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Autor*innen: He, Jia; Vliert, Evert van de; Vijver, Fons J. R. van de
Titel: Extreme response style as a cultural response to climato-economic deprivation
In: International Journal of Psychology, 52 (2017) S1, S. 67-71
DOI: 10.1002/ijop.12287
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Klima; Wirkung; PISA <Programme for International Student Assessment>; Jugendlicher; Fragebogenerhebung; Befragung; Antwort; Meinung; Wohlstand; Armut; Kultureinfluss; Einstellung <Psy>; Internationaler Vergleich; Empirische Untersuchung; Regressionsanalyse; OECD-Länder; Welt
Abstract: We investigated the effects of climato-economic harshness on extreme response style. Climato-economic theorising postulates that a more threatening climate in poorer countries, in contrast to countries with a more comforting climate and richer countries with a more challenging climate, triggers intolerance of ambiguity and uncertainty avoidance inherent to conservatism, in-group favouritism and autocracy. Scores of extreme response style at country level, a proxy of this cluster of cultural characteristics, were extracted from students' responses in the Programme for International Student Assessment to test the hypothesis. In a series of hierarchical regression analysis across 64 countries, cold demands, heat demands and GDP per capita showed a highly significant interaction effect on extreme response style, predicting in total 30.7% of the variance. Extreme response style was highest in poorer countries with higher climatic demands, and lowest in richer countries with lower climate demands. Implications are discussed. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation
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Autor*innen: Köhler, Carmen; Pohl, Steffi; Carstensen, Claus H.
Titel: Dealing with item nonresponse in large-scale cognitive assessments. The impact of missing data methods on estimated explanatory relationships
In: Journal of Educational Measurement, 54 (2017) 4, S. 397-419
DOI: 10.1111/jedm.12154
URN: urn:nbn:de:0111-dipfdocs-174619
URL: http://www.dipfdocs.de/volltexte/2019/17461/pdf/KoehlerPohlCarstensen2017_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Datenanalyse; Schülerleistungstest; Leistungsmessung; Fehlende Daten; Fragebogen; Antwort; Wirkung; Messverfahren; PISA <Programme for International Student Assessment>; Panel; Lesekompetenz; Regression; Simulation
Abstract: Competence data from low-stakes educational large-scale assessment studies allow for evaluating relationships between competencies and other variables. The impact of item-level nonresponse has not been investigated with regard to statistics that determine the size of these relationships (e.g., correlations, regression coefficients). Classical approaches such as ignoring missing values or treating them as incorrect are currently applied in many large-scale studies, while recent model-based approaches that can account for nonignorable nonresponse have been developed. Estimates of item and person parameters have been demonstrated to be biased for classical approaches when missing data are missing not at random (MNAR). In our study, we focus on parameter estimates of the structural model (i.e., the true regression coefficient when regressing competence on an explanatory variable), simulating data according to various missing data mechanisms. We found that model-based approaches and ignoring missing values performed well in retrieving regression coefficients even when we induced missing data that were MNAR. Treating missing values as incorrect responses can lead to substantial bias. We demonstrate the validity of our approach empirically and discuss the relevance of our results. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation
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Autor*innen: Rauch, Dominique; Decristan, Jasmin; Schastak, Martin; Reitenbach, Valentina
Titel: Familiäre Sprachnutzung und Leseverständnis von Grundschulkindern mit türkischem Migrationshintergrund
In: Empirische Pädagogik, 31 (2017) 4, S. 374-389
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Kind; Grundschule; Migrationshintergrund; Leseverstehen; Familie; Sprachgewohnheit; Muttersprache; Sprachwechsel; Deutsch; Türkisch; Sprachkompetenz; Empirische Untersuchung; Quantitative Forschung; Lesetest; Wortschatztest; Eltern; Befragung; Korrelationsanalyse; Regressionsanalyse; Multivariate Analyse; Deutschland
