristic of each person, and can be considered a signature used in identification. This system can be used for diagnosis. The system helps aging or disabled subjects to identify incorrect posture to recover the gait. Gait posture gives information for subject identification using leg movements and step distance as characteristic parameters. In the current study, the inertial measurement units (IMUs) located in a mobile phone were used to provide information about the movement of the upper and lower leg parts. A resistive flex sensor (RFS) was used to obtain information about the foot contact with the ground. The data were collected from a target group comprising subjects of different age, height, and mass. A comparative study was undertaken to identify the subject after the gait posture. Statistical analysis and a machine learning algorithm were used for data processing. The errors obtained after training data are presented at the end of the paper and the obtained results are encouraging. This article proposes a method of acquiring data available to anyone by using indispensable devices purchased by all users such as mobile phones.

On 31 January 2020, the World Health Organization (WHO) declared a global emergency after the discovery of a new pandemic disease that caused severe lung problems. The spread of the disease at an international level drew the attention of many researchers who attempted to find solutions to ameliorate the problem. The implementation of robotics has been one of the proposed solutions, as automated humanoid robots can be used in many situations and limit the exposure of humans to the disease. Many humanoid robot implementations are found in the literature; however, most of them have some distinct drawbacks, such as a high cost and complexity. Our research proposes a novel, secure and efficient programmable system using a humanoid robot that is able to autonomously move and detect survivors in emergency scenarios, with the potential to communicate verbally with victims. The proposed humanoid robot is powered by the cloud and benefits from the powerful storage, computation, and communication resources of a typical modern data center. In order to evaluate the proposed system, we conducted multiple experiments in synthetic hazardous environments.

Every country in the world has its own culture that characterizes each nation. One of the cultures of every nation is the way to have the social interaction through verbal and non-verbal communication. Verbal communication can be in forms of greetings and so forth, while the non-verbal communication can be signaled by using the scattering; wave of the hand, eye blink, bow weight and so forth. This article discusses the Japanese culture that initiates communications with bowing, known as Ojigi. Keywords: ojigi, means, communications, social, interaction, social interaction

AbstractSignificant others provide individuals with a sense of safety and security. However, the mechanisms that underlie attachment-induced safety are hardly understood. Recent research has shown beneficial effects when viewing pictures of the romantic partner, leading to reduced pain experience and defensive responding. Building upon this, we examined the inhibitory capacity of loved face pictures on fear learning in an instructed threat paradigm. Pictures of loved familiar or unknown individuals served as signals for either threat of electric shocks or safety, while a broad set of psychophysiological measures was recorded. We assumed that a long-term learning history of beneficial relations interferes with social threat learning. Nevertheless, results yielded a typical pattern of physiological defense activation towards threat cues, regardless of whether threat was signaled by an unknown or a loved face. These findings call into question the notion that pictures of loved individuals are shielded against becoming threat cues, with implications for attachment and trauma research.

AbstractThis study examines the use of words and phrases that signal metaphors in three genres in order to further examine the corpus-based evidence for signaling variation mentioned in previous research. While previous studies have focused on pragmatic functions, discourse functions, and the level of conventionalization, this study demonstrates that the communicative goals within each genre underlie the reasons for the metaphor signaling. Three corpora of approximately 600,000 words were created for this research, and they were made up of US presidential addresses, popular science articles, and business periodical articles. The corpora were electronically queried for the use of sixteen previously identified metaphor signals in order to obtain comparable quantitative data. The study was complemented by a qualitative analysis of the identified instances of signaled metaphors. We found that three metaphor signal categories – copular similes, verbal processes, and modals/conditionals – accounted for the large majority of the signals analyzed in the genres. Furthermore, we found that while copular similes and verbal processes signals were used for different rhetorical purposes, depending on the communicative goals of each genre, the conditional signal was always used to foreshadow metaphorically expressed possibilities, regardless of the genre in which it was used.

