This paper explores the cognitive presence of the learners in MOOCs through using a (computational) linguistic analysis of the learners’ Point-of-View as an indicator for cognitive presence. The linguistic analysis of the written language as a medium of interaction by the students in the context of MOOCs shows hallmarks of cognitive disengagement and low cognitive presence

In this study the print awareness of 25 unschooled adult illiterates in the Netherlands was compared with that of 24 pre-reading children and of 23 low-educated literate adults with approximately four years of primary schooling. The illiterates were interviewed about their experiences with writing and all participants completed six assessments of print awareness in the language they preferred (...

In a recent paper Logan and Schumann (in press) introduced the notion of neo-dualism in which phenomena are described in terms of two domains: the physiosphere and the symbolosphere. The physiosphere is simply the material world consisting of both living and non-living matter. The symbolosphere, originally introduced by Schumann (2003a & b), consists of the human mind and all its abstract thoug...

PURPOSE The aim of this study was to get a deeper understanding into how adults with cerebral palsy (CP) experience physiotherapy and physical activity in a perspective from childhood to adulthood; and how personal and environmental factors influence possibilities for physiotherapy and physical activity. METHOD Data was collected through interviews with 22 community-living adults (35 - 68 yea...

Written language is an evolutionarily recent human invention; consequently, its neural substrates cannot be determined by the genetic code. How, then, does the brain incorporate skills of this type? One possibility is that written language is dependent on evolutionarily older skills, such as spoken language; another is that dedicated substrates develop with expertise. If written language does d...

BACKGROUND A study of linguistic and narrative variables in oral and written language disorder. AIM To characterize the linguistic and narrative productivity, oral and written productions, of scholars with oral and written language disorder. METHOD Oral and written narrative productions of 30 scholars from public schools (male and female aged 7 to 13 years) were compared. These individuals ...

We present a work in progress on machine learning of affect in human verbal communications. We identify semantic verb categories that capture essential properties when human communication combines spoken and written language properties. Information Extraction methods then are used to construct verb-based features that represent texts in machine learning experiments. Our empirical results show t...

We present an analysis of parser performance on speech data, comparing word type and token frequency distributions with written data, and evaluating parse accuracy by length of input string. We find that parser performance tends to deteriorate with increasing length of string, more so for spoken than for written texts. We train an alternative parsing model with added speech data and demonstrate...

listening skill and speaking skill, according language didactics, have close interaction in lingual communications. therefore, measuring listening comprehension without considering other language skills seems to be difficult. the present study is an effort to compare the effectiveness of oral and written multiple-choice listening tests for persian language learners. in fact, this study answers ...