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346 results for “pragmatics”
LADDER. Learners' digital communication: a corpus for pragmatic competences in Italian L1/L2
<p> </p> <p><strong>Ladder</strong>. A Corpus of Computer-Mediated Communication for the Analysis of the Acquisition of Pragmalinguistic Competences by German-Speaking Learners of Italian.</p> <p> </p> <p> </p> <p> </p> <p>Project description:</p> <p>Many recent research projects (Artoni, Benigni, & Nuzzo, 2020; Cortés Velásquez & Nuzzo, 2017; Nuzzo & Cortés Velásquez, 2020) have underlined the usefulness of creating and analyzing corpora for teaching pragmatics, which, unlike other linguistic levels such as syntax, cannot be explained by rules but only by reference to tendential values or more or less appropriate choices in a given context. This is even more true for interactions via digital media, such as email and instant-messaging services, which have little place in manuals or L2 courses and for which learners have few reference models (Brocca, 2021; Trubnikova & Garofolin, 2020).</p> <p>Data collection:</p> <p>Data were collected from April 2020 to April 2021 with the help of a discourse completion task (DCT). The data consists of emails and instant messages. The informants are (i) German learners of Italian between A2-C1 level according to the CEFR and most of them are students living in Tyrol (Austria) and (ii) native speakers of Italian most of whom are students from Rome (Italy). The data of the learners were collected by students of the undergraduate seminar “Insegnare la pragmatica” which is part of the compulsory module 2b for student teachers at the Institute of Didactics of the University of Innsbruck. The data of the native speakers were collected in large part from students in foreign languages at the University RomaTre thanks to the collaboration with Prof. Elena Nuzzo.</p> <p>The DCTs have been conducted with online questionnaires. Along with the texts, metadata were also registered with the help of an online questionnaire giving sociolinguistic information about the informant (age, self-assessed language level, place of residence, native language, etc.). The DCTs aim to elicit linguistic acts of request and refusal in increasing levels of social distance and different media (Taguchi & Roever, 2017, pp. 85, 231; Hinger et al. 2018: 148). The DCTs elicit different speech acts (requests and refusals) with different degrees of formality (study/work or free time), directed at different people (lecturer, friend, boss) and in different media (mail or instant messaging). The scenarios represent authentic circumstances for the students. The following table shows the situations that were studied:</p> <p> </p> <p><strong>Email</strong></p> <p>high level of social distance between sender and recipient</p> <p>Scenario 1: Sender is asking for something that he/she is not entitled to</p> <p>Scenario 2: Sender is asking for something that he/she is entitled to</p> <p><strong><em>WhatsApp</em></strong><strong> messages</strong></p> <p>a) low level of social distance between sender and recipient</p> <p>Scenario 1: Request</p> <p>Scenario 2: Rejecting a request</p> <p>Scenario 3: Short-notice cancellation of an invitation</p> <p>b) medium level of social distance between sender and recipient</p> <p>Scenario 4: Request</p> <p>Scenario 5: Rejecting a request</p> <p>Scenario 6: Short-term rejection of an invitation</p> <p> </p> <p> </p> <p>The <em>WhatsApp</em> messages, which are exemplary of the text type instant messaging, were produced directly with the cell phone. The metadata were subsequently associated with the respective messages in an Excel spreadsheet. All personal data were anonymized.</p> <p>The prompts were presented in Italian, as follows:</p> <p>Mail</p> <p><strong>Mail a)</strong> Immagina di star facendo un corso con il Dr. Nicola Brocca. Domani devi fare una presentazione in classe. Non hai avuto tempo per studiare perché dovevi prepararti a un esame di inglese e ti accorgi che il materiale da presentare è più di quello che avevi previsto. Scrivi una mail al professore: la tua speranza è spostare la presentazione.</p> <p>Engl: Imagine you are taking a course with Dr. Nicola Brocca. Tomorrow you have to give a presentation in class. You had no time to study because you had to prepare for an English exam, and you realize that there is more material to present than you had imagined. You write an email to the professor: your hope is to reschedule the presentation.</p> <p><strong>Mail b)</strong> Hai fatto un corso con il Dr. Brocca. Hai consegnato il tuo portfolio il 01.02.2020 adesso è il 01.03.2020 e non hai ancora ricevuto il voto. Ti serve il voto per registrarti per una borsa di studio. Manda una mail al prof.: il tuo obiettivo è ricevere il voto al più presto</p> <p>Engl: You have taken a course with Dr. Brocca. You turned in your portfolio on 02/01/2020, it is now 03/01/2020 and you have not received the grade yet. You need the grade to register for a scholarship. Send an email to the professor: your goal is to receive the grade as soon as possible.