DOCSLIB.ORG

A Pragmatic Structural Analysis of Conversations for Making Appointments

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Pragmatic Structural Analysis of Conversations for Making Appointments A PRAGMATIC STRUCTURAL ANALYSIS OF CONVERSATIONS FOR MAKING APPOINTMENTS Danalee Goldthwaite M. A., University of British Columbia, 1972 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in the Department of Psychology 0 Danalee Goldthwai te 1988 SIMON FRASER UNIVERSITY June, 1988 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. if. APPROVAL Name : Dana1ee Go1 dthwai te Degree: Doctor of Philosophy Title of Thesis: A Pragmatic Structural Analysis of Conversations for Making Appointments Exami ning Commi ttee : Chai rman: Barry Beyerstein, Ph.D. William Turnbull, Ph.D. Senior Supervisor . Raymond Kodak, Ph.D. * Vito Modigliani, 4fi.F. I Internal /dxderna~/~x&iner ita Wdtson, Ph.D. xternal Exami ner ssistant Professor Department of Educational Psychology & Special Education University of British Co1 umbi a / Date Approved: - d 6, /Gf PARTIAL COPYRIGHT LICENSE I hereby grant to Simon Fraser Unlverslty the right to lend my 'thesis, project or extended essay (the title of which is shown below) to users of the ~imonFraser University Library, and to make part ial or single copies only for such users or In response to a request from the library of any other university, or other educational Institution, on its own behalf or for one of Its users. I further agree that perm ission for multiple copying of this work for scholarly purposes may be granted by me or the Dean of Graduate Studies. It is understood that copying or publication of this work for financial gain shall not be allowed without my written permission. Title of Thesi s/Project/Extended Essay A Pragmatic Structural Analysis of Conversations for Making Appointments Author: --I- ..-.... - .,--- (signature) Danalee Goldthwai te July 27, 1988 (date) iii ABSTRACT Six studies examine conversational structure by applying a pragmatic analysis to two-party conversations. In Study IA, a subgoal achievement label was applied to each talking turn of 93 automatically tape recorded telephone conversations between native English-speaking beauty salon receptionists and one confederate female caller trained to play a standardized, non-leading role in getting an appointment for a haircut. Chi square tests showed that these conversations have a subgoal structure and that some structures are more prevalent than others. Regularities were attributed to social and organizational problems that appo intment-mak ing presents. Study IB obtained acceptable inter-rater reliability values of the Study IA structural assignments using a trained independent male observer whose agreement/with the researcher was assessed. .. Study IIA failed to provide evidence for knowledge of conversational subgoal structure among 83 female native English speakers who attempted to resequence two transcribed and scrambled Study I conversations. In Study IIB, fifty-three native English-speaking females rated three versions of both Study IIA conversations for naturalness. Chi square tests confirmed that the subjects could reliably select the naturally occurring ones. The results are attributed to successful engagement of knowledge about conversational subgoal structure. i v In a test of the methodological and theoretical generalizability of Study IA, Study IIIA applied the subgoal structural analysis developed in Study IA to a set of 59 recorded telephone appointment-making conversations between acquaintances collected from one beauty salon. Chi square tests demonstrated that subgoal structure exists within this set and that some structures occur more frequently than others. These results confirmed predictions from Study IA data. Those predictions were based on the idea that conversational regularities are due to the operation of social and organizational factors that influence conversational goal pursuit. Study IIIB generated inter-rater re1 iabil ity values for the Study IIIA structural assignments using the same trained independent observer from Study IB. High levels of agreement were obtained. / * Overall, the research supported the conclusion that it is meaningful and useful to view conversations and the knowledge conversationalists have of them from a pragmatic perspective. A variety of extensions of this research are discussed. ACKNOWLEDGEMENTS I would like to thank the members of my supervisory committee for the time and assistance they devoted in support of my endeavours. As well, I am grateful to Ross McMillan for serving as Observer 2 in Studies IB and IIIB, and to Raymond Corteen for participating as the "third independent party' in Study IA. # TABLE OF CONTENTS PRELIMINARY PAGES ii ...........Approval Page iii ...........Abstract v. ...........Acknowledgements xi .......... .List of Tables CHAPTER / PAGE 1. INTRODUCTION. ....................1 RESFARCHDOMAINS. ................ .1 Arguments Against Adopting the Syntactic or Semantic Domains. ..............4 Syntax .....................5 Semantics. ..................6 Pragmatics, Non-natural Meaning and the Co-operative Principle. .........11 PSYCHOLINGUISTICS AND THE THIRD DOMAIN ......27 vii Selecting Spoken Conversations as the Object of Research ..............38 RESEARCH COMMITMENTS ..............43 Subgoal Analysis .................45 Subgoal Structure and Knowledge of It .......51 Subgoal Structure and Social Activities ......61 AN OVERVIEW OF THE RB6EARCH. i i ; ; ; ; ; ; ; ; ;63 2 . STUDY I PART A: CONVERSATIONAL STRUCTURE...... 69 INTRODUCTION ...................69 METHOD ...................... 70 A . Generating the Conversations ........70 B . Screening Conversations and Making Transcriptions ...............72 . C . Structural Categories in the Conversations ................75 D . Illustrations of Structural Categories in the Conversat ions ............85 E . Assumptions Underlying Structural Analysis ..................86 RESULTS ......................93 A . Obtained Sequences and Possible Sequences .................93 B . Conversational Structure ..........97 C . Conversational Preference .........97 DISCUSSION ....................98 viii 3 . STUDY I PART B: INTEROBSERVER RELIABILITY SCORES FOR STUDY IA ....................104 INTRODUCTION ..................104 A . Observer Training and Data Collection ..........104 B . Scoring Agreement .............106 RESULTS .....................109 DISCUSSION ................... 109 4 . STUDY I1 PARTS A AND B: RESTRUCTURING TASKS AND NATURALNESS RATINGS .................111 5 . STUDY I1 PART A: RESTRUCTURING TASKS .........112 INTRODUCTION.................. 112 METHOD ..................../ 113 RESULTS .................... 6119 DISCUSSION ...................123 6. STUDY I1 PART B: NATURALNESS RATINGS ........ 131 INTRODUCTION .................. 131 METHOD ..................... 131 RESULTS .....................133 DISCUSSION ...................138 7 . OVERALL DISCUSSION OF STUDIES IIA AND IIB . 139 8 . STUDY 111 PART A: SUBGOAL STRUCTURE IN NATURALLY OCCURRING CONVERSATIONS ..........144 1NTRODUCTI.ON. ................. 144 METHOD ..................... 145 A . Collecting and Transcribing the Conversations ...............145 B . Screening Conversations ..........146 C . Participant Characteristics ........148 RESULTS ....................149 DISCUSSION ................... 160 9 . STUDY I11 PART B: INTEROBSERVER RELIABILITY SCORES FORSTUDY IIIA ................. 167 INTRODUCTION ...................167 METHOD ...................../ -167 A . Observer Training and Data Collection ................167 B . Scoring Agreement ............170 RESULTS ..................... 170 DISCUSSION ....................172 10 . FINAL DISCUSSION .................174 Relating the Data to Pragmatic Principles ....176 Generalizability .................190 Future Research Directions ..........207 X 11. APPENDIX A: INTEROBSERVER RELIABILITY TRAINING INSTRUCTIONS. ..............217 12. APPENDIX B: MODIFIED INTEROBSERVER TRAINING INSTRUCTIONS. ...................232 13. APPENDIX C: BASIC AND NON-BASIC ELEMENTS: STUDY IA .....................240 14. APPENDIX D: STATISTICAL ANALYSIS OF CONVERSATIONAL STRUCTURE IN STUDY IA ANDSTUDY IIIA. ..................243 15. APPENDIX E: CONVERSATIONAL PREFERENCE: STUDY IA .................../ .253 16. FOOTNOTES. ....................256 17. REFERENCES. ...................257 Paae Table 1 Obtained and Possible Category Sequences for 93 Conversations. .......94 Table 2 Frequencies of Obtained Card Sequences for the "Oak' Conversation. ............... ,120 Table 3 Frequencies of Obtained Card Sequences for the "Irene" Conversation. ...121 Table 4 Frequencies of Obtained Ratings for / Three Forms of a Conversation. .......134 Table 5 Frequencies of Obtained Form Orderings. ...I36 Table 6 Numbers of Conversations Held by Each of Four Callees. ..............148 Table 7 Numbers of Conversations Held by Callers of Both Sexes. ...............149 Table 8 Obtained and Possible Category Sequences for 59 Conversations. .......I55 xii Table 9 Numbers of Conversations Having One or More Element. 