This project exhaustively examines the first element (theme) of each clause in Mark and in samples from other roughly contemporaneous Jewish writings. The comparative documents are divided into two categories, referential and non-referential narratives. Then statistical analyses (χ2 and t-test) are used to determine with which category of comparative documents Mark more closely aligns. The raw results of these hypothesis tests were equivocal, but their corresponding effect sizes (Cramer’s Vand Cohen’s d, respectively) clearly demonstrate that Mark more closely resembles referential narrative, although the difference is small. / Thesis / Doctor of Philosophy (PhD)

Yes / Young children often struggle with referential communications because they fail to compare all valid referents. In two studies, we investigated this comparison process. In Study 1, 4- to 7-year-olds (N=114) were asked to categorize pairs of objects according to their similarities or differences, and then identified a unique quality of one of the objects by responding to a referential question. Children found it easier to judge the differences between objects than similarities. Correct judgments of differences predicted accurate identifications. In Study 2, 4- to 5-year-olds (N=36) again categorized according to similarities or differences, but this time were asked for verbal explanations of their decisions. Recognition of differences was easier than recognition of similarities. Explanations of errors were either: a) ambiguous; b) color error: c) thematic (creative imaginative explanations). Children offered thematic explanations when they failed to recognize similarities between objects, but not for errors of difference.

本文主要在探討以英語為外語的進階學習者在書面敘述文中，對於指涉詞（referential form）的使用與分布情形，並且討論其篇章功能（discourse function）。本研究將學習者的指涉詞分為：零指稱詞（Zero），代名詞 （Pronoun），限定名詞組（Definite NP），專有名詞（Name），專有名詞加修飾語（Name + modifier）等五大類。研究發現學習者最常使用專有名詞與代名詞來指涉敘述文中的角色；而鮮少使用限定名詞組與專有名詞加修飾語。相較於其他指涉詞，代名詞最容易引起讀者混淆。專有名詞常被用來標示敘述文中個別事件的界線（episode boundary）。就指涉詞的篇章功能而言，學習者最常使用零指稱詞與代名詞來延續指涉（maintain）已被提及的對象；用專有名詞來重新提及（reintroduce）已被指涉的角色；用專有名詞、專有名詞加修飾語、非限定名詞組來介紹（introduce）敘述文中的人物。本研究也發現，指涉詞所表現的指涉距離長度值（referential distance value）符合讀者認知理解的需求：高訊息量的指涉詞（如專有名詞加修飾語），回指其先行詞的距離較長；低訊息量的指涉詞（如零指稱詞），回指其先行詞的距離較短。不過從讀者較度看來，進階學習者在指涉詞使用仍有未臻完美之處。學習者之所以未能完全掌握某些指涉詞的章法功能的原因，可能是受到母語影響，或忽略了某些指涉詞的規則。根據研究結果，本文亦提出指涉詞習得的建議：學習者應該進一步了解指涉詞在使用上篇章的考量。 / The present study investigates advanced EFL learners’ referential forms in their written narratives. The purpose is to specify the distributional patterns of referential forms and their discourse function in learners’ narrative production. EFL learners’ referential forms are divided into five categories: Zero anaphora, Pronoun, Definite NP, Name, and Name + modifier. It is found that all learners unanimously use abundant Names and Pronouns in their written narratives, whereas the least frequent types are Definite NP and Name + modifier. With respect to the discourse function, advanced learners tend to perform the function of Introduction by Name, Name + modifier, and Indefinite NP. When maintaining same subject topics, advanced learners tend to use Zero and Pronoun. And the Reintroduction functions are often fulfilled by Name. Overall, Pronoun is more likely to cause ambiguity than any other forms. And the abundant use of Names may have something to do with the marking of episode boundaries. The referential distance values of the referential forms comply with the cognitive need of readers’ discourse processing. The more informative forms such as Name + modifier can refer back to their antecedents at a distance, while the semantically empty forms such as Pronoun can only refer back to their antecedents within few clauses. From readers’ perspective, there remain a few inappropriate referential forms in learners’ narratives, which may arise from L 1 interference or ignorance of rule restriction. The problematic use of referential forms suggests that although advanced learners can produce grammatically correct referential forms, they have not fully acquired the discourse function of these forms. It is recommended that the discourse aspects such as distance and episodic unit be considered when EFL learners use referential forms.

No description available.

