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Multiword units (MWUs) is a term used in the current study to broadly cover what second language acquisition (SLA) researchers refer to as collocations, conventional expressions, chunks, idioms, formulaic sequences, or other such terms, depending on their research perspective. They are ubiquitous in language and essential in both first language (L1) and second language (L2) acquisition. Although MWUs are typically learned implicitly while using language naturally in both of these types of acquisition, the current study is an investigation of whether they are acquired in implicit knowledge when they are learned explicitly in a process called deliberate paired association learning. In SLA research, it is widely accepted that explicit knowledge is developed consciously and implicit knowledge is developed subconsciously. It is also believed that there is little crossover from explicit learning to implicit knowledge. However, recent research has cast doubt on this assumption. In a series of priming experiments, Elgort (2007, 2011) demonstrated that the formal and semantic lexical representations of deliberately learned pseudowords were accessed fluently and integrated into the mental lexicon, convincing evidence that deliberately learned words are immediately acquired in implicit knowledge. The current study aimed to extend these findings to MWUs in a psycholinguistic experiment that tested for implicit knowledge gains resulting from deliberate learning. Participants’ response times (RTs) were measured in three ways, on two testing instruments. First, subconscious formal recognition processing was measured in a masked repetition priming lexical decision task. In the second instrument, a self-paced reading task, both formulaic sequencing and semantic association gains were measured. The experiment was a counterbalanced, within-subjects design; so all comparisons were between conditions on items. Results were analyzed in a repeated measures linear mixed-effects model with participants and items as crossed random effects. The dependent variable was RTs on target words. The primary independent variable was learning condition: half of the critical MWUs were learned and half of them were not. The secondary independent variable was MWU composition at two levels: literal and figurative. The masked priming lexical decision task results showed that priming effects increased especially for learned figurative MWUs, evidence that implicit knowledge gains were made on their formal and semantic lexical representations as a result of deliberate learning. Results of the self-paced reading task were analyzed from two perspectives, but were less conclusive with regard to the effects of deliberate learning. Regarding formulaic sequencing gains, literal MWUs showed the most evidence of acquisition, but this happened as a result of both incidental and deliberate learning. With regard to semantic associations, it was shown that deliberate learning had similar effects on both literal and figurative MWUs. However, a serendipitous finding from this aspect of the self-paced reading results showed clearly that literal MWUs reliably primed semantic associations and sentence processing more strongly than figurative MWUs did, both before and after deliberate learning. In sum, results revealed that the difficulties learners have with developing fluent processing of figurative MWUs can be lessened by deliberate learning. On the other hand, for literal MWUs incidental learning is adequate for incrementally developing representation strength. / Language Arts

El lenguaje figurado representa una de las tareas más difíciles del procesamiento del lenguaje natural. A diferencia del lenguaje literal, el lenguaje figurado hace uso de recursos lingüísticos tales como la ironía, el humor, el sarcasmo, la metáfora, la analogía, entre otros, para comunicar significados indirectos que la mayoría de las veces no son interpretables sólo en términos de información sintáctica o semántica. Por el contrario, el lenguaje figurado refleja patrones del pensamiento que adquieren significado pleno en contextos comunicativos y sociales, lo cual hace que tanto su representación lingüística, así como su procesamiento computacional, se vuelvan tareas por demás complejas. En este contexto, en esta tesis de doctorado se aborda una problemática relacionada con el procesamiento del lenguaje figurado a partir de patrones lingüísticos. En particular, nuestros esfuerzos se centran en la creación de un sistema capaz de detectar automáticamente instancias de humor e ironía en textos extraídos de medios sociales. Nuestra hipótesis principal se basa en la premisa de que el lenguaje refleja patrones de conceptualización; es decir, al estudiar el lenguaje, estudiamos tales patrones. Por tanto, al analizar estos dos dominios del lenguaje figurado, pretendemos dar argumentos respecto a cómo la gente los concibe, y sobre todo, a cómo esa concepción hace que tanto humor como ironía sean verbalizados de una forma particular en diversos medios sociales. En este contexto, uno de nuestros mayores intereses es demostrar cómo el conocimiento que proviene del análisis de diferentes niveles de estudio lingüístico puede representar un conjunto de patrones relevantes para identificar automáticamente usos figurados del lenguaje. Cabe destacar que contrario a la mayoría de aproximaciones que se han enfocado en el estudio del lenguaje figurado, en nuestra investigación no buscamos dar argumentos basados únicamente en ejemplos prototípicos, sino en textos cuyas características / Reyes Pérez, A. (2012). Linguistic-based Patterns for Figurative Language Processing: The Case of Humor Recognition and Irony Detection [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/16692