159 The overall motivating interest that guides the direction of this dissertation is a desire to contribute to an understanding of the mental processes and structures that are explanatory of language comprehension. One general approach within this area involves searching for regularities in the products of the utilization of those mental structures. The characteristics of such regularities are taken to be indicative of the nature of the internal processes and structures that gave rise to them. However,
Load more

Recommended publications
  • Six Tips for Teaching Conversation Skills with Visual Strategies
    Six Tips for Teaching Conversation Skills with Visual Strategies Six Tips for Teaching Conversation Skills with Visual Strategies Working with Autism Spectrum Disorders & Related Communication & Social Skill Challenges Linda Hodgdon, M.Ed., CCC-SLP Speech-Language Pathologist Consultant for Autism Spectrum Disorders [email protected] Learning effective conversation skills ranks as one of the most significant social abilities that students with Autism Spectrum Disorders (ASD) need to accomplish. Educators and parents list the challenges: “Steve talks too much.” “Shannon doesn’t take her turn.” “Aiden talks when no one is listening.” “Brandon perseverates on inappropriate topics.” “Kim doesn’t respond when people try to communicate with her.” The list goes on and on. Difficulty with conversation prevents these students from successfully taking part in social opportunities. What makes learning conversation skills so difficult? Conversation requires exactly the skills these students have difficulty with, such as: • Attending • Quickly taking in and processing information • Interpreting confusing social cues • Understanding vocabulary • Comprehending abstract language Many of those skills that create skillful conversation are just the ones that are difficult as a result of the core deficits in Autism Spectrum Disorders. Think about it. From the student’s point of view, conversation can be very puzzling. Conversation is dynamic. .fleeting. .changing. .unpredictable. © Linda Hodgdon, 2007 1 All Rights Reserved This article may not be duplicated,
    [Show full text]
  • Discussion Notes for Aristotle's Politics
    Sean Hannan Classics of Social & Political Thought I Autumn 2014 Discussion Notes for Aristotle’s Politics BOOK I 1. Introducing Aristotle a. Aristotle was born around 384 BCE (in Stagira, far north of Athens but still a ‘Greek’ city) and died around 322 BCE, so he lived into his early sixties. b. That means he was born about fifteen years after the trial and execution of Socrates. He would have been approximately 45 years younger than Plato, under whom he was eventually sent to study at the Academy in Athens. c. Aristotle stayed at the Academy for twenty years, eventually becoming a teacher there himself. When Plato died in 347 BCE, though, the leadership of the school passed on not to Aristotle, but to Plato’s nephew Speusippus. (As in the Republic, the stubborn reality of Plato’s family connections loomed large.) d. After living in Asia Minor from 347-343 BCE, Aristotle was invited by King Philip of Macedon to serve as the tutor for Philip’s son Alexander (yes, the Great). Aristotle taught Alexander for eight years, then returned to Athens in 335 BCE. There he founded his own school, the Lyceum. i. Aside: We should remember that these schools had substantial afterlives, not simply as ideas in texts, but as living sites of intellectual energy and exchange. The Academy lasted from 387 BCE until 83 BCE, then was re-founded as a ‘Neo-Platonic’ school in 410 CE. It was finally closed by Justinian in 529 CE. (Platonic philosophy was still being taught at Athens from 83 BCE through 410 CE, though it was not disseminated through a formalized Academy.) The Lyceum lasted from 334 BCE until 86 BCE, when it was abandoned as the Romans sacked Athens.
