Word Count

2002 ◽  
Author(s):  
George W. Hartwig ◽  
Jr.
Keyword(s):  
Word Count

Assessment of Agreement Between Human Ratings and Lexicon-Based Sentiment Ratings of Open-Ended Responses on a Behavioral Rating Scale

Assessment ◽  
2021 ◽  
pp. 107319112199646
Author(s):  
Olivia Gratz ◽  
Duncan Vos ◽  
Megan Burke ◽  
Neelkamal Soares
Keyword(s):  
Sentiment Analysis ◽  
Language Processing ◽  
Rating Scales ◽  
Clinical Decision Making ◽  
Rating Scale ◽  
Clinical Decision ◽  
Assessment System ◽  
Word Count ◽  
Positive Correlation ◽  
Sentiment Score

To date, there is a paucity of research conducting natural language processing (NLP) on the open-ended responses of behavior rating scales. Using three NLP lexicons for sentiment analysis of the open-ended responses of the Behavior Assessment System for Children-Third Edition, the researchers discovered a moderately positive correlation between the human composite rating and the sentiment score using each of the lexicons for strengths comments and a slightly positive correlation for the concerns comments made by guardians and teachers. In addition, the researchers found that as the word count increased for open-ended responses regarding the child’s strengths, there was a greater positive sentiment rating. Conversely, as word count increased for open-ended responses regarding child concerns, the human raters scored comments more negatively. The authors offer a proof-of-concept to use NLP-based sentiment analysis of open-ended comments to complement other data for clinical decision making.

scholarly journals Don’t Ditch the Laptop Just Yet: A Direct Replication of Mueller and Oppenheimer’s (2014) Study 1 Plus Mini Meta-Analyses Across Similar Studies

2021 ◽  
Vol 32 (3) ◽  
pp. 326-339
Author(s):  
Heather L. Urry ◽  
Chelsea S. Crittle ◽  
Victoria A. Floerke ◽  
Michael Z. Leonard ◽  
Clinton S. Perry ◽  
...  
Keyword(s):  
Original Study ◽  
Note Taking ◽  
Word Count ◽  
Meta Analyses ◽  
Better Than

In this direct replication of Mueller and Oppenheimer’s (2014) Study 1, participants watched a lecture while taking notes with a laptop ( n = 74) or longhand ( n = 68). After a brief distraction and without the opportunity to study, they took a quiz. As in the original study, laptop participants took notes containing more words spoken verbatim by the lecturer and more words overall than did longhand participants. However, laptop participants did not perform better than longhand participants on the quiz. Exploratory meta-analyses of eight similar studies echoed this pattern. In addition, in both the original study and our replication, higher word count was associated with better quiz performance, and higher verbatim overlap was associated with worse quiz performance, but the latter finding was not robust in our replication. Overall, results do not support the idea that longhand note taking improves immediate learning via better encoding of information.

scholarly journals The Content of Nostalgic Memories Among People Living with Dementia

2021 ◽  
pp. 009141502110241
Author(s):  
Sanda Ismail ◽  
Emily Dodd ◽  
Gary Christopher ◽  
Tim Wildschut ◽  
Constantine Sedikides ◽  
...  
Keyword(s):  
Cognitive Impairment ◽  
Positive Affect ◽  
Self Esteem ◽  
Healthy Adults ◽  
Word Count ◽  
Autobiographical Memories ◽  
Affective Content

Although dementia may affect the reliability of autobiographical memories, the psychological properties of nostalgic memories may be preserved. We compared the content of nostalgic ( n = 36) and ordinary ( n = 31) narratives of 67 participants living with dementia. Narratives were rated according to their self-oriented, social, and existential properties, as well as their affective content. Social properties and affective content were assessed using a linguistic word count procedure. Compared to the ordinary narratives described in the control condition, nostalgic narratives described a typical events, expressed more positive affect, and had more expressions of self-esteem and self-continuity. They were also rated higher on companionship, connectedness and the closeness of relationships, and reflected life as being meaningful. Despite their cognitive impairment, people living with dementia experience nostalgia in similar ways to cognitively healthy adults, with their nostalgic narratives containing self-oriented, social, and existential properties.

A Mixed Methods Analysis of Parental Perspectives on Diagnosis and Prognosis of Neonatal Intensive Care Unit Graduates With Cerebral Palsy

2020 ◽  
Vol 35 (5) ◽  
pp. 336-343
Author(s):  
Katherine Guttmann ◽  
John Flibotte ◽  
Sara B. DeMauro ◽  
Holli Seitz
Keyword(s):  
Intensive Care Unit ◽  
Cerebral Palsy ◽  
Content Analysis ◽  
Intensive Care ◽  
Neonatal Intensive Care Unit ◽  
Thematic Analysis ◽  
Neonatal Intensive Care ◽  
Free Text ◽  
Word Count ◽  
Linguistic Inquiry

This study aimed to evaluate how parents of former neonatal intensive care unit patients with cerebral palsy perceive prognostic discussions following neuroimaging. Parent members of a cerebral palsy support network described memories of prognostic discussions after neuroimaging in the neonatal intensive care unit. We analyzed responses using Linguistic Inquiry and Word Count, manual content analysis, and thematic analysis. In 2015, a total of 463 parents met eligibility criteria and 266 provided free-text responses. Linguistic Inquiry and Word Count analysis showed that responses following neuroimaging contained negative emotion. The most common components identified through the content analysis included outcome, uncertainty, hope/hopelessness, and weakness in communication. Thematic analysis revealed 3 themes: (1) Information, (2) Communication, and (3) Impact. Parents of children with cerebral palsy report weakness in communication relating to prognosis, which persists in parents’ memories. Prospective work to develop interventions to improve communication between parents and providers in the neonatal intensive care unit is necessary.