</p> <p> </p> <p><em>WhatsApp</em> messages</p> <p><strong>1.</strong> Sei in Erasmus in Italia. Avete creato una chat con 10 compagni di corso. Hai perso la tua tessera della biblioteca a vuoi chiedere se qualcuno ti può aiutare perché ti serve un libro entro domani...per esempio prestandoti la sua. Cosa scrivi?</p> <p>Engl: You are taking part in the Erasmus program in Italy. You have created a chat with 10 classmates. You lost your library card and want to ask if someone can help you because you need a book by tomorrow.... E.g. by lending you their card. What do you write?</p> <p><strong>2.</strong> Ricevi questo messaggio da un amico/a che fa un seminario con te: "Ciao, sono a corto di tempo. Ho visto che hai preso 30 all'esame. Potresti darmi una mano e restare con me in biblioteca oggi?" Non vuoi aiutare il tuo amico. Come reagisci?</p> <p>Engl: You receive this message from a friend who is attending a seminar with you: "Hello, I'm running out of time. I saw that you got a 30 on the exam. Could you help me and stay with me in the library today?" You don't want to help the friend. How do you respond?</p> <p><strong>3.</strong> Cinque giorni fa hai promesso ad un/a amico/a che questa sera sareste andati al cinema assieme. Però hai cambiato idea. Cosa fai? Cosa scrivi?</p> <p> Engl: Five days ago, you promised a friend that tonight you would go to the movies together. But you changed your mind. What would you do? What do you write?</p> <p> </p> <p><strong>4.</strong> Sei al lavoro e hai smarrito il documento elettronico per entrare nel parcheggio. Sei nuovo in questo gruppo di lavoro e hai solo il numero del tuo diretto superiore. Gli mandi un messaggio per chiedergli se ti può aiutare.</p> <p>Engl: You are at work and have lost your electronic badge to enter the parking lot. You are new to this work group and only have the number of your direct supervisor. You send him/her a message and ask if he/she can help you.</p> <p> </p> <p><strong>5.</strong> Ricevi questo messaggio dal/la tuo/a superiore. "Gentile collega, domani c'è una scadenza importante. Per caso sarebbe in grado di restare oggi in ufficio oltre l'orario?" Non vuoi restare in ufficio oltre il normale. Come reagisci?</p> <p>Engl: You receive this message from your supervisor. "Dear colleague, tomorrow is an important appointment. Would you be able to stay in the office after hours today?" You don't want to stay in the office beyond normal working hours. How do you respond?</p> <p> </p> <p><strong>6.</strong> Cinque giorni fa hai promesso al/la tuo/a superiore che oggi saresti andato a una cena di lavoro. Però devi disdire. Cosa fai?</p> <p>Engl: Five days ago, you promised your superior that you would go to a business dinner today. However, you have to cancel. What do you do?</p> <p> </p> <p>The corpus, which was first collected in .xlsx format, was exported to XML format and CSV format in cooperation with Joseph Wang-Kathrein (Brenner Archive Research Center). It was ensured that the emoticons and special characters were also transferred unchanged in the conversion process. These formats allow long-term archiving and significantly facilitate data exchange.</p> <p>The size of the corpus (as of May 2021, version Ladder 1.0):</p> <p>The LADDER corpus includes emails and instant-messaging messages amounting to 18,935 tokens and 33,966 tokens respectively. The corpus of <em>WhatsApp</em> messages consists of a total of 1,204 messages from 80 native speakers and 114 learners. The corpus of emails consists of a total of 235 emails from 78 native-speaker informants and 38 learners. The amount of data allows a qualitatively relevant comparison in sub-corpora e.g. language levels.</p> <p>The size of the corpus is necessarily limited quantitatively, as data collection must be done manually through individual DCT management and metadata checking. The major bottleneck is currently the annotation of socio-pragmatic aspects, a process that is difficult to automate and that needs to be conducted through cross-annotation by multiple annotators.</p> <p>Some students' works on the corpus have been collected and are accessible via the following link: https://ladder.hypotheses.org/</p> <p> </p> <p>Bibliography:</p> <p>Artoni, D., Benigni, V., & Nuzzo, E. (2020), "Pragmatic instruction in L2-Russian: a study on requests and advice" in <em>Instructed Second Language Acquisition, 4</em>(1), 62-95. doi:10.1558/isla.39864</p> <p>Brocca, N. (2021), "LADDER: La costruzione e analisi di un corpus di scritture digitali per l’insegnamento della pragmatica in L2" in <em>Italiano Lingua Due, 13</em>(1 (2021)).