Résumé Cet article montre combien le narratif de Valentin Mudimbe est traversé constamment par le métatexte et se demande comment faire pour que le commentaire du propre commentaire de l’écrivain sur son art ne soit pas que contrefaçon naïve. En effet, commentant constamment ces récits, Mudimbe paralyse la critique en lui dictant son propre discours. L’autométatexte de Mudimbe signale les différentes phases d’une écriture révélatrice de ses hauts et de ses bas, de ses virées à gauche et à droite. Trois temps verbaux s’y distinguent : le passé, le présent et le futur. Le narrateur se jauge, se juge, s’autocensure et se critique à longueur de pages afin de répondre à une question simple et évidente : comment changer le monde par mon écriture ? En somme, l’enjeu du métatexte est de présenter, sur le mode fictionnel, l’écriture comme une objectivation de soi. Mais au lieu de l’étouffer, la mise à distance du sujet exalte la subjectivité. Le mouvement est celui du boomerang : en butte à l’altérité, le sujet se renvoie sa propre image. Regardant le monde, il s’en exclut. Lui parlant, il soliloque. Face à face avec lui-même, il se moque.

Verbal irony, or sarcasm, presents a significant technical and conceptual challenge when it comes to automatic detection. Moreover, it can be a disruptive factor in sentiment analysis and opinion mining, because it changes the polarity of a message implicitly. Extant methods for automatic detection are mostly based on overt clues to ironic intent such as hashtags, also known as irony markers. In this paper, we investigate whether people who know each other make use of irony markers less often than people who do not know each other. We trained a machine-learning classifier to detect sarcasm in Twitter messages (tweets) that were addressed to specific users, and in tweets that were not addressed to a particular user. Human coders analyzed the top-1000 features found to be most discriminative into ten categories of irony markers. The classifier was also tested within and across the two categories. We find that tweets with a user mention contain fewer irony markers than tweets not addressed to a particular user. Classification experiments confirm that the irony in the two types of tweets is signaled differently. The within-category performance of the classifier is about 91% for both categories, while cross-category experiments yield substantially lower generalization performance scores of 75% and 71%. We conclude that irony markers are used more often when there is less mutual knowledge between sender and receiver. Senders addressing other Twitter users less often use irony markers, relying on mutual knowledge which should lead the receiver to infer ironic intent from more implicit clues. With regard to automatic detection, we conclude that our classifier is able to detect ironic tweets addressed at another user as reliably as tweets that are not addressed at a particular person.

AbstractBoard games are fertile grounds for the display of social signals, and they provide insights into psychological indicators in multi-person interactions. In this work, we introduce a new dataset collected from four-player board game sessions, recorded via multiple cameras, and containing over 46 hours of visual material. The new MUMBAI dataset is extensively annotated with emotional moments for all game sessions. Additional data comes from personality and game experience questionnaires. Our four-person setup allows the investigation of non-verbal interactions beyond dyadic settings. We present three benchmarks for expression detection and emotion classification and discuss potential research questions for the analysis of social interactions and group dynamics during board games.

While deceptive behaviors are a natural part of human life, it is well known that human is generally bad at detecting deception. In this study, we present an automatic deception detection framework by comprehensively integrating prior domain knowledge in deceptive behavior understanding. Specifically, we compute acoustics, textual information, implicatures with non-verbal behaviors, and conversational temporal dynamics for improving automatic deception detection in dialogs. The proposed model reaches start-of-the-art performance on the Daily Deceptive Dialogues corpus of Mandarin (DDDM) database, 80.61% unweighted accuracy recall in deception recognition. In the further analyses, we reveal that (i) the deceivers’ deception behaviors can be observed from the interrogators’ behaviors in the conversational temporal dynamics features and (ii) some of the acoustic features (e.g. loudness and MFCC) and textual features are significant and effective indicators to detect deception behaviors.