Abstract: Kinder mit türkischem Migrationshintergrund (MH) weisen schon in der Grundschule deutliche Lesedisparitäten im Vergleich zu Kindern ohne MH auf. Dies kann vor allem auf niedrigere sprachliche Kompetenzen in der Unterrichts- und Verkehrssprache (Deutsch) zurückgeführt werden. Häufig wird statt einer Testung die zu Hause gesprochene Sprache erfragt und als Proximalmaß für die Kompetenz in der Unterrichts- und Verkehrssprache verwendet. Der vorliegende Beitrag geht der Frage nach, ob sich für Kinder mit türkischem MH bereits in der Grundschule Unterschiede im Leseverständnis in Abhängigkeit von der Sprachnutzung in der Kommunikation mit verschiedenen Familienmitgliedern nachweisen lassen. Hierzu wurden im Rahmen des Projekts BiPeer 186 Kindern mit türkischem MH nach den zu Hause mit Vater, Mutter und Geschwistern gesprochenen Sprachen gefragt. Es zeigte sich, dass die Kinder mit ihren Geschwistern häufiger Deutsch sprechen als mit ihren Eltern. Lediglich wenn in der Kommunikation mit dem Vater - nicht aber mit der Mutter oder den Geschwistern - häufiger das Deutsche als das Türkische gewählt wird, findet sich ein positiver Zusammenhang mit dem Leseverständnis der Kinder. In multivariaten Regressionsanalysen ließ sich allerdings unter Kontrolle des Geschlechts, der Jahrgangsstufe, der kognitiven Fähigkeiten sowie des Deutsch-Wortschatzes kein signifikanter Zusammenhang mehr zwischen der Sprachnutzung in der Kommunikation mit dem Vater und dem Leseverständnis identifizieren. Vor diesem Hintergrund wird die gängige Praxis diskutiert, die familiäre Sprachnutzung von Kindern und Jugendlichen mit Migrationshintergrund als Proximalmaß für Kompetenzen in der Verkehrs- oder Unterrichtssprache zu nutzen. (DIPF/Orig.)
Abstract (english): Turkish immigrant students in Germany show disparities in reading comprehension from primary school onwards. This has been linked to lower language competencies in the language of school and teaching (German). Instead of testing these language competencies, the language spoken at home is often used as a proximal measure. The paper at hand tries to answer, if reading comprehension of Turkish-German bilingual primary school students varies systematically with the language spoken with different family members. WIthin the project BiPeer 186 students were asked which languages they use with their father, mother and siblings. When speaking to their siblings the children use German more often than in communications with their parents. However, only the language with the father - not with mother or siblings - was found to be correlated positively with reading comprehension: The more German was used, the better the children understood written German texts. In multivariate regression analysis no significant effect of language spoken with the father on reading comprehension was found, when controlling for gender, grade, cognitive abilities and German vocabulary. The use of language at home as a proxy for language competencies is discussed in the light of these findings. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation
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Autor*innen: Miller, Tristan; Hempelmann, Christian; Gurevych, Iryna
Titel: SemEval-2017 task 7. Detection and interpretation of English puns
Aus: Association for Computational Linguistics (Hrsg.): 11th International Workshop on Semantic Evaluations (SemEval-2017): Proceedings of the workshop, August 3-4, 2017, Vancouver, Canada, Stroudsburg; PA: Association for Computational Linguistics, 2017 , S. 58-68
DOI: 10.18653/v1/S17-2005
URL: http://aclweb.org/anthology/S17-2005
Dokumenttyp: 4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Sprache: Englisch
Schlagwörter: Computerlinguistik; Wort; Humor; Rhetorik; Semantik; Linguistik; Phonologie; Automatisierung; Erkennen; Interpretation; System; Evaluation
Abstract: A pun is a form of wordplay in which a word suggests two or more meanings by exploiting polysemy, homonymy, or phonological similarity to another word, for an intended humorous or rhetorical effect. Though a recurrent and expected feature in many discourse types, puns stymie traditional approaches to computational lexical semantics because they violate their one-sense-per-context assumption. This paper describes the first competitive evaluation for the automatic detection, location, and interpretation of puns. We describe the motivation for these tasks, the evaluation methods, and the manually annotated data set. Finally, we present an overview and discussion of the participating systems' methodologies, resources, and results. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung
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Autor*innen: Rücklé, Andreas; Gurevych, Iryna
Titel: End-to-end non-factoid question answering with an interactive visualization of neural attention weights
Aus: Association for Computational Linguistics (Hrsg.): Proceedings of the 55th Annual Meeting of the Association for Computational Linguistics, Vancouver, Canada, July 30 - August 4, 2017: System demonstrations, Stroudsburg; PA: Association for Computational Linguistics, 2017 , S. 19-24
DOI: 10.18653/v1/P17-4004
URL: https://aclanthology.info/pdf/P/P17/P17-4004.pdf
Dokumenttyp: 4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Sprache: Englisch