La version intégrale de cette thèse est disponible uniquement pour consultation individuelle à la Bibliothèque de musique de l’Université de Montréal (www.bib.umontreal.ca/MU). / Cette thèse porte sur la démarche derrière la composition d’oeuvres électroacoustiques et instrumentales durant mon doctorat en composition à la Faculté de musique de l’Université de Montréal. Il est d’abord question de l’importance de la prise de son comme technique d’écriture primordiale dans mon travail ; je développe à ce titre cinq points fondamentaux inhérents à la prise de son et autour desquels s’articule mon travail de compositeur. S’ensuit un survol technique de Gestugel, un outil de traitement sonore développé au cours de mon doctorat et qui m’a servi à générer une grande partie du matériau sonore prenant place dans les œuvres présentées. Les cinq paradigmes propres à la prise de son précédemment exposés sont ensuite rappelés et appliqués à l’étape du traitement audio permettant ainsi de développer le concept d’extension de la prise de son, philosophie du traitement audio analogue à l’approche de la prise de son traditionnelle et dont Gestugel est une application directe. Des exemples concrets sont fournis afin de bien différencier l’extension de la prise de son du traitement audionumérique conventionnel. Une dernière partie, plus esthétique, tente se circonscrire l’approche surnaturaliste du compositeur : l’utilisation des motifs récurrents, de gestes, de l’anecdotisme et de la sublimation (orchestration) du son acoustique vise une véritable peinture sonore, une musique figurative où l’oreille voit autant qu’elle entend. / This thesis concerns step behind the composition of electroacoustic and instrumental compositions during my doctorate in the Faculté de musique de l’Université de Montréal. It is first a matter of the importance of the sound recording as primordial composition know-how; I develop in this title five fundamental points inherent in creative sound recording and central to my musical practice. Then comes a technical skimming over of Gestugel, a tool of sound processing developed during my doctorate and which generated most of the sounds used in my com- positions . The five sound recording paradigms previously developed are then reminded and applied to the stage of audio processing, allowing the concept of extension of the sound recording, a concept of audio processing similar to the ap-close to the traditional sound recording and a direct application of which Gestugel is. Concrete examples are supplied to differentiate the extention of the sound recording of the conventional audio processing. A last part, more philosophical, tries to circumscribe the surnaturalist approach of the composer: the use of recurrent motives, of gestures, of sound causality and of sublimation (orchestration) of the acoustical sound tries to accomplish true sound paintings, a figurative music where one can see as much as he can hear.

Carlos Julião (1740-1811) é um militar de origem italiana a serviço do exército português a quem são atribuídos documentos iconográficos conservados em coleções brasileiras e portuguesas. Na medida em que esses documentos incorporam representações de tipos sociais provenientes de várias partes do mundo colonial português, eles ultrapassam o campo estrito do desenho militar e ganham um novo interesse para os estudos da História da Arte. Especialmente no caso do Brasil, as figurinhas desenhadas por Julião precedem o registro dos tipos sociais operado pelos artistas viajantes do século XIX. Este trabalho visa examinar a obra de Julião sob pontos de vista diversos, na tentativa de entendê-la dentro do contexto histórico em que se situa. Dessa forma, recorre-se à reconstituição da trajetória biográfica do autor, ao exame da prática do desenho em Portugal no Setecentos, bem como ao estabelecimento de relações com tradições da representação em vigência na arte européia. Em última instância, esta tese buca encontrar para Julião um lugar no contexto da História da Arte no Brasil colônia. / Carlos Julião (1740-1811) is an Italian born military man, serving under the Portuguese Army. He is supposed to be the author of iconographical documents preserved in Brazilian and Portuguese collections. Once those documents are related to the depiction of social characters from different Portuguese colonies, all over the world, they go beyond the specificity of the military drawing, reaching an interesting status as Art History. Concerning Brazil, specifically, the human figures by Julião are far ahead the social types depicted by the traveler-artists of the 19th century. The present work intends to examine the oeuvre of Carlos Julião under several points of view, with the aim of understanding it within its historical context. Concerning such approach, the reconstitution of the artist biography has been searched, the use of the drawing in Portugal during the 18th century has been examined, as well as possible relations linking his work to representational traditions of European art. Ultimately, this thesis searches to place Julião within the History of Art in colonial Brazil.