</p> <p>Cortés Velásquez, D., & Nuzzo, E. (2017), "Disdire un appuntamento: spunti per la didattica dell'italiano L2 a partire da un corpus di parlanti nativi" in <em>Italiano Lingua Due, 1</em>, 17-36.</p> <p>Hinger, B., Stadler, W., Schmiderer, K., Bauer, M., (Hrg.) (2018). Testen und Bewerten fremdsprachlicher Kompetenzen. Tübingen: Narr Francke Attempto Verlag.</p> <p>Nuzzo, E., & Cortés Velásquez, D. (2020), "Canceling Last Minute in Italian and Colombian Spanish: A Cross-Cultural Account of Pragmalinguistic Strategies" in <em>Corpus Pragmatics, 4</em>, 1-26. doi:10.1007/s41701-020-00084-y</p> <p>Taguchi, N., & Roever, C. (2017), <em>Second language pragmatics</em>: Oxford: Oxford University Press.</p> <p>Trubnikova, V., & Garofolin, B. (2020), <em>Lingua e interazione. Insegnare la pragmatica a scuola</em>. Pisa: ETS.</p> <p> </p>
Reliquary of contacts for: A pragmatic approach to complex citations, closing the provenance gap between IPCC AR6 figures and CMIP6 simulations
<p>Photos and metadadata pannels of a "Reliquary of contacts for: A pragmatic approach to complex citations, closing the provenance gap between IPCC AR6 figures and CMIP6 simulations" produced to support the "A pragmatic approach to complex citations, closing the provenance gap between IPCC AR6 figures and CMIP6 simulations" presentation given at EGU 2024.</p> <p>------</p> <p>With ever growing abilities to process greater volumes of data the abiiity to sustain the citability and tracability of the underluing source data within outputs such as publications is becoming increasingly challenging. With a range of use-cases, work on how to handle complex citations from the perspective of those producing outputs, journals and those handling the knowledge graph and associated services, is exmaning a how to handle these situations in a sustainable and manageable fashion.<br><br>At the European Geophysical Union (EGU) General Assembly in Vienna, 2024, a pragmatic solution using Zenodo to store 'reliquary' objects was presented. The poster presentation demonstrated the use of existing strucutres within a Zenodo object to address the complex citation use-case around figure, the related data and the source datasets related to the IPCC's AR5 figure data. I.e. how to utulise the existing constructs of a Zenodo item and the range of available metadata fields to give an off-the-shelf solution to allow tracability to the specific datasets used (via their Handle identifiers) and citability of the higher level, DOI-ed dataset collections within which the specific Handle-ed datasets were selected from. Additionally, the connectivity between these two levels of PID objects was also captured within the stored files around which the rich metata was captured.<br><br>The concept of a complex citation 'reliquary' as a metadtata rich object, acting as a referencable nexus in the knowledge graph has been put forth as a solution to the complex citation challenge. It borrows the concept from its historical use, denoting a container or shrine, often richly embellished, for sacred relics (e.g. saints bones, artefacts etc). In the same way here we have both the rich metadata 'container' around the specific details (the 'bones in the box', with their preserved connectivity).<br><br>However, the term 'reliquary' is often a hard one to convey, being somewhat of an obscure term (likewise the term 'nexus' may also be one lacking wider recogniton). Thus, to aid the discussions around the presentation by Pascoe et al. (2024) at the EGU 2023 General Assembly, a physical representation of a metadata reliquary object was produced.<br><br>The purpose of this object was two fold:<br><br> - The first was to show how the reliquary container itself is metadata rich, detailing through the use of ORCIDS, RORs and a DOI, references to external items, complemented by further metadata concerning the specifics of the reliquary's own metadata (its title and the credit for the artist that created it). Futher more, the relationship between the reliquary and those referenced parties/objects was also captured. The contents were also used to demonstrate the importance of making the contents useful for onward users (in this case contact details on business cards). <br> - The second, and for the funder of this piece, arguably the most important aspect was a degree of outreach this provided, both to engage the audience of Pascoe et al (2024), and directly to the artist to demonstrate the importance of this work to the international research data management community and overall to aid engagemeng with the funder's work.<br><br>This resource is provided here as a repository of images of the reliquary itself and in context at the EGU 2024 event as a potential resource others may use to aid further discussions around the use of reliquaries with regards to complex citations. The slides provided of the reliquary box labels are also provided with some annotation to further expand on the metadata aspects of their content.</p>