    [Show full text]
  • Social Communication Skills – the Pragmatics Checklist
    SOCIAL COMMUNICATION SKILLS – THE PRAGMATICS CHECKLIST Child’s Name Date .Completed by . Words Preverbal) Parent: These social communication skills develop over time. Read the behaviors below and place an X - 3 in the appropriate column that describes how your child uses words/language, no words (gestures – - Language preverbal) or does not yet show a behavior. Present Not Uses Complex Uses Complex Gestures Uses Words NO Uses 1 Pragmatic Objective ( INSTRUMENTAL – States needs (I want….) 1. Makes polite requests 2. Makes choices 3. Gives description of an object wanted 4. Expresses a specific personal need 5. Requests help REGULATORY - Gives commands (Do as I tell you…) 6. Gives directions to play a game 7. Gives directions to make something 8. Changes the style of commands or requests depending on who the child is speaking to and what the child wants PERSONAL – Expresses feelings 9. Identifies feelings (I’m happy.) 10. Explains feelings (I’m happy because it’s my birthday) 11. Provides excuses or reasons 12. Offers an opinion with support 13. Complains 14. Blames others 15. Provides pertinent information on request (2 or 3 of the following: name, address, phone, birthdate) INTERACTIONAL - Me and You… 16. Interacts with others in a polite manner 17. Uses appropriate social rules such as greetings, farewells, thank you, getting attention 18. Attends to the speaker 19. Revises/repairs an incomplete message 20. Initiates a topic of conversation (doesn’t just start talking in the middle of a topic) 21. Maintains a conversation (able to keep it going) 22. Ends a conversation (doesn’t just walk away) 23.
    [Show full text]
  • A Pragmatic Stylistic Framework for Text Analysis
    International Journal of Education ISSN 1948-5476 2015, Vol. 7, No. 1 A Pragmatic Stylistic Framework for Text Analysis Ibrahim Abushihab1,* 1English Department, Alzaytoonah University of Jordan, Jordan *Correspondence: English Department, Alzaytoonah University of Jordan, Jordan. E-mail: [email protected] Received: September 16, 2014 Accepted: January 16, 2015 Published: January 27, 2015 doi:10.5296/ije.v7i1.7015 URL: http://dx.doi.org/10.5296/ije.v7i1.7015 Abstract The paper focuses on the identification and analysis of a short story according to the principles of pragmatic stylistics and discourse analysis. The focus on text analysis and pragmatic stylistics is essential to text studies, comprehension of the message of a text and conveying the intention of the producer of the text. The paper also presents a set of standards of textuality and criteria from pragmatic stylistics to text analysis. Analyzing a text according to principles of pragmatic stylistics means approaching the text’s meaning and the intention of the producer. Keywords: Discourse analysis, Pragmatic stylistics Textuality, Fictional story and Stylistics 110 www.macrothink.org/ije International Journal of Education ISSN 1948-5476 2015, Vol. 7, No. 1 1. Introduction Discourse Analysis is concerned with the study of the relation between language and its use in context. Harris (1952) was interested in studying the text and its social situation. His paper “Discourse Analysis” was a far cry from the discourse analysis we are studying nowadays. The need for analyzing a text with more comprehensive understanding has given the focus on the emergence of pragmatics. Pragmatics focuses on the communicative use of language conceived as intentional human action.