Submitted by Vanessa Nunes (vnunes@unisinos.br) on 2015-03-23T15:42:34Z No. of bitstreams: 1 AnnaCervo.pdf: 4893733 bytes, checksum: 0f4f0b74f977a60b62bb508d7ccfc46a (MD5) / Made available in DSpace on 2015-03-23T15:42:34Z (GMT). No. of bitstreams: 1 AnnaCervo.pdf: 4893733 bytes, checksum: 0f4f0b74f977a60b62bb508d7ccfc46a (MD5) Previous issue date: 2013-08-29 / UNISINOS - Universidade do Vale do Rio dos Sinos / A necessidade de se pensar a redação de vestibular como oriunda de uma situação de enunciação que mobiliza uma estrutura trinitária (eu/tu/ele) é o que motiva este trabalho. Assim, nosso objetivo é examinar essa forma específica de enunciação em sua complexidade, por ser escrita, para tentar compreender como os vestibulandos se instituem como locutores (a fim de co-construir o mundo (referente) que a Universidade propõe através da proposta de redação), para agir sobre o alocutário na situação em que se encontram (intentado). Nosso foco centra-se em um corpus de três redações que trazem observações críticas, escritas no próprio texto, feitas pelos avaliadores, no que diz respeito a problemas de argumentação; além disso, a proposta que orienta tais redações também faz parte deste estudo. As questões que norteiam nosso trabalho são: 1) Que desdobramentos a situação enunciativa redação de vestibular apresenta? 2) Como se instauram o eu e o tu nos diversos desdobramentos enunciativos implicados nessa situação específica? 3) Que movimentos enunciativos o locutor aluno faz para construir o referente e para promover ação sobre o tu -leitor? Nossa pesquisa fundamenta-se na teoria da enunciação de Émile Benveniste e alinha-se ao conjunto de trabalhos que se inscrevem no que ele chama de translinguística, destinada ao tratamento de textos, obras, formas complexas de discurso. Recorremos ao trabalho pioneiro de Mello (2012), que, com base em Benveniste, propõe cinco princípios para o tratamento textual, em uma perspectiva enunciativa, a partir do pressuposto de que o sentido de um texto pode ser depreendido de sua sintagmatização no plano global e analítico. Focaremos nossa análise nos princípios: o texto é um índice global de subjetividade, o texto cria referência e o texto constitui um modo de ação do locutor sobre o alocutário. O trabalho permite concluir que: não do mesmo modo, o(s) locutor(es) dialoga(m), tanto com o alocutário-proponente quanto com o alocutário-leitor. Nas redações analisadas, instaura-se o quadro figurativo, ou seja, constrói-se uma enunciação de retorno a uma demanda, numa relação intersubjetiva com o tu - institucional, assim como em todas as redações é atribuído um lugar ao leitor para a co-construção do sentido. É nesse espaço de intersubjetividade que o vestibulando evidencia suas posições sobre o tema do vestibular, buscando a adesão do leitor. Olhadas como produto, essas redações foram consideradas fracas do ponto de vista do desenvolvimento do tema e da argumentação. Sob o olhar enunciativo, todas elas atenderam à proposta, porém de modos particulares. Findamos, então, destacando que, embora a circulação da redação de vestibular seja restrita, na sociedade, ela é uma prática social e, como tal, mobiliza a língua em seu uso concreto. / The reason that underlie this study is the need to think about the writing related to the university access as coming from a situation of enunciation which mobilizes a trinitarian structure (I / you / he). Thus, our purpose is to examine this specific form of enunciation in its complexity, being it a written genre, in order to understand how the candidates institute themselves as enunciators (aiming at co-constructing the world (referent) that the University suggests through the proposal of writing), as well as acting on the allocutor concerning the situation in which they are (“intenté”). Our focus is on a corpus composed of three writings that bring critic notes, written in the text itself, made by the evaluators, concerning argumentation problems; the proposal which guides this writings is also part of this study. The questions that guide our study are: 1) which developments do the enunciative scene “vestibular writing” present? 2) How do "I" and "you" are instituted in the various enunciative developments involved in this specific situation? 