Experimental Data on Pragmatic, Constructive and Reconstructive Memory Influences on the Hindsight Bias
<p>After knowing how events turned out, we are quick to say ‘we knew it all along.’ Decades of research on hindsight bias have shown that outcome information biases what we later present as our original judgments. This experiment combined established between- and within-participant designs in a longitudinal study.</p>
Public perceptions of trophy hunting are pragmatic, not dogmatic
<div> <div> <div> <div> <p>Fierce international debates rage over whether trophy hunting is socially acceptable, especially when people from the Global North hunt well-known animals in sub-Saharan Africa. We used an online vignette experiment to investigate public perceptions of the acceptability of trophy hunting in sub-Saharan Africa among people who live in urban areas of the USA, UK and South Africa. Acceptability depended on specific attributes of different hunts as well as participants' characteristics. Zebra hunts were more acceptable than elephant hunts, hunts that would provide meat to local people were more acceptable than hunts in which meat would be left for wildlife, and hunts in which revenues would support wildlife conservation were more acceptable than hunts in which revenues would support either economic development or hunting enterprises. Acceptability was generally lower among participants from the UK and those who more strongly identified as an animal protectionist, but higher among participants with more formal education, who more strongly identified as a hunter, or who would more strongly prioritize people over wild animals. Overall, acceptability was higher when hunts would produce tangible benefits for local people, suggesting that members of three urban publics adopt more pragmatic positions than are typically evident in polarized international debates.</p> </div> </div> </div> </div>
Figure 1 in How not to conduct a scientific debate: a counterpoint to the recent critique of the "pragmatic classification" of jumping spiders (Arthropoda: Arachnida: Araneae: Salticidae)
Figure 1. Neighbor-joining tree of selected barcode sequences of Clubiona species from the BOLD database. The Holarctic core Clubiona s. str. is indicated in green, the genevensis group in red. The key features, as discussed in the text, are also found in maximum parsimony and maximum likelihood trees of the same sequences.
Database and Syntax for Analysis of the Paper: "Effects of introducing the WHO Labour Care Guide on Caesarean section: a pragmatic, stepped-wedge, cluster randomized trial in India"
<p>The following files contains the information used to analyze the trial “Implementing the WHO Labour Care Guide to reduce the use of Caesarean section in four hospitals in India: a pragmatic, stepped wedge, cluster randomized pilot trial” in which it was hypothesized that the intervention would promote correct LCG use by these providers, changing their labour monitoring and management practices to align with WHO’s intrapartum recommendations. In turn, this could reduce overuse of Caesarean section, improve maternal and newborn outcomes, and enhance women’s care experiences. </p> <p>Two datafiles with extension “csv” are uploaded. The databased named “LCG Trial Women Database (transition period included).csv” is the database which contains the data of the recruited women in the trial. There is one row per women. The databased named “LCG Trial Neonates Database (transition period included).csv” is the database which contains the data of the neonates born from the recruited women. There is one row per neonate.</p> <p>The excel file “Data Dictionary LCG to Share.xlsx” is the data dictionary of the two databases. In the sheet named “Maternal Variables” a list and description of the variables included in the maternal database is included and, in the sheet, named “Neonatal Variables” a list and description of the variables included in the neonatal database is included.</p> <p>Three files of “R” extension and one “rmd” are included. The file named “RunningModelsFunctions.R” is the one use to run the models that are included in the analyses, the file named “2. Final Analysis LCG Trial.R” is the one in which the tables are prepared, and the file named “3. LCG Results Output Final.rmd” is used to export the tables with results. The R file named “funciones.tablas.R” is used in the analyses.</p>
The Brain Health Study: A Pragmatic, Patient-Centered Trial
ClinicalTrials.gov study NCT05356702. IPD Sharing: YES. Countries: 1. Publications: 3.