    [Show full text]
  • Mathematics: Analysis and Approaches First Assessments for SL and HL—2021
    International Baccalaureate Diploma Programme Subject Brief Mathematics: analysis and approaches First assessments for SL and HL—2021 The Diploma Programme (DP) is a rigorous pre-university course of study designed for students in the 16 to 19 age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, and the attitudes necessary for them LOMA PROGRA IP MM to respect and evaluate a range of points of view. B D E I DIES IN LANGUA STU GE ND LITERATURE The course is presented as six academic areas enclosing a central core. Students study A A IN E E N D N DG two modern languages (or a modern language and a classical language), a humanities G E D IV A O L E I W X S ID U IT O T O G E U or social science subject, an experimental science, mathematics and one of the creative IS N N C N K ES TO T I A U CH E D E A A A L F C T L Q O H E S O R I I C P N D arts. Instead of an arts subject, students can choose two subjects from another area. P G E A Y S A E R S It is this comprehensive range of subjects that makes the Diploma Programme a O S E A Y H T demanding course of study designed to prepare students effectively for university entrance.
    [Show full text]
  • Hierarchy of Social/Pragmatic Skills As Related to the Development of Executive Function Created by Kimberly Peters, Ph.D
    Hierarchy of Social/Pragmatic Skills as Related to the Development of Executive Function created by Kimberly Peters, Ph.D. Age Pragmatic Skills EF Development/Tasks requiring EF Treatment Ideas/Strategies 0-3 Illocutionary—caregiver attributes Development: - face to face interaction months intent to child actions - behavior is designed to meet - vocal-turn-taking with care-providers - smiles/coos in response immediate needs - attends to eyes and mouth - cognitive flexibility not emerged - has preference for faces - exhibits turn-taking 3-6 - laughs while socializing - vocal turn-taking with care-providers months - maintains eye contact appropriately - facial expressions: tongue protrusion, - takes turns by vocalizing “oh”, raspberries. - maintains topic by following gaze - copies facial expressions 6-9 - calls to get attention Development: - peek-a-boo months - demonstrates attachment - Early inhibitory control emerges - place toys slightly out of reach - shows self/acts coy to Peek-a-boo - tolerates longer delays and still - imitative babbling (first true communicative intent) maintains simple, focused attention - imitating actions (waving, covering - reaches/points to request eyes with hands). 9-12 - begins directing others Development: - singing/finger plays/nursery rhymes months - participates in verbal routines - Early inhibitory control emerges - routines (so big! where is baby?), - repeats actions that are laughed at - tolerates longer delays and still peek-a-boo, patta-cake, this little piggy - tries to restart play maintain simple,
    [Show full text]
  • A Communication Aid Which Models Conversational Patterns
    A communication aid which models conversational patterns. Norman Alm, Alan F. Newell & John L. Arnott. Published in: Proc. of the Tenth Annual Conference on Rehabilitation Technology (RESNA ‘87), San Jose, California, USA, 19-23 June 1987, pp. 127-129. A communication aid which models conversational patterns Norman ALM*, Alan F. NEWELL and John L. ARNOTT University of Dundee, Dundee DD1 4HN, Scotland, U.K. The research reported here was published in: Proceedings of the Tenth Annual Conference on Rehabilitation Technology (RESNA ’87), San Jose, California, USA, 19-23 June 1987, pp. 127-129. The RESNA (Rehabilitation Engineering and Assistive Technology Society of North America) site is at: http://www.resna.org/ Abstract: We have developed a prototype communication system that helps non-speakers to perform communication acts competently, rather than concentrating on improving the production efficiency for specific letters, words or phrases. The system, called CHAT, is based on patterns which are found in normal unconstrained dialogue. It contains information about the present conversational move, the next likely move, the person being addressed, and the mood of the interaction. The system can move automatically through a dialogue, or can offer the user a selection of conversational moves on the basis of single keystrokes. The increased communication speed which is thus offered can significantly improve both the flow of the conversation and the disabled person’s control of the dialogue. * Corresponding author: Dr. N. Alm, University of Dundee, Dundee DD1 4HN, Scotland, UK. A communication aid which models conversational patterns INTRODUCTION The slow rate of communication of people using communication aids is a crucial problem.
