京都大学 / 新制・課程博士 / 博士(文学) / 甲第24276号 / 文博第901号 / 新制||文||723(附属図書館) / 京都大学大学院文学研究科文献文化学専攻 / (主査)教授 家入 葉子, 教授 廣田 篤彦, 教授 河﨑 靖 / 学位規則第4条第1項該当 / Doctor of Letters / Kyoto University / DGAM

No description available.

In today’s digital era, establishing an online presence and maintaining a well-structured website is vitalfor companies to remain competitive in their respective markets. A crucial aspect of online success liesin strategically selecting the right words to optimize customer engagement and search engine visibility.However, this process is often time-consuming, involving extensive analysis of a company’s website aswell as its competitors’. This thesis focuses on developing an efficient binary classification approachto identify key words and phrases extracted from multiple company websites. The data set used forthis solution consists of approximately 92,000 scraped samples, primarily comprising non-key samples.Various features were extracted, and a word embedding model was employed to assess each sample’srelevance to its specific industry and topic. The logistic regression, decision tree and random forestalgorithms were all explored and implemented as different solutions to the classification problem. Theresults indicated that the logistic regression model excelled in retaining keywords but was less effectivein eliminating non-keywords. Conversely, the tree-based methods demonstrated superior classificationof keywords, albeit at the cost of misclassifying a few keywords. Overall, the random forest approachoutperformed the others, achieving a result of 76 percent in recall and 20 percent in precision whenpredicting key samples. In summary, this thesis presents a solution for classifying words and phrasesfrom company websites into key and non-key categories, and the developed methodology could offervaluable insights for companies seeking to enhance their website optimization strategies.

Online reviews, which are consumer-generated messages, play a vital role in the consumer decision making process especially prior to their purchase adoption (i.e., pre-usage). The objective of this research is to investigate the effects of two-sided online reviews’ contents affecting the consumers' attitudes at the pre-usage stage of a focal experience service. Contrary to one-sided reviews (i.e., only positive or negative information), two-sided reviews contain both positive and negative information about a product/service: Two-sided reviews are considered more informative. Extant studies make an important assumption that there is no information asymmetry between writer/source of two-sided reviews and consumers that read/receive it. Their implicit assumption is that the attitude of the writer/source of the two-sided review is completely transferred to the reader/receiver of the review. Given the subjective nature of two-sided online reviews for experience goods, we contend that such an assumption is flawed because transfer of personal experience in form of attitude towards a focal object/service to others is fraught with ambiguity and uncertainty that can mitigate the transfer. Drawing on ambivalence and prospect theories, our hypothesis states that: the anticipatory ambivalence of the receiver/reader based on a two-sided review content for a focal service is higher than the ambivalent attitude of the source/writer of the review who has already experienced the focal service. Our empirical study, consisting of 1492 subjects from Canada and the United States, supports our stated hypothesis. The implication of our finding is profound. It shows that the extant literature had underestimated the negative attitude of the receiver/reader of the online reviews in their investigation, which confound their findings. To that end, we provide future research direction and implications of our findings in practice. / Thesis / Doctor of Philosophy (PhD)

Thesis (Ed.D.)--Boston University.

