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Language use in two Indiana Monthly Meetings of the Religious Society of Friends (Quakers) : a comparative ethnography of speakingZhang, Candace Irene Rodman January 1997 (has links)
The present study looks at language use in the worship of the Religious Society of Friends (Quakers), especially that of two Indiana Monthly Meetings, one programmed and one unprogrammed, located within thirty miles of one another. This study discusses the juncture of language and religion studies, or theolinguistics. The study looks at the Meeting for Worship comprehensively in both settings as a performative event, i.e. at what constitutes error as well as good performance, and the written and unwritten rules for participation therein.A comparative ethnography was done on the two Monthly Meetings. A questionnaire was distributed in both Monthly Meeting populations and the results compiled. Meetings for Worship were taped and transcribed at both sites, and the frequency of Quaker Plain Speech items counted. Monoconc keyword searches of important texts for each branch of Quakerism were done and compared. A glossary of these terms was compiled and Friends' speechways analyzed.Many commonalities emerged in the underlying structure of the Meeting for Worship as an event at both sites, but a divergence in belief influences the religious language items and style used at each site. A model for this divergence, the QPS Continuum, containing the six traditions of Quakerism was constructed, describing the variations as a matter of degree rather than completely separate types. / Department of English
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Reflecting processes as practitioner education in Andersen and White through the lenses of Bakhtin and VygotskyLysack, Michael David January 2004 (has links)
Adult learning models have emerged that help social work students to make links between their lived experiences, narratives, and their developing identity as practitioners. This educational methodology involves students exploring and co-constructing their own personal and professional narratives through dialogue, sharing them within a reflecting team format. Reflecting teams emerged out of the work of family therapist Tom Andersen, and have been further developed for practitioner education by narrative therapist, Michael White. A detailed description of the learning model is provided, with an overview of the orienting principles and some guidelines for application. / The educational practice of reflecting processes is examined through a conceptual framework drawing on the ideas of Mikhail Bakhtin (1895-1975) and Lev Vygotsky (1896-1934). Bakhtin was a literary theorist, philosopher, and teacher who was interested in language, literature and human consciousness, and was fascinated with dialogue in relationship as a site of knowledge construction as well as a model for understanding the dialogic nature of human consciousness. Vygotsky was a psychologist, cultural theorist, and activist who conceptualized learning as a social process that occurs in relationship. He also investigated language as a psychological/cultural tool, and was curious about human consciousness as "inner speech." Their writings act as a theoretical foundation for the dissertation, providing a series of heuristic devices or lenses through which to view reflecting processes: individual/social, self/other, outer word/inner speech, language, monologue/dialogue, and authoritarian/internally persuasive discourse. / The dissertation includes an alternative to traditional academic rhetorical style in the form of conversations between various writers. Drawing on Bakhtin and Vygotsky, a dialogical genre is developed as an approach to engaging with the texts of Andersen and White. In developing this methodology, the dialogic form of inquiry is expressed in a conversation between Bakhtin, Vygotsky and a student persona. This dialogic genre also occurs as an extended series of conversations in the format of a reflecting process between Andersen, White, Bakhtin, Vygotsky, and a student, Mishka. The dissertation concludes with an overview of Bakhtin's exploration of moving from monologue to dialogue and from authoritarian to internally persuasive discourse, and how this is accomplished by means of the "penetrated word" and transformative discourse in the context of relationship.
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Coherence-driven effects in sentence and discourse processingRohde, Hannah. January 2008 (has links)
Thesis (Ph. D.)--University of California, San Diego, 2008. / Title from first page of PDF file (viewed Sept. 9, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 202-209).
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Reflecting processes as practitioner education in Andersen and White through the lenses of Bakhtin and VygotskyLysack, Michael David January 2004 (has links)
No description available.
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Video, a revolutionary medium for consciousness-raising in Mexico : a dialogic analysis of independent video makers on the ZapatistasMagallanes-Blanco, Claudia, University of Western Sydney, College of Arts, Education and Social Sciences, School of Humanities January 2004 (has links)
This thesis examines the use of video technology as an alternative communication medium within a dialogic framework. It explores multiple dialogic encounters and different meanings of dialogue. It analyses dialogues within and around video technology and dialogues with contemporary events in Mexican history. The author argues that these dialogic encounters are contributing to an ongoing process of transformation in Mexican consciousness. The thesis’s theoretical framework draws on Mikhail Bakhtin’s theory of dialogism and employs a dialogic method that emphasises diversity. The author conducts an in-depth analysis of multiple series of dialogues between key people, events and discourses. The author examines the lives and work of a sample of the most significant independent video-makers producing work on the indigenous Zapatista rebellion that began in Chiapas, Mexico, on 1 January 1994.The author focuses on the discourses of independent video-makers looking at the indigenous Zapatista rebels and considers the indigenous uprising to be both a ‘political catalytic event’ and a ‘multi-catalytic event.’ The different dialogues looked at throughout the thesis reveal various processes of consciousness-raising which act in diverse, unexpected and unprecedented ways. The author argues that these dialogues have contributed to a crisis of legitimacy for the hegemonic power in Mexico and have also influenced the way the mainstream media operate, and their power within Mexican society. / Doctor of Philosophy (PhD)
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Interpreting dialogue Bakhtin's theory and second language learning /Marchenkova, Ludmila Alexandrovna. January 2005 (has links)
Thesis (Ph. D.)--Ohio State University, 2004. / Document formatted into pages; contains x, 153 p.; also contains graphics. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2010 March 25.