    [Show full text]
  • Scientific Discovery in the Era of Big Data: More Than the Scientific Method
    Scientific Discovery in the Era of Big Data: More than the Scientific Method A RENCI WHITE PAPER Vol. 3, No. 6, November 2015 Scientific Discovery in the Era of Big Data: More than the Scientific Method Authors Charles P. Schmitt, Director of Informatics and Chief Technical Officer Steven Cox, Cyberinfrastructure Engagement Lead Karamarie Fecho, Medical and Scientific Writer Ray Idaszak, Director of Collaborative Environments Howard Lander, Senior Research Software Developer Arcot Rajasekar, Chief Domain Scientist for Data Grid Technologies Sidharth Thakur, Senior Research Data Software Developer Renaissance Computing Institute University of North Carolina at Chapel Hill Chapel Hill, NC, USA 919-445-9640 RENCI White Paper Series, Vol. 3, No. 6 1 AT A GLANCE • Scientific discovery has long been guided by the scientific method, which is considered to be the “gold standard” in science. • The era of “big data” is increasingly driving the adoption of approaches to scientific discovery that either do not conform to or radically differ from the scientific method. Examples include the exploratory analysis of unstructured data sets, data mining, computer modeling, interactive simulation and virtual reality, scientific workflows, and widespread digital dissemination and adjudication of findings through means that are not restricted to traditional scientific publication and presentation. • While the scientific method remains an important approach to knowledge discovery in science, a holistic approach that encompasses new data-driven approaches is needed, and this will necessitate greater attention to the development of methods and infrastructure to integrate approaches. • New approaches to knowledge discovery will bring new challenges, however, including the risk of data deluge, loss of historical information, propagation of “false” knowledge, reliance on automation and analysis over inquiry and inference, and outdated scientific training models.
    [Show full text]
  • Aristotle's Prime Matter: an Analysis of Hugh R. King's Revisionist
    Abstract: Aristotle’s Prime Matter: An Analysis of Hugh R. King’s Revisionist Approach Aristotle is vague, at best, regarding the subject of prime matter. This has led to much discussion regarding its nature in his thought. In his article, “Aristotle without Prima Materia,” Hugh R. King refutes the traditional characterization of Aristotelian prime matter on the grounds that Aristotle’s first interpreters in the centuries after his death read into his doctrines through their own neo-Platonic leanings. They sought to reconcile Plato’s theory of Forms—those detached universal versions of form—with Aristotle’s notion of form. This pursuit led them to misinterpret Aristotle’s prime matter, making it merely capable of a kind of participation in its own actualization (i.e., its form). I agree with King here, but I find his redefinition of prime matter hasty. He falls into the same trap as the traditional interpreters in making any matter first. Aristotle is clear that actualization (form) is always prior to potentiality (matter). Hence, while King’s assertion that the four elements are Aristotle’s prime matter is compelling, it misses the mark. Aristotle’s prime matter is, in fact, found within the elemental forces. I argue for an approach to prime matter that eschews a dichotomous understanding of form’s place in the philosophies of Aristotle and Plato. In other words, it is not necessary to reject the Platonic aspects of Aristotle’s philosophy in order to rebut the traditional conception of Aristotelian prime matter. “Aristotle’s Prime Matter” - 1 Aristotle’s Prime Matter: An Analysis of Hugh R.
    [Show full text]
  • LING 211 – Introduction to Linguistic Analysis
    LING 211 – Introduction to Linguistic Analysis Section 01: TTh 1:40–3:00 PM, Eliot 103 Section 02: TTh 3:10–4:30 PM, Eliot 103 Course Syllabus Fall 2019 Sameer ud Dowla Khan Matt Pearson pronoun: he or they he office: Eliot 101C Vollum 313 email: [email protected] [email protected] phone: ext. 4018 (503-517-4018) ext. 7618 (503-517-7618) office hours: Wed, 11:00–1:00 Mon, 2:30–4:00 Fri, 1:00–2:00 Tue, 10:00–11:30 (or by appointment) (or by appointment) PREREQUISITES There are no prerequisites for this course, other than an interest in language. Some familiarity with tradi- tional grammar terms such as noun, verb, preposition, syllable, consonant, vowel, phrase, clause, sentence, etc., would be useful, but is by no means required. CONTENT AND FOCUS OF THE COURSE This course is an introduction to the scientific study of human language. Starting from basic questions such as “What is language?” and “What do we know when we know a language?”, we investigate the human language faculty through the hands-on analysis of naturalistic data from a variety of languages spoken around the world. We adopt a broadly cognitive viewpoint throughout, investigating language as a system of knowledge within the mind of the language user (a mental grammar), which can be studied empirically and represented using formal models. To make this task simpler, we will generally treat languages as though they were static systems. For example, we will assume that it is possible to describe a language structure synchronically (i.e., as it exists at a specific point in history), ignoring the fact that languages constantly change over time.