Made available in DSpace on 2014-06-11T19:32:09Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-02-23Bitstream added on 2014-06-13T20:03:12Z : No. of bitstreams: 1 berti_ml_dr_assis.pdf: 530715 bytes, checksum: 3898e59d8cc563b376b6a8d3af2c6d1d (MD5) / O trabalho procura investigar os mecanismos de referenciação usados em produções de alunos de Ensino Médio para deixar pistas para que seu leitor faça inferências durante a leitura para produzir sentidos ao que lê. A reconstrução por inferenciação permite estabelecer o elo entre as informações explícitas e as implícitas no co-texto, em um determinado contexto. A inferência é uma estratégia muito importante para que se tome um texto como coeso e coerente, em termos de progressão referencial, colaborando de maneira decisiva para a produção de sentidos.A partir dos pressupostos da Lingüística textual e das teorias sobre leitura, apresenta a relação autor-texto-leitor no processo de produção e recepção do texto. Analisaram-se quantitativa e qualitativamente produções de textos de alunos de Ensino Médio nas quais se verificou o uso de seqüências pronominais, de repetições lexicais, das expressões nominais definidas, anáforas indiretas no texto ou referentes ao contexto, as quais permitem ao leitor fazer inferências e aturar como co-autor na produção dos sentidos. / The work investigates the mechanisms of reference used in High School student s productions in order to leave hints so that the reader com make inferences during the reading to produce meanings of what is being read. The reconstructions through inference permits to stablish the link among the explicit and implicit pieces of information in the co-text, in a determined context. The inference is a very important strategy to make a text cohesive and coherent, in terms of reference progression, contributing in a essencial way in the meaning production. From the textual linguistic and the theories about reading. The work presents the relationship author-text-reader in the process of text production and reception. It was analysed High School student s productions in quality and amount in which it was verified the use of pronominal sequences, of lexical repetitions, of defined nominal expressions, indirect anaphora in the text or referred to the context, wich allow the reader to make inferences and act as co-author in the production of meanings.

This project exhaustively examines the first element (theme) of each clause in Mark and in samples from other roughly contemporaneous Jewish writings. The comparative documents are divided into two categories, referential and non-referential narratives. Then statistical analyses (χ2 and t-test) are used to determine with which category of comparative documents Mark more closely aligns. The raw results of these hypothesis tests were equivocal, but their corresponding effect sizes (Cramer’s V and Cohen’s d, respectively) clearly demonstrate that Mark more closely resembles referential narrative, although the difference is small. / Thesis / Candidate in Philosophy

No description available.

Même si le surréalisme au 21ème siècle est généralement jugé comme un mouvement dépassé dont les années les plus actives ont eu lieu dans l'entre-deux-guerres, c'est-à-dire de 1918 à 1939, il y a encore des échos et des rémanences du surréalisme aujourd'hui, longtemps après la fin apparente du mouvement. Le présent travail explore les oeuvres de Louis-René des Forêts, à savoir Le Bavard et La Chambre des enfants, par rapport aux oeuvres surréalistes, à savoir Nadja, le "Manifeste du surréalisme," et L'Amour fou, afin de déterminer dans quelle mesure les composantes du surréalisme telles que le hasard objectif, les attributs de l'esprit conscient et inconscient, l'irrationalité, et le jeu de la fiction et de la réalité font encore écho et restent présentes dans les oeuvres littéraires à présent. Les résultats de cette analyse indiquent que les oeuvres littéraires fictives d'aujourd'hui sont largement imprégnées de nombreuses composantes surréalistes dans certains cas directement et dans d'autres cas indirectement. / Master of Arts / Although Surrealism in the 21st century is generally considered to be an outdated movement whose most active years took place in the interwar period from 1918 to 1939, there are still echoes and afterglow of Surrealism today, long after the movement's apparent end. The present work explores the works of Louis-René des Forêts, Le Bavard and La Chambre des enfants, in relation to the Surrealist works, Nadja, le "Manifeste du surréalisme," and L'Amour fou, in order to determine the extent to which components of Surrealism such as objective chance, attributes of the conscious and unconscious mind, irrationality, and the interplay of fiction and reality still echo and remain present in fictional literary works today. The results of this analysis indicate that today's fictional literary works are largely infused with many Surrealist components, in some cases directly and in other cases indirectly.

Older infants are good referential learners. That is, at around 14-months of age, they begin to learn the verbal labels of objects and events around them. However, referential learning can be made more challenging by increasing the lexical similarity between labels. The primary goal of this study was to examine whether an adult speaker's ostensive cues and eye gaze-object contingency could augment referential learning in 14-month-old infants under difficult conditions (i.e., minimal pair labels). In Experiment 1, infants were familiarized and tested on two word-object associations with minimal pairs (e.g., "bin" and "din"), presented on an eye-tracker. Importantly, each session began when infants made eye contact with a female speaker on the screen, and she continually looked at and verbally referenced each object in an infant-directed style. On test trials when the familiar object+label was switched, infants significantly increased their visual scanning of the speaker's mouth compared to control trials. In Experiment 2, the same procedure was followed with a new group of 14-month-olds, except that the speaker now looked in the opposite direction from the objects on the screen, but continued to label them with minimal pairs in an infant-directed style. In contrast to the results of Experiment 1, infants in this latter experiment did not differentially attend to any area of her face during the switch trials. This pattern of results shows that the ostensive nature of a social partner augments infants' referential learning under cognitive challenge, but it is the contingent nature of the speaker's regard to what is being labeled that is a necessary factor in promoting learning. / Ph. D.

This project exhaustively examines the first element (theme) of each clause in Mark and in samples from other roughly contemporaneous Jewish writings. The comparative documents are divided into two categories, referential and non-referential narratives. Then statistical analyses ( 2 and t-test) are used to determine with which category of comparative documents Mark more closely aligns. The raw results of these hypothesis tests were equivocal, but their corresponding effect sizes (Cramer's V and Cohen's d, respectively) clearly demonstrate that Mark more closely resembles referential narrative, although the difference is small.