If we consider learning as a meaning-making process where people construct shared knowledge, it becomes a social dialogical activity in which knowledge is the result of an active process of articulation and reflection within a context (Jonassen et al.). An important element of this belief is that conversation is at the core of learning because knowledge is language-mediated. Within this context, what makes a conversation worthwhile and meaningful is how it is structured, how it is managed by the participants, and most importantly, how it is understood. In particular, conversation is essential in learning situations where the main goal is to generate a new understanding of the world (Bruner). Thus, if conversations can be seen as support for learning processes, the question then becomes how synchronous textual spaces mediate conversation and how chat affects learning. Experienced Teachers Learning in a Collaborative Virtual Environment We studied two different groups of experienced teachers from Kindergarten to Grade 12 (K-12) attending a Master of Education course entitled "Curriculum and Instruction". They communicated through a collaborative virtual environment (CVE) designed to enhance teachers' professional development: TAPPED IN™ (TI). We recorded their on-line conversations over six weeks. The teachers met twice a week for a two hour session and the data collected consisted of approximately 350-400 pages of text from transcripts. The following concerns, gleaned from an ongoing analysis of on-line conversations are of interest for this paper: The first concern has to do with the ability of teachers to concentrate on a task while managing multiple simultaneous conversations. The question is how to maintain the focus on the purpose of the goal oriented task. The second concern is related to the technical characteristics of a CVE and the teachers' feelings of being lost, too slow, or not understanding the point of the discussion. The question is how to deal with this confusion when the aim is to construct meanings from online discussion? The third concern is related the preceding points. It is concerned with the importance of a leader coaching and guiding experienced teachers online. We examined these three concerns, using TI during the teachers' on line discussions. Our primary goal in the analysis was to determine i) whether the teachers could conduct their learning activities through TI and ii) how goal-oriented conversations might be affected by the constraints of TI. The following examples come from a personal recorder. Messages are numbered in order to show their position in the session and to show the distance between the messages sent. Implications of Multitasking in Learning Sessions In CVEs, participants have the possibility of performing several tasks simultaneously (Holmevik). This is especially true when participants hold more than one conversation at a time. Participants can talk to one person or to the whole group while also chatting privately with people in the same CVE's room, in the same CVE or even in other CVEs. But the possibility of being able to participate in multiple conversations becomes potentially confusing and disorienting for teachers wanting to achieve a specific task. Let us give an example of how a main task (e.g. to share notes of pedagogical projects -- task 1) fragments into different tasks (e.g. learning a command -- how to create a note -- task 2; and socialise, express feelings and play with cows -- task 3). (Note that the students are in fact experienced teachers and a teacher is leading the session. The goal of the on-line session is to read and discuss the different educational projects that the students should have written in virtual notes.) The goal of the task became difficult to accomplish for teachers who were suddenly involved in more than one task at a time. In order to understand what is going on in this situation, participants had to accomplish extra work. They needed to filter messages and rank them to make the main objective of the session clear. In a goal-oriented session such as this, it is extremely important to keep track of the task as well as to concentrate on one activity at time. This entails a necessity to understand current threads in order to contribute to the object of interest for them as individuals and as a group member. Implications of Multi Threads and Floor-Taking in Goal-Oriented Conversations Perseverance with each message creates a parallelism that can become extremely disorienting to participants who intend to produce new understandings and not just maintain an awareness during on-line conversations. The larger the number of participants in a conversation, the more likely it is for fragmentation to occur. The jumbled and quickly scrolling screen can be quite disconcerting. Yet as mentioned by Mynatt et al., even between two participants, multi-threading is common due to the overlapping composition of conversational turns. Participants write simultaneously and the host computer sends the messages out sequentially. Under these conditions, competing conversational threads emerge continuously. It becomes difficult to know who actually holds the floor at the time. Here is an example showing a teacher -- student 2 -- looking for attention and trying to read and understand others' answers to his questions: Student 2 did not read message 26 sent from the teacher with care. In fact, the teacher did explain that there is a part in the assignment where students have to meet in order to exchange ideas about individual projects. Yet