3) What enunciative movements does the locutor student bring to construct the referent and to promote action on the “you” reader? Our research is based on the Enunciat ion Theory of Émile Benveniste and aligned to the group of works located within what he calls the translinguístic, a sub-area devoted to text treatment, works and complex forms of discourse. We used the pioneering work of Mello (2012), which, based on Benveniste, proposes five principles for textual treatment, in an enunciative perspective, the assumption that the meaning of a text can be inferred from its sintagmatization in the global and analytical plans. We focus our analysis on the following principles: the text is a global index of subjectivity, the text creates reference and the text constitutes a mode of action of the locutor on the allocutor. This study proves that the locutor (s) dialogues with the proponent allocutor, as well as with the reader all ocutor in different ways. In thel examined writings, the aim is the figurative board,that is, an enunciative return related to a demand is built into an intersubjective relationship with the “you”- institutional, as well as in all the writings a place is assigned to the reader in order to co-construct the meaning. It is in this space of in tersubjective that the candidate evidences his/her positions about the vestibular ́stopic, aiming at the reader’s attention. Taken as a product, these writings were considered weak in terms of the development of the topic and of argumentation. Under the enunciative view, all of them responded to the proposal, but in particular ways. Finally, we emphasize that, although the flow of the genre vestibular writing is restricted in society, it is a social practice and, as such, it mobilizes the language in its concrete usage.

Orientador: João Batista Ernest de Moraes / Banca: Sidney Barbosa / Banca: Maria Cristiane Galvão / Resumo: Em Organização da Informação, no aspecto do tratamento da informação, há uma carência de subsídios teóricos referente à análise de documentos fictícios. Na intenção de contribuir teoricamente com o desenvolvimento de um método que facilite a tarefa de análise de assunto em texto narrativo, nos seus aspectos de identificação e seleção de conceitos, buscou-se subsídios teóricos em áreas de interface com a Ciência da Informação, mais especificamente a Lingüística. Esta última proporcionou o conhecimento da estrutura textual do texto narrativo, e a Semântica Discursiva contribuiu com o percurso temático e o percurso figurativo utilizados como ferramentas para análise de assunto de textos narrativos. Objetivou-se, desta forma, a elaboração de um método que facilite a tarefa de análise de assunto, nos aspectos de identificação e seleção de conceitos, para promover a acessibilidade do conteúdo do documento. Para tanto, optou-se pela análise de três contos espíritas, nos quais foi inicialmente identificada, em suas estruturas, a seqüência canônica e, a partir dela, realizou-se a análise do percurso temático e do percurso figurativo, para a identificação de conceitos. Obteve-se como resultados a identificação de temas principais e secundários nos textos narrativos analisados. Com isso, concluiu-se que, o método experimental de análise proposto mostrou-se eficiente para o corpus desta pesquisa, pois possibilitou a identificação de conceitos relevantes que caracterizam os assuntos abordados nos contos, os quais poderão posteriormente ser traduzidos para a linguagem de um sistema de informação. Sugere-se, ainda, o desenvolvimento de um estudo para verificar e confirmar a hipótese surgida durante a realização da presente pesquisa, de que nas fases de Manipulação e Sanção, componentes da seqüência canônica... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In the field of Knowledge Organization, more specifically in the approach of information usage, there is a lack of theorical assistance concerning to the analysis of fictitious documents. Trying to theorically contribute with the development of a method that makes easier the analysis of subjects in a narrative text, on its aspects of identification and selection of concepts, we researched theorical assistance in interface fields linked to the Science of Knowledge, more specifically Linguistics. This last one provided the Knowledge about the textual structure into the narrative text and the Discursive Semantics contributed with the thematic and figurative courses, used as tools on the analysis of questions form narrative texts. We aimed, therefore, the formulation of a method that could make easier the task of analyzing the subject, its aspects of identification and selection of concepts, in order to foment the accessibility of the content into the document. To achieve it, we opted by the analysis of there spiritualistic tales, in which was initially identified, on its structures, the canonic sequence and, through it, we did the analysis of the thematic and figurative paths, due to the identification of the concepts. The results were the identification of primary and secondary themes in the narrative texts that were analyzed. From it, we concluded that the experimental method of analysis proposed was efficient into the corpus of this research, because allowed us the identification of relevant concepts that characterize the issues approached in the tales, which will, in the future, be translated into a language from the system of information. We still suggest the development of a review to verify and hold true the hypothesis that appeared during this paper, and it states that in levels of Manipulation and Sanction, elements to the canonic sequence... (Complete abstract, click electronic address below) / Mestre