Most previous research has explored how words are processed in isolation. However, reading is a complex process where an interplay of various factors affects word identification. Moreover, previous research has mainly focused on alphabetical languages, so extension of the existent findings to non-alphabetical languages is crucial. The current dissertation uses natural reading paradigms to study eye-movements and neurophysiological correlates of the statistical properties of words that affect word recognition during natural reading in English and Chinese. Chapter 2 concerns the time-courses of word frequency and semantic similarity effects in the reading of English derived words. Previous research pointed to a paradox where behavioural experimental techniques showed earlier signatures of these properties than neuro-imaging techniques. By combining eye-tracking and EEG and applying analytical techniques that target the onset of these effects, this study aims at investigating this paradox. Results still show that neurophysiological responses are either largely absent or appear at the same time as shown in eye-movement data. Chapter 3 shows that the existence of spelling errors negatively impacts the recognition of correct spellings in Chinese. This is revealed by the “spelling entropy effect”, which measures the uncertainty about choosing between correct and alternative spelling variants. This is the first study that used co-registration of eye-tracking and EEG to explore the behavioral and neurophysiological signatures of this uncertainty. Chapter 4 studies how segmentation probabilities influence word segmentation and identification when reading Chinese. The results reveal that space becomes beneficial only when located at places where segmentation probability is considered high. This study is among the first to show beneficial effects of spacing at the sentence level and demonstrates how segmentation probabilities play a crucial role in Chinese word segmentation. Cumulatively, the results obtained point to the existence of numerous factors involved in word identification in both alphabetic and logographic languages, which should be explored using natural reading experimental paradigms, such as co-registration of EEG and eye-tracking, for obtaining a multifaceted view of word recognition processes. / Thesis / Doctor of Philosophy (PhD)

This thesis examines the influence of morphological and identity priming to understand how repetition influences word recognition and novel word learning in first (L1) and second (L2) language adults. The following questions are addressed: How does morphological relatedness between repeated words influence (i) word recognition in natural reading and (ii) novel word learning? (iii) What interactions exist between word repetition and selective attention in novel word learning? Chapter 2 addresses question (i), finding little evidence of morphological priming effects (i.e., faster recognition of a word following a morphologically related word) in L2 reading, and none in L1. The effects of identity priming were ubiquitous in both groups. Chapter 3 examines question (ii) for L1 readers. Low-frequency base words (e.g., caltrop) and novel complex forms (e.g., caltroper) of those bases were primed by two repetitions of identical forms or alternate forms. Learning performance was consistently as good or better after identity priming than after morphological priming. However, orthographic and semantic learning for base forms was stronger in the morphological priming condition. Chapter 4 examines question (iii). Attention was manipulated by delivering attention-inducing instructions, while the control group received no instructions. Exposure was manipulated by embedding novel words either 2, 4, or 8 times. The presence of instruction led to a short-lived speed-up in eye-movements and faster recognition of novel words. Critically, L1 learners reached optimal performance in the post-tests earlier (after 4 exposures), while L2 learners’ performance continued to improve through more exposures. Overall, this thesis shows that morphological priming facilitated L2 visual word recognition and L1 novel word learning when a complex form is a prime, and the base form is a target. We discuss reasons for this asymmetric effect and these results in the framework of the theories of word learning and morphological processing. / Dissertation / Candidate in Philosophy

Students, the nation’s potential workforce, must acquire the needed entry-level technology skills demanded in the work environment. Business leaders question whether students are graduating from technology programs with appropriate and adequate technology skills. The purpose of this study was to determine how two-year and four-year college students assess their college technology programs and how they perceive the adequacy of the technology skills they had acquired in meeting workplace needs. A secondary purpose was to determine if differences existed based on demographic characteristics of participants. A survey research design was used in this study. The survey instrument consisted of three sections: Section I sought demographic information, Section II dealt with students’ perceptions of their technology programs, and Section III of the questionnaire was designed to have students assess their skills related to various computer applications and functions. Major skill areas include Word®, Access®, Excel®, and PowerPoint®. The findings indicated that participants were satisfied with the quality of their technology programs but they expressed some concern with the areas of instructional materials and integrating technology. Four-year college participants agreed that they had acquired the necessary Word, Excel, PowerPoint, and Access skills. Two-year college participants agreed that they have acquired the necessary Word, Excel, and PowerPoint skills but did not express they had acquired the necessary Access skills. Recommendations included: (a) conducting survey research to identify businesses/industries’ technology needs, (b) improving the questionnaire, (c) interviewing faculty members and students for survey research, (d) conducting a pilot study, (e) establishing validity and reliability for the modified questionnaire, and (f) using research design.

No description available.

No description available.