although S2's question was answered, S2 still did not understand. A possible reason is that S2 could have been focussed on writing the next question. Again, the teacher answered the question asked in message 29. However, S2 still did not understand in spite of S15 and S6 confirming that the teacher had already covered the question. Student 2 finally understood when the teacher addressed him directly and repeated what the other students had said before. In order to be heard, the students repeated their questions until they had the answer from the teacher. With more than a handful of participants, this attention seeking strategy may make on-line conversations confusing. Goal-oriented conversations then easily degenerate, as mentioned by Colomb and Simutis. These authors point out that one of the most common problems in using CMC is keeping students on task. Even experienced teachers do not escape from the possibility of converting from an instrumental discussion to a social one due to different misunderstanding between interlocutors. To be able to 'send' a message is not equivalent to claiming the 'floor'. An important extra task that teachers have to do in CVEs before sending a message is to think about how it meets the goal of the discussion. Looking for coherence and understanding is a must in learning situations and this becomes a great challenge in online learning sessions. On the other hand, different modalities of communication in CVEs may add richness and depth to online conversations when participants can anticipate constraints. Consider another group of teachers. They are discussing readings, and make great use of multiple modalities, such as gestures, to reframe misunderstandings. These gestures provide back channel information and other visual signs. Here is one example of what a group of teachers does in order to avoid embarrassing situations. As Mynatt et al. express, "the availability of multiple modalities gives complexity to the interactional rhythm, because people have choices about what modality to use at any particular moment and for any set of conversation partners" (138). Given these pros and cons of CVEs, the challenge of holding an on-line educational discussion requires the teachers to reestablish the context and control the underlying the sense of the conversation. This challenge could be also regarded as an exigency of the medium that 'invites' teachers to structure their conversations in order to encourage meaningful discussions. Importance of a Teacher of Teachers The problems mentioned earlier may be solved more easily when there is a leader at hand. Since these difficulties mainly arise at the start of learning the communication environment, it might be proposed that a leader is most critical in this phase. A comparison of two groups' interactions with and without a leader supports the intuition that a leader is crucial for keeping the learning on track even though the participants are experienced teachers. In this example, the task that the group performed was the same: "learning to attach an icon to their ellipses representing their presence in the system". Table 1. Data related to groups with and without a teacher Groups Learners Icons attached Messages produced Time employed 1. Without leader 12 0 549 56 min 8 sec 2. With leader 9 4 644 1h 27min 52 sec Fig. 1 Comparing flow and categories of the messages sent by the groups These frequencies confirm that teachers without a leader have more problems than the group with a leader. The number of successful icons attached by the groups (0 and 4 icons) demonstrates this claim. What happens is that the number of messages related to 'Task' decrease and those related to 'Relation' increase when there is no leader present -- a result which would be unsurprising among most people who have worked in 'real' classrooms. Messages produced and coded as 'Playing' and 'Feedback' also show a considerable difference between groups. Finally, categories such as 'Whisper' and 'Artifact' present in comparison to the others minimal differences between groups. A leader is a must for the smooth development of on-line conversation. The leader is a sort of mediator between the pedagogical task of the on-line conversation and what appears on the screen. The leader's task is to show which threads are important to follow or not and how messages should be read on the screen. Like an orchestra conductor, the leader coordinates tasks and makes sense of individual actions which are part of a common product and the quality of the on-going conversation. Discussion This ongoing research has demonstrated three important concerns surrounding experienced teachers' professional use of CVE. First, teachers chatting online have to anticipate the lack of assurance "that what gets sent gets read" and that gaining the floor in a CVE is "that one's message draws a response and in some way affect the direction of a current thread" (Colomb and Simutis). Teachers have to learn to negotiate turn-taking sequences behind the screen. When chatting, a person's intention to speak is not signalled. Overlapping and interruptions do not exist and non-verbal communication requires knowledge of gesture commands. Negotiating turns in online conversations is concerned with how people express information and what they express. In educational discussion, turns are generally taken when messages either present a good formulation of ideas, express controversial thinking, raise an issue that allows someone else to participate, or provide knowledge on the topic at hand. Second, teachers