Carlos Julião (1740-1811) é um militar de origem italiana a serviço do exército português a quem são atribuídos documentos iconográficos conservados em coleções brasileiras e portuguesas. Na medida em que esses documentos incorporam representações de tipos sociais provenientes de várias partes do mundo colonial português, eles ultrapassam o campo estrito do desenho militar e ganham um novo interesse para os estudos da História da Arte. Especialmente no caso do Brasil, as figurinhas desenhadas por Julião precedem o registro dos tipos sociais operado pelos artistas viajantes do século XIX. Este trabalho visa examinar a obra de Julião sob pontos de vista diversos, na tentativa de entendê-la dentro do contexto histórico em que se situa. Dessa forma, recorre-se à reconstituição da trajetória biográfica do autor, ao exame da prática do desenho em Portugal no Setecentos, bem como ao estabelecimento de relações com tradições da representação em vigência na arte européia. Em última instância, esta tese buca encontrar para Julião um lugar no contexto da História da Arte no Brasil colônia. / Carlos Julião (1740-1811) is an Italian born military man, serving under the Portuguese Army. He is supposed to be the author of iconographical documents preserved in Brazilian and Portuguese collections. Once those documents are related to the depiction of social characters from different Portuguese colonies, all over the world, they go beyond the specificity of the military drawing, reaching an interesting status as Art History. Concerning Brazil, specifically, the human figures by Julião are far ahead the social types depicted by the traveler-artists of the 19th century. The present work intends to examine the oeuvre of Carlos Julião under several points of view, with the aim of understanding it within its historical context. Concerning such approach, the reconstitution of the artist biography has been searched, the use of the drawing in Portugal during the 18th century has been examined, as well as possible relations linking his work to representational traditions of European art. Ultimately, this thesis searches to place Julião within the History of Art in colonial Brazil.

A majority of Latino adolescents are reading below a proficient level, according to federal data, and there is a significant gap between overall reading proficiency of Latino and non-Latino, Caucasian adolescents. The purpose of this study was to investigate the linguistic underpinnings of Latino students' text comprehension. A positive relationship appears to exist between idiom comprehension and academic achievement, as well as idiom comprehension and reading comprehension, in typically developing, monolingual adolescents. Since reading comprehension and idiom comprehension share many of the same linguistic processes, idiom comprehension may provide a unique perspective for investigating Latino adolescents' reading comprehension. Using the Global Elaboration Model (GEM, Levorato, Nesi, & Cacciari, 2004) as the conceptual framework, the present study examined the relationship between idiom comprehension and reading comprehension with a population that had not been studied in this manner: bilingual (Spanish-English) adolescents in West Central Florida and their monolingual (English-only) peers. The GEM posits that idiom comprehension develops in tandem with other linguistic development requiring inferencing ability; and that idiom x comprehension ability can be predicted by reading comprehension ability. The present research design included the evaluation of idiomatic familiarity, semantic transparency, and contextual support, as well as three other linguistic measures: a) a reading comprehension task, b) an error detection task, and c) a synonym task. Results indicated that the three linguistic measures predicted 33% of the variance in idiom comprehension accuracy; and error detection was the strongest predictor of idiom comprehension accuracy. Furthermore, monolinguals outperformed bilinguals on all measures. The synonym task, a measure of lexical depth, best predicted language group membership. There was a three-way interaction among idiomatic familiarity, semantic transparency, and contextual support; and a three-way interaction among familiarity, transparency, and language group. Lastly, the three linguistic measures significantly predicted the bilinguals' amount of English experience, with qualitative differences emerging between sequential and simultaneous language learners. Findings lend support to the psychological reality of the GEM and provide insight into the linguistic foundations of reading comprehension in Spanish-English bilinguals.