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Spoken Dialogue In Face-to-Face And Remote Collaborative Learning EnvironmentsJanuary 2014 (has links)
abstract: Research in the learning sciences suggests that students learn better by collaborating with their peers than learning individually. Students working together as a group tend to generate new ideas more frequently and exhibit a higher level of reasoning. In this internet age with the advent of massive open online courses (MOOCs), students across the world are able to access and learn material remotely. This creates a need for tools that support distant or remote collaboration. In order to build such tools we need to understand the basic elements of remote collaboration and how it differs from traditional face-to-face collaboration.
The main goal of this thesis is to explore how spoken dialogue varies in face-to-face and remote collaborative learning settings. Speech data is collected from student participants solving mathematical problems collaboratively on a tablet. Spoken dialogue is analyzed based on conversational and acoustic features in both the settings. Looking for collaborative differences of transactivity and dialogue initiative, both settings are compared in detail using machine learning classification techniques based on acoustic and prosodic features of speech. Transactivity is defined as a joint construction of knowledge by peers. The main contributions of this thesis are: a speech corpus to analyze spoken dialogue in face-to-face and remote settings and an empirical analysis of conversation, collaboration, and speech prosody in both the settings. The results from the experiments show that amount of overlap is lower in remote dialogue than in the face-to-face setting. There is a significant difference in transactivity among strangers. My research benefits the computer-supported collaborative learning community by providing an analysis that can be used to build more efficient tools for supporting remote collaborative learning. / Dissertation/Thesis / Masters Thesis Computer Science 2014
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Qualitative data analysis using a dialogical approachSullivan, Paul W. January 2012 (has links)
No description available.
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Deception in Spoken Dialogue: Classification and Individual DifferencesLevitan, Sarah Ita January 2019 (has links)
Automatic deception detection is an important problem with far-reaching implications in many areas, including law enforcement, military and intelligence agencies, social services, and politics. Despite extensive efforts to develop automated deception detection technologies, there have been few objective successes. This is likely due to the many challenges involved, including the lack of large, cleanly recorded corpora; the difficulty of acquiring ground truth labels; and major differences in incentives for lying in the laboratory vs. lying in real life. Another well-recognized issue is that there are individual and cultural differences in deception production and detection, although little has been done to identify them. Human performance at deception detection is at the level of chance, making it an uncommon problem where machines can potentially outperform humans.
This thesis addresses these challenges associated with research of deceptive speech. We created the Columbia X-Cultural Deception (CXD) Corpus, a large-scale collection of deceptive and non-deceptive dialogues between native speakers of Standard American English and Mandarin Chinese. This corpus enabled a comprehensive study of deceptive speech on a large scale.
In the first part of the thesis, we introduce the CXD corpus and present an empirical analysis of acoustic-prosodic and linguistic cues to deception. We also describe machine learning classification experiments to automatically identify deceptive speech using those features. Our best classifier achieves classification accuracy of almost 70%, well above human performance.
The second part of this thesis addresses individual differences in deceptive speech. We present a comprehensive analysis of individual differences in verbal cues to deception, and several methods for leveraging these speaker differences to improve automatic deception classification. We identify many differences in cues to deception across gender, native language, and personality. Our comparison of approaches for leveraging these differences shows that speaker-dependent features that capture a speaker's deviation from their natural speaking style can improve deception classification performance. We also develop neural network models that accurately model speaker-specific patterns of deceptive speech.
The contributions of this work add substantially to our scientific understanding of deceptive speech, and have practical implications for human practitioners and automatic deception detection.
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The synergy between scientists and experienced educators : an examination of dialogues for professional development opportunities within a team of university instructors who prepare pre-service secondary STEM teachers at an RU/VH research universityBuckley, Deanna H. 22 June 2011 (has links)
Professional development is an essential component to maintaining quality teaching in mathematics and science (Monk, 1994; Milken, 2000; Loucks-Horsley et al, 2003). University mathematics and science faculty have been subject to criticism regarding professional development and teaching practices (CSMEE, 2000; NRC, 1999; NSES, 1996). Undergraduate students in secondary pre-service Science, Technology, Engineering, and Mathematics (STEM) teacher training programs adopt the models that they have experienced as learners in the university setting (NRC, 1999). This qualitative case study followed a team of three research faculty, one lecturer, one master teacher, and two graduate teaching assistants who team taught an upper level inquiry- based science research methods science course in a STEM teacher preparation program in the College of Natural Sciences at a large public Midwestern research university. Course instructor dialogue between members was recorded, transcribed and triangulated with teaching sequences, course materials, and student interaction during two semesters. The study detailed how faculty members’ and graduate teaching assistants’ content knowledge, pedagogical content knowledge, attitudes and beliefs about teaching and learning were confronted, challenged, and transformed using interdependent disquisition via regular weekly meetings and team teaching practices. Examples of actual dialogue and meeting characteristics are presented compared and discussed against best practices in science education. Four themes emerged from the data: (1) students’ inquiries drive the conversation, (2) confrontations sort out what works from what doesn’t, (3) leadership seems to contribute to learning opportunities for the team and (4) humor indicates the divergent creative abilities of the members of the team and engaging in humorous episodes facilitates learning between team members. Students were directly connected to team members’ developmental processes. This analysis suggests that measurable professional development opportunities exist in team meetings for science faculty and graduate teaching assistants when team teaching inquiry based undergraduate science courses. / text
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