The Tomato Pip's Story: Creative Narratives as Bridging Cultural and Science Discourses for Indigenous Students

2017 ◽  
Vol 47 (2) ◽  
pp. 171-184
Author(s):  
Lorrin Ruihi Shortland ◽  
Terry Locke
Keyword(s):  
Digestive System ◽  
Indigenous Education ◽  
Disciplinary Literacy ◽  
Word Count ◽  
Indigenous Students ◽  
Science Discourse ◽  
Group Data ◽  
Focus Group Data ◽  
Human Digestive System

This article reports on what happened when a Rumaki pūtaiao kaiako (Science) teacher at a New Zealand high school trialled the use of creative narratives with her Year-10 students as a way of developing their understanding of the human digestive system. These students were members of the school's Māori immersion unit, and creative narratives were in part utilised as a bridge between science discourse and the cultural knowledges these students brought to their learning. In this case study, students developed ‘Tomato Pip’ narratives through four versions, which told the story of a tomato pip travelling through the human digestive system. Word-count data based on these versions and from a summative test were analysed and correlations found between test scores and three categories of word-count total (total words, total science words and total discrete science words). A discourse analysis of one student's narratives identified two distinct voices in these texts: the personal narrator and the emerging biologist. Questionnaire and focus-group data indicated that the use of creative narratives was both motivational to these students and effective as a bridge into science discourse mastery. It is argued that the findings have implications for disciplinary literacy theory, Indigenous education and science instruction.

Emotion Word Use by Adolescents Who Stutter: An Exploratory Study

2013 ◽  
Vol 23 (1) ◽  
pp. 6-14
Author(s):  
Corrin G. Richels ◽  
Rogge Jessica
Keyword(s):  
Positive Emotion ◽  
Negative Emotion ◽  
Conversational Speech ◽  
Word Count ◽  
Word Use ◽  
Emotion Words ◽  
Emotion Word ◽  
Linguistic Inquiry ◽  
Positive Valence ◽  
Analyze Data

Purpose: Deficits in the ability to use emotion vocabulary may result in difficulties for adolescents who stutter (AWS) and may contribute to disfluencies and stuttering. In this project, we aimed to describe the emotion words used during conversational speech by AWS. Methods: Participants were 26 AWS between the ages of 12 years, 5 months and 15 years, 11 months-old (n=4 females, n=22 males). We drew personal narrative samples from the UCLASS database. We used Linguistic Inquiry and Word Count (LIWC) software to analyze data samples for numbers of emotion words. Results: Results indicated that the AWS produced significantly higher numbers of emotion words with a positive valence. AWS tended to use the same few positive emotion words to the near exclusion of words with negative emotion valence. Conclusion: A lack of diversity in emotion vocabulary may make it difficult for AWS to engage in meaningful discourse about negative aspects of being a person who stutters

NEO HUMANİSM? (WORD COUNT 7404)

2021 ◽  
Vol 7 (88) ◽  
pp. 3950-3960
Author(s):  
Deniz ALCA
Keyword(s):  
Word Count

Mobility Paulo Freire: internationalization of chemistry teacher training

2022 ◽  
Vol 33 (1) ◽  
pp. 102
Author(s):  
Junfanlee Manoel Oliveira Feliciano ◽  
Jefale Gonçalves Feliciano dos Santos
Keyword(s):  
Teacher Training ◽  
Paulo Freire ◽  
Chemistry Teacher ◽  
Word Count ◽  
Formación Docente

<p><span>Este artículo es el resultado del análisis del Proyecto Paulo Freire de Movilidad Académica para Estudiantes de Programas de Formación Docente Universitaria con un enfoque en la reflexión sobre las carreras de Química, para tal fin el presente autor utiliza su experiencia e informe para desarrollar la escritura mientras participa. de este programa, estando vinculado a la Universidad Federal del Triângulo Mineiro (UFTM) en la carrera de Química. En este trabajo pretendemos abordar cuestiones que involucran problemas que están asociados a la relación entre Ciencia, Tecnología y Sociedad (CTS) y la indispensabilidad de esta dimensión para ser parte del proceso de internacionalización de los cursos de Ciencias de la Naturaleza y de la Tierra, principalmente en lo que se refiere al curso. Licenciada en Química. La estrategia metodológica utilizada para el análisis del documento fue Análisis de Contenido (AC) y Análisis Textual Discursivo (ATD), en la etapa de análisis se utilizó el software </span><span>Atlas.ti</span><span>, que permite el uso de la función Word Count, en la que se pretende trabajo facilitando el análisis a nivel textual. en la búsqueda de comprender los conceptos involucrados y empleados en el documento y el núcleo de las propuestas que atraviesan las especificidades de la carrera de Química. De esta manera, este estudio aporta elementos para reflexionar sobre el actual proceso formativo de los estudiantes de pregrado en Química y sobre la necesidad de introducir dispositivos educativos para una formación amplia e integral de los docentes en el proceso de internacionalización de los cursos de pregrado.</span></p>

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