should learn to collaborate in online conversations. It is essential to be aware that people are writing a text while they discuss. The quality of the conversation will depend on one hand, how teachers manage the discussion and, on the other hand, the opinions they elaborate together. Third, teachers need leaders in online discussions. A leader has to be able to anticipate the text that the participants are writing. The leader has the responsibility of meeting pedagogical goals with a participant's messages. The leader has to show the coherence or incoherence of the discussion and raise issues that improve the level of the written interaction. These issues are extremely important in a context where people learn through conversations. As Laurillard has mentioned, "academic knowledge relies heavily on symbolic representation as the medium through which it is known. ... Students have to learn to handle the representations system as well as the ideas they represent" (27). Therefore, it is necessary that learners know and think about the rules of online discussion in order to adapt technical commands and effects to their needs. But these rules are in contrast to what participants expect from online conversations. Teachers want to perform their tasks with support of a computer program; they do not want to learn the computer program per se. CMC in learning activities must be based, not on visionary claims about technology as an all-purpose tool for automatic teaching/learning, but on specific accounts of how and why the technology affects the user's achievement of specific goals. Acknowledgements This study has been supported by a grant from the Swedish Transport & Communication Research Board. We wish to express our gratitude to Judi Fusco, who, in several ways, has been a bridge between the TI community and us. We also want to thank the teachers, CharlesE and FlorenceE, for having the courage of letting Tessy 'sit in' on the sessions. The 'expert' session was lead by TerryG, whom we also want to thank for her generosity. Susan Wildermuth came to us in the final spurt, and we owe her much for the reliability check, structuring of ideas, and hints about related research. Finally, all students struggling with TI are thanked for their willingness to participate in this study. References Cherny, L. Conversation and Community. Chat in a Virtual World. California: CSCLI Ed, 1999. Colomb, and Simutis. "Visible Conversations and Academic Inquiry: CMC in a Culturally Diverse Classroom." Computer-Mediated Communication: Linguistic, Social and Cross-Cultural Perspectives. Ed. Susan Herring. Philadelphia: John Benjamins, 1996. 203-24. Bruner, Jerome. Acts of Meanings. Cambridge, MA: Harvard UP, 1990. Holmevik, J., and C. Haynes. MOOniversity. A Student's Guide to Online Learning Environments. Boston: Allyn and Bacon, 2000. Jonassen, D., et al. "Constructivism and Computer-Mediated Communication." Distance Education 9.2 (1992): 7-25. Laurrillard, Diana. Rethinking University Teaching: A Framework for the Effective Use of Educational Technology. London: Routledge, 1994. Mynatt, E. D., et al. "Network Communities: Something Old, Something New, Something Borrowed." Computer Supported Cooperative Work: The Journal of Collaborative Computing 7.1-2 (1998): 123-56. Schlager, M., J. Fusco, and P. Schank. "Evolution of an On-line Education Community of Practice." Building Virtual Communities: Learning and Change in Cyberspace. Ed. K. Ann Renninger and W. Shumar. NY: Cambridge UP, 2000. Wærn, Yvonne. "Absent Minds -- On Teacher Professional Development." Journal of Courseware Studies 22 (1999): 441-55. Citation reference for this article MLA style: Teresa Cerratto, Yvonne Wærn. "Chatting to Learn and Learning to Chat in Collaborative Virtual Environments." M/C: A Journal of Media and Culture 3.4 (2000). [your date of access] <http://www.api-network.com/mc/0008/learning.php>. Chicago style: Teresa Cerratto, Yvonne Wærn, "Chatting to Learn and Learning to Chat in Collaborative Virtual Environments," M/C: A Journal of Media and Culture 3, no. 4 (2000), <http://www.api-network.com/mc/0008/learning.php> ([your date of access]). APA style: Teresa Cerratto, Yvonne Wærn. (2000) Chatting to learn and learning to chat in collaborative virtual environments. M/C: A Journal of Media and Culture 3(4). <http://www.api-network.com/mc/0008/learning.php> ([your date of access]).

What we wear signals our membership within groups, be theyorganised by gender, class, ethnicity or religion. Simultaneously our clothing signifies hierarchies and power relations that sustain dominant power structures. How we dress is an expression of our identity. For Veblen, how we dress expresses wealth and social stratification. In imitating the fashion of the wealthy, claims Simmel, we seek social equality. For Barthes, clothing is embedded with systems of meaning. For Hebdige, clothing has modalities of meaning depending on the wearer, as do clothes for gender (Davis) and for the body (Entwistle). For Maynard, “dress is a significant material practice we use to signal our cultural boundaries, social separations, continuities and, for the present purposes, political dissidences” (103). Clothing has played a central role in historical and contemporary forms of political dissent. During the French Revolution dress signified political allegiance. The “mandated costumes, the gold-braided coat, white silk stockings, lace stock, plumed hat and sword of the nobility and the sober black suit and stockings” were rejected as part of the revolutionary struggle (Fairchilds 