Pragmatic Trial Examining Oxygenation Prior to Intubation
ClinicalTrials.gov study NCT05267652. IPD Sharing: YES. Countries: 1. Publications: 2.
COVID-19 Patient Positioning Pragmatic Trial
ClinicalTrials.gov study NCT04359797. IPD Sharing: YES. Countries: 1. Publications: 14.
Public perceptions of trophy hunting are pragmatic, not dogmatic
Open the record for dataset details and reuse information.
Data for the project 'Feasibility and Effectiveness of a Personalized Home-Based Motor-Cognitive Training Program in Community-Dwelling Older Adults: a Pragmatic Pilot Randomized Controlled Trial'
<p>Data for the project 'Feasibility and Effectiveness of a Personalized Home-Based Motor-Cognitive Training Program in Community-Dwelling Older Adults: a Pragmatic Pilot Randomized Controlled Trial' including four complete datasets with all variables collected in this project and a corresponding README file ('README-File_Data_Feasibility and Effectiveness of a Personalized Home-Based Motor-Cognitive Training Program in Community-Dwelling Older Adults: a Pragmatic Pilot Randomized Controlled Trial.txt'). The latter provides (1) general information, (2) sharing and access information, (3) data and file overview, (4) methodological information, and (5) data-specific information.</p>
Dataset for "Who is behind the Model? Classifying Modelers based on Pragmatic Model Features"
<p>This dataset contains pragmatic features computed after each interaction with the modeling tool.</p> <p>The dataset has been collected in several modeling sessions in 2010. Student data was collected using students from the Technical University of Eindhoven. Practitioner data, in turn, was collected as part of a Dutch BPM roundtable event in Eindhoven as well as in Berlin.</p>
Pragmatic Failures in Intercultural Communication: Evidence from Jordan
Open the record for dataset details and reuse information.
A Pragmatic Trial of Interactive Online Statistical Webtools for Teaching Biostatistics to First Year Medical Students: A Constructivism-Informed Approach
<p>Underlying quantitative and anonymised qualitative data for the study, "A Pragmatic Trial of Interactive Online Statistical Tools for Teaching Biostatistics to First Year Medical Students: A Constructivism-Informed Approach"</p>
EnergyPROSPECTS Energy Citizenship Factsheet Series, Part 6: Aspects of ENCI II.: Frontrunners and late adopters, pragmatic and transformative ENCI
<p>This document is Part 6 of the EnergyPROSPECTS Factsheet Series. We have created the Series to publish the results of a mapping of energy citizenship in Europe, along with the first stage of our analysis of the respective data. The EnergyPROSPECTS consortium mapped 596 cases of energy citizenship (ENCI) between November 2020 and May 2021 using desk research, collecting data on many aspects of the cases. Although the analysis is a work in progress, we believe it is important to share our data and, through doing this, contribute to the understanding of energy citizenship in Europe.</p> <p>EnergyPROSPECTS (PROactive Strategies and Policies for Energy Citizenship Transformation), a H2020 project between 2021-2024, works with a critical understanding of energy citizenship that is grounded in state-of-the-art social sciences and humanities (SSH) insights.</p>
Enhanced, EHR-facilitated Cancer Symptom Control Pragmatic Clinical Trial
ClinicalTrials.gov study NCT03892967. IPD Sharing: Not stated. Countries: 1. Publications: 7.
Project to Improve Communication About Serious Illness--Hospital Study: Pragmatic Trial (Trial 1)
ClinicalTrials.gov study NCT04281784. IPD Sharing: NO. Countries: 1. Publications: 2.
Pragmatic, Randomized Evaluation of Statin Active Choice to Reach Improved Outcomes Based on Evidence
ClinicalTrials.gov study NCT03021759. IPD Sharing: Not stated. Countries: 1. Publications: 1.
Enhanced Dynamic Clinical Decision Support System Pragmatic Trial (E-DYNAMIC)
ClinicalTrials.gov study NCT03826758. IPD Sharing: YES. Countries: 1. Publications: 8.
Pragmatic RCT of High-dose Oral Montelukast for Moderate and Severe Pediatric Acute Asthma Exacerbations
ClinicalTrials.gov study NCT03277170. IPD Sharing: YES. Countries: 1. Publications: 1.
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