    [Show full text]
  • Difficult Conversations: Authentic Communication Leads to Greater Productivity
    Difficult Conversations: Authentic Communication Leads to Greater Productivity by Martha Lasley Difficult conversations can lead to crisis or harmony. The Chinese word for crisis combines two symbols: danger and opportunity. When it comes to challenging conversations, we usually only remember the first meaning, danger. Real conversations can become highly emotional, trigger old battle wounds, and motivate us to confront, freeze, bolt, or attempt to smooth things over. Or we can choose lively discussions to explore the tension and discover new options. The piano maker Theodore Steinway said, “In one of our concert grand pianos, 243 taut strings exert a pull of 40,000 pounds on an iron frame. It is proof that out of great tension may come great harmony.” Authentic communication can turn tension into creativity and harmony. Imagine yourself at a tense planning meeting where the financial director reports, “To compete profitably, we need to lay off 20% of the workforce.” The marketing director responds, “That’s the stupidest thing I’ve ever heard. We need to lay you off so we can hire new people who are serious about growing the business.” Are you ready to add fuel to the fire, would you prefer to crawl under your chair, or do you have the skills to facilitate an authentic, productive conversation? How do we develop facilitation skills so that we can embrace challenging conversations rather than avoid them? First, we need an effective process that leads to understanding and productivity. While smoothing things over may look quick and easy, in the long run, radical honesty and directness help teams perform at their highest potential.
    [Show full text]
  • Computational Linguistics - Nicoletta Calzolari
    LINGUISTICS - Computational Linguistics - Nicoletta Calzolari COMPUTATIONAL LINGUISTICS Nicoletta Calzolari Istituto di Linguistica Computazionale del Consiglio Nazionale delle Ricerche (ILC- CNR), Pisa, Italy Keywords: Computational linguistics, text and speech processing, language technology, language resources. Contents 1. What is Computational Linguistics? 1.1. A few sketches in the history of Computational Linguistics 2. Automatic text processing 2.1. Parsing 2.2. Computational lexicons and ontologies 2.3. Acquisition methodologies 3. Applications 4. Infrastructural Language Resources 4.1. European projects 5. NLP in the global information and knowledge society 5.1. NLP in Europe 5.2. Production and “intelligent” use of the digital content (also multimedia) 6. Future perspectives 6.1. The promotion of national languages in the global society and the new Internet generation Glossary Bibliography Biographical Sketch Summary A brief overview of the field of Computational Linguistics is given. After a few sketches on the short history of the field, we focus on the area of Natural Language Processing providing an outline of some of the main components of computational linguistics systems. It is stressed the important role acquired by Language Resources, such asUNESCO corpora and lexicons, in the last –year s.EOLSS They are the prerequisite and the critical factor for the emergence and the consolidation of the data-driven and statistical approaches, which became undoubtedly predominant in the last decade, and are still the prevailing trendSAMPLE in human language technology. CHAPTERS We point at the fact that linguistic technologies – for analysis, representation, access, acquisition, management of textual information – are more and more used for applications such as: (semi-)automatic translation, summarization, information retrieval and cross-lingual information retrieval, information extraction, question answering, classification of documents, search engines on the web, text/data mining, decision support systems, etc.
    [Show full text]