423). After the storming of the Bastille the government of Paris introduced the wearing of the tricolour cockade, a round emblem made of red, blue and white ribbons, which was a potent icon of the revolution, and a central motif in building France’s “revolutionary community”. But in the aftermath of the revolution divided loyalties sparked power struggles in the new Republic (Heuer 29). In 1793 for example anyone not wearing the cockade was arrested. Specific laws were introduced for women not wearing the cockade or for wearing it in a profane manner, resulting in six years in jail. This triggered a major struggle over women’s abilities to exercise their political rights (Heuer 31).Clothing was also central to women’s political struggles in America. In the mid-nineteenth century, women began wearing the “reform dress”—pants with shortened, lightweight skirts in place of burdensome and restrictive dresses (Mas 35). The wearing of pants, or bloomers, challenged gender norms and demonstrated women’s agency. Women’s clothes of the period were an "identity kit" (Ladd Nelson 22), which reinforced “society's distinctions between men and women by symbolizing their natures, roles, and responsibilities” (Ladd Nelson 22, Roberts 555). Men were positioned in society as “serious, active, strong and aggressive”. They wore dark clothing that “allowed movement, emphasized broad chests and shoulders and presented sharp, definite lines” (Ladd Nelson 22). Conversely, women, regarded as “frivolous, inactive, delicate and submissive, dressed in decorative, light pastel coloured clothing which inhibited movement, accentuated tiny waists and sloping shoulders and presented an indefinite silhouette” (Ladd Nelson 22, Roberts 555). Women who challenged these dress codes by wearing pants were “unnatural, and a perversion of the “true” woman” (Ladd Nelson 22). For Crane, the adoption of men’s clothing by women challenged dominant values and norms, changing how women were seen in public and how they saw themselves. The wearing of pants came to “symbolize the movement for women's rights” (Ladd Nelson 24) and as with women in France, Victorian society was forced to consider “women's rights, including their right to choose their own style of dress” (Ladd Nelson 23). As Yangzom (623) puts it, clothing allows groups to negotiate boundaries. How the “embodiment of dress itself alters political space and civic discourse is imperative to understanding how resistance is performed in creating social change” (Yangzom 623). Fig. 1: 1850s fashion bloomersIn a different turn is presented in Mahatma Gandhi’s Khadi movement. Khadi is a term used for fabrics made on a spinning wheel (or charkha) or hand-spun and handwoven, usually from cotton fibre. Khadi is considered the “fabric of Indian independence” (Jain). Gandhi recognised the potential of the fabric to a self-reliant, independent India. Gandhi made the struggle for independence synonymous with khadi. He promoted the materials “simplicity as a social equalizer and made it the nation’s fabric” (Sinha). As Jain notes, clothing and in this case fabric, is a “potent sign of resistance and change”. The material also reflects consciousness and agency. Khadi was Gandhi’s “own sartorial choices of transformation from that of an Englishman to that of one representing India” (Jain). For Jain the “key to Khadi becoming a successful tool for the freedom struggle” was that it was a “material embodiment of an ideal” that “represented freedom from colonialism on the one hand and a feeling of self-reliance and economic self-sufficiency on the other”. Fig. 2: Gandhi on charkha The reappropriating of Khadi as a fabric of political dissent echoes the wearing of blue denim by the Student Nonviolent Coordinating Committee (SNCC) at the 1963 National Mall Washington march where 250,000 people gather to hear Martin Luther King speak. The SNCC formed in 1960 and from then until the 1963 March on Washington they developed a “style aesthetic that celebrated the clothing of African American sharecroppers” (Ford 626). A critical aspect civil rights activism by African America women who were members of the SNCC was the “performance of respectability”. With the moral character of African American women under attack (as a way of delegitimising their political activities), the female activists “emphasized the outward display of their respectability in order to withstand attacks against their characters”. Their modest, neat “as if you were going to church” (Chappell 96) clothing choices helped them perform respectability and this “played an important performative role in the black freedom struggle” (Ford 626). By 1963 however African American female civil rights activists “abandoned their respectable clothes and processed hairstyles in order to adopt jeans, denim skirts, bib-and-brace overalls”. The adoption of bib-and-brace overalls reflected the sharecropper's blue denim overalls of America’s slave past.For Komar the blue denim overalls “dramatize[d] how little had been accomplished since Reconstruction” and the overalls were practical to fix from attack dog tears and high-pressure police hoses. The blue denim overalls, according to Komar, were also considered to be ‘Negro clothes’ purchased by “slave owners bought denim for their enslaved workers, partly because the material was sturdy, and partly because it helped contrast them against the linen suits and lace parasols of plantation families”. The clothing choice was both practical and symbolic. While the ‘sharecropper’ narrative is problematic as ‘traditional’ clothing (something not evident in the case of Ghandi’s Khandi Movement, there is an emotion associated with the clothing. As Barthes (6-7) has shown, what makes ‘traditional clothing,’ traditional is that it is part of a normative system where not only does clothing have its historical place, but it is governed by its rules and regimentation. Therefore, there is a dialectical exchange between the normative system and the act of dressing where as a link between the two, clothing becomes the conveyer of its meanings (7). Barthes calls this system, langue and the act of dressing parole (8). As Ford does, a reading of African American women wearing what she calls a “SNCC Skin” “the uniform [acts] consciously to transgress a black middle-class worldview that marginalised certain types of women and particular displays of blackness and black culture”. Hence, the SNCC women’s clothing represented an “ideological metamorphosis articulated through the embrace and projection of real and imagined southern, working-class, and African American cultures. Central to this was the wearing of the blue denim overalls. The clothing did more than protect, cover or adorn the body it was a conscious “cultural and political tool” deployed to maintain a movement and build solidarity with the aim of “inversing the hegemonic norms” via “collective representations of sartorial embodiment” (Yangzom 622).Fig. 3: Mississippi SNCC March Coordinator Joyce Ladner during the March on Washington for Jobs and Freedom political rally in Washington, DC, on 28 Aug. 1963Clothing in each of these historical examples performs an ideological function that can bridge, that is bring diverse members of society together for a cause, or community cohesion or clothing can act as a fence to keep identities separate (Barnard). This use of clothing is evident in two indigenous examples. For Maynard (110) the clothes worn at the 1988 Aboriginal ‘Long March of Freedom, Justice and Hope’ held in Australia signalled a “visible strength denoted by coherence in dress” (Maynard 112). Most noted was the wearing of colours – black, red and yellow, first thought to be adopted during protest marches organised by the Black Protest Committee during the 1982 Commonwealth Games in Brisbane (Watson 40). Maynard (110) describes the colour and clothing as follows:the daytime protest march was dominated by the colours of the Aboriginal people—red, yellow and black on flags, huge banners and clothing. There were logo-inscribed T-shirts, red, yellow and black hatband around black Akubra’s, as well as red headbands. Some T-shirts were yellow, with images of the Australian continent in red, others had inscriptions like 'White Australia has a Black History' and 'Our Land Our Life'. Still others were inscribed 'Mourn 88'. Participants were also in customary dress with body paint. Older Indigenous people wore head bands inscribed with the words 'Our Land', and tribal elders from the Northern Territory, in loin cloths, carried spears and clapping sticks, their bodies marked with feathers, white clay and red ochres. Without question, at this most significant event for Aboriginal peoples, their dress was a highly visible and cohesive aspect.Similar is the Tibetan Freedom Movement, a nonviolent grassroots movement in Tibet and among Tibet diaspora that emerged in 2008 to protest colonisation of Tibet. It is also known as the ‘White Wednesday Movement’. Every Wednesday, Tibetans wear traditional clothes. They pledge: “I am Tibetan, from today I will wear only Tibetan traditional dress, chuba, every Wednesday”. A chuba is a colourful warm ankle-length robe that is bound around the waist by a long sash. For the Tibetan Freedom Movement clothing “symbolically functions as a nonverbal mechanism of communication” to “materialise consciousness of the movement” and functions to shape its political aims (Yangzom 622). Yet, in both cases – Aboriginal and Tibet protests – the dress may “not speak to single cultural audience”. This is because the clothing is “decoded by those of different political persuasions, and [is] certainly further reinterpreted or reframed by the media” (Maynard 103). Nevertheless, there is “cultural work in creating a coherent narrative” (Yangzom 623). The narratives and discourse embedded in the wearing of a red, blue and white cockade, dark reform dress pants, cotton coloured Khadi fabric or blue denim overalls is likely a key feature of significant periods of political upheaval and dissent with the clothing “indispensable” even if the meaning of the clothing is “implied rather than something to be explicated” (Yangzom 623). On 21 January 2017, 250,000 women marched in Washington and more than two million protesters around the world wearing pink knitted pussy hats in response to the remarks made by President Donald Trump who bragged of grabbing women ‘by the pussy’. The knitted pink hats became the “embodiment of solidarity” (Wrenn 1). For Wrenn (2), protests such as this one in 2017 complete with “protest visuals” which build solidarity while “masking or excluding difference in the process” indicates “a tactical sophistication in the social movement space with its strategic negotiation of politics of difference. In formulating a flexible solidarity, the movement has been able to accommodate a variety of races, classes, genders, sexualities, abilities, and cultural backgrounds” (Wrenn 4). In doing so they presented a “collective bodily presence made publicly visible” to protest racist, sexist, homophobic, Islamophobic, and xenophobic white masculine power (Gokariksel & Smith 631). The 2017 Washington Pussy Hat March was more than an “embodiment tactic” it was an “image event” with its “swarms of women donning adroit posters and pink pussy hats filling the public sphere and impacting visual culture”. It both constructs social issues and forms public opinion hence it is an “argumentative practice” (Wrenn 6). Drawing on wider cultural contexts, as other acts of dissent note here do, in this protest with its social media coverage, the “master frame” of the sea of pink hats and bodies posited to audiences the enormity of the anger felt in the community over attacks on the female body – real or verbal. This reflects Goffman’s theory of framing to describe the ways in which “protestors actively seek to shape meanings such that they spark the public’s support and encourage political openings” (Wrenn 6). The hats served as “visual tropes” (Goodnow 166) to raise social consciousness and demonstrate opposition. Protest “signage” – as the pussy hats can be considered – are a visual representation and validation of shared “invisible thoughts and emotions” (Buck-Coleman 66) affirming Georg Simmel’s ideas about conflict; “it helps individuals define their differences, establish to which group(s) they belong, and determine the degrees to which groups are different from each other” (Buck-Coleman 66). The pink pussy hat helped define and determine membership and solidarity. Further embedding this was the hand-made nature of the hat. The pattern for the hat was available free online at https://www.pussyhatproject.com/knit/. The idea began as one of practicality, as it did for the reform dress movement. This is from the Pussy Hat Project website:Krista was planning to attend the Women’s March in Washington DC that January of 2017 and needed a cap to keep her head warm in the chill winter air. Jayna, due to her injury, would not be able to attend any of the marches, but wanted to find a way to have her voice heard in absentia and somehow physically “be” there. Together, a marcher and a non-marcher, they conceived the idea of creating a sea of pink hats at Women’s Marches everywhere that would make both a bold and powerful visual statement of solidarity, and also allow people who could not participate themselves – whether for medical, financial, or scheduling reasons — a visible way to demonstrate their support for women’s rights. (Pussy Hat Project)In the tradition of “craftivism” – the use of traditional handcrafts such as knitting, assisted by technology (in this case a website with the pattern and how to knit instructions), as a means of community building, skill-sharing and action directed towards “political and social causes” (Buszek & Robertson 197) –, the hand-knitted pink pussy hats avoided the need to purchase clothing to show solidarity resisting the corporatisation of protest clothing as cautioned by Naomi Klein (428). More so by wearing something that could be re-used sustained solidarity. The pink pussy hats provided a counter to the “incoherent montage of mass-produced clothing” often seen at other protests (Maynard 107). Everyday clothing however does have a place in political dissent. In late 2018, French working class and middle-class protestors donned yellow jackets to protest against the government of French President Emmanuel Macron. It began with a Facebook appeal launched by two fed-up truck drivers calling for a “national blockade” of France’s road network in protest against rising fuel prices was followed two weeks later with a post urging motorist to display their hi-vis yellow vests behind their windscreens in solidarity. Four million viewed the post (Henley). Weekly protests continued into 2019. The yellow his-vis vests are compulsorily carried in all motor cars in France. They are “cheap, readily available, easily identifiable and above all representing an obligation imposed by the state”. The yellow high-vis vest has “proved an inspired choice of symbol and has plainly played a big part in the movement’s rapid spread” (Henley). More so, the wearers of the yellow vests in France, with the movement spreading globally, are winning in “the war of cultural representation. Working-class and lower middle-class people are visible again” (Henley). Subcultural clothing has always played a role as heroic resistance (Evans), but the coloured dissent dressing associated with the red, blue and white ribboned cockades, the dark bloomers of early American feminists, the cotton coloured natural fabrics of Ghandi’s embodiment of resistance and independence, the blue denim sharecropper overalls worn by African American women in their struggles for civil rights, the black, red and orange of Aboriginal protestors in Australia and the White Wednesday performances of resistance undertaken by Tibetans against Chinese colonisation, the Washington Pink Pussy Hat marches for gender respect and equality and the donning of every yellow hi-vis vests by French protestors all posit the important role of fabric and colour in protest meaning making and solidarity building. It is in our rage we consciously wear the colours and fabrics of dissent dress. ReferencesBarnard, Malcolm. Fashion as Communication. New York: Routledge, 1996. 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Watson, Lilla. “The Commonwealth Games in Brisbane 1982: Analysis of Aboriginal Protests.” Social Alternatives 7.1 (1988): 1-19.Wrenn, Corey. “Pussy Grabs Back: Bestialized Sexual Politics and Intersectional Failure in Protest Posters for the 2017 Women’s March.” Feminist Media Studies (2018): 1-19.