The purpose of this article is to describe the processes represented in finite clauses which are part of written narratives produced by elementary school students. In order to achieve this objective, verbs and verb phrases are analyzed as central elements in the configuration of experience, which is expanded by inherent participants in the represented process and circumstantial-type adjuncts. Clauses are considered the central process unit, as they convey the speakers' choice in terms of the different systemic networks that are syntagmatically structured. The methodological approach corresponds to a quantitative description. The corpus presents a collection of 180 texts written by students in Grades 3, 5 and 7 attending one of two types of schools: a state school or a state-subsidized private school. The material processes that construct the experience as an external event, are significantly predominant in the corpus. However, such trend steadily decreases as students are promoted to the next grade, as evidenced by an increase of clauses with attributive and mental relational processes. It can be concluded that students describe concrete events from a perceptively external point of view, which tend to localize time and space.
This poster presents preliminary results from a user study designed to evaluate the feasibility to use a low-cost EEG sensor in the identification of information relevance as perceived by users. The study involved 10 participants, both graduate and undergraduate students, performing a selfmotivated exploratory search task contextualized on the literature review for their own thesis work. The study design comprised two stages that focus on (1) snippets collection and (2) explicit relevance assessments. In both stages, participants wore a low-cost electroencephalography (EEG) sensor that provides measures related to two mental states (i.e. attention and meditation). Analyses focused on comparing the presence and intensity of these mental states in the set of pages (both relevant and non-relevant) classified by the users themselves. Results showed that attention levels and blink intensity in relevant pages are significantly higher than in non-relevant ones.
El propósito de este artículo es comparar tanto el tipo de cláusulas en textos narrativos escritos producidos por estudiantes de tres niveles de enseñanza básica (3º, 5º y 7º) como el grado de dependencia y relaciones lógico-semánticas en los complejos clausulares, con la finalidad de establecer los principales cambios que es posible observar a medida que se avanza en escolaridad. El corpus está constituido por 180 textos producidos por estudiantes de 3º, 5º y 7º básico bajo dos condiciones de escritura. Los resultados indican el predominio significativo de los complejos clausulares por sobre las clásusulas simples en todos los niveles, con dependencia paratáctica y relaciones lógico-semánticas de expansión mediante la especificación de elementos circunstanciales y agregación de información nueva usando elementos conjuntivos. No obstante, se observa un patrón de incremento de las relaciones hipotácticas, que logra niveles significativos al comparar los textos de los estudiantes de 5º con los de 3º básico. Se concluye que los estudiantes progresivamente avanzan en la condensación de información en una misma estructura sintagmática, produciéndose un cambio cualitativo entre el 3º y el 5º básico. En general, los estudiantes escriben narraciones que relevan las acciones como eventos observables, cuyos participantes prácticamente no hablan ni reflexionan sobre su quehacer. Sin embargo, hay una tendencia incipiente a enriquecer sus producciones incorporando estos aspectos a medida que se avanza en la escolaridad.
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