Schlagwörter: Computerlinguistik; Aufmerksamkeit; Vernetzung; Modell; Struktur; Analyse; Visualisierung; Forschung; Frage; Antwort; Benutzeroberfläche
Abstract: Advanced attention mechanisms are an important part of sucessful neural network approaches for non-factoid answer selection because they allow the models to focus on few important segments within rather long answer texts. Analyzing attention mechanisms is thus crucial for understanding strengths and weaknesses of particular models. We present an extensible, highly modular service architecture that enables the transformation of neural network models for non-factoid answer selection into fully featured end-to-end question answering systems. The primary objective of our system is to enable researchers a way to interactively explore and compare attention-based neural networks for answer selection. Our interactive user interface helps researchers to better understand the capabilities of the different approaches and can aid qualitative analyses. The source-code of our system is publicly available. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung
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Autor*innen: Stanovsky, Gabriel; Eckle-Kohler, Judith; Puzikov, Yevgeniy; Dagan, Ido; Gurevych, Iryna
Titel: Integrating deep linguistics features in factuality prediction over unified datasets
Aus: Association for Computational Linguistics (Hrsg.): The 55th Annual Meeting of the Association for Computational Linguistics (ACL 2017): Proceedings of the conference, vol. 2 (short papers), July 30 - August 4, 2017, Vancouver, Canada, Stroudsburg; PA: Association for Computational Linguistics, 2017 , S. 352-357
DOI: 10.18653/v1/P17-2056
URL: https://aclanthology.info/pdf/P/P17/P17-2056.pdf
Dokumenttyp: 4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Sprache: Englisch
Schlagwörter: Computerlinguistik; Modell; Methode; Daten; Sprache; Wort; Semantik
Abstract: Previous models for the assessment of commitment towards a predicate in a sentence (also known as factuality prediction) were trained and tested against a specific annotated dataset, subsequently limiting the generality of their results. In this work we propose an intuitive method for mapping three previously annotated corpora onto a single factuality scale, thereby enabling models to be tested across these corpora. In addition, we design a novel model for factuality prediction by first extending a previous rule-based factuality prediction system and applying it over an abstraction of dependency trees, and then using the output of this system in a supervised classifier. We show that this model outperforms previous methods on all three datasets. We make both the unified factuality corpus and our new model publicly available. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung
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Autor*innen: Bar-Kochva, Irit; Gilor, Orit; Breznitz, Zvia
Titel: An examination of the process of acquiring visual word representations in dyslexic children
In: Journal for Educational Research Online, 8 (2016) 1, S. 7-25
URN: urn:nbn:de:0111-pedocs-120274
URL: http://www.j-f-b.de/index.php/jero/article/view/619
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Arbeitsgedächtnis; Experimentelle Untersuchung; Grundschüler; Israel; Kognitive Kompetenz; Legasthenie; Lesen; Lesetest; Phonologie; Schuljahr 02; Schuljahr 04; Visuelle Wahrnehmung; Wort
Abstract: Kompetentes Lesen stützt sich auf die Fähigkeit, auf Wortrepräsentationen, d. h. die im Gedächtnis hergestellten Verbindungen zwischen der Orthographie eines Wortes, seiner Phonologie und seiner Bedeutung, zugreifen zu können. Ziel der vorliegenden Studie ist es, den Aneignungsprozess dieser Repräsentationen zu untersuchen. Die zentrale Hypothese ist dabei, dass Kinder mit Dyslexie Probleme haben, diese Repräsentationen aufzubauen und im Gedächtnis zu speichern, wobei angenommen werden kann, dass dies auf Grund einer Instabilität während des Prozesses der Wortdekodierung erfolgt. Die Leseleistung von Kindern mit Dyslexie wurde dafür verglichen mit der Leistung von Leserinnen und Lesern gleichen Alters sowie mit Leserinnen und Lesern, die auf demselben Niveau lesen (n = 20 pro Gruppe). Getestet wurde die Hypothese, indem den Leserinnen und Leser mehrmals dieselben Zielwörter vorgelegt wurden, welche in Wortlisten und sinnvolle Texte eingebettet waren. Dabei handelte es sich um Worte, bei denen die Kinder mit Dyslexie in einem Pre-Test Leseschwierigkeiten hatten, die jedoch Teil ihres gesprochenen Vokabulars waren. Analysiert wurden die Ergebnisse der jeweiligen Konfrontationen mit einem Zielwort. Die Befunde zeigen für Kinder mit Dyslexie auch bei einer wiederholten Auseinandersetzung mit denselben Zielworten geringere Genauigkeitsraten im Vergleich zu typischen Leserinnen und Lesern. Darüber hinaus ergeben sich bei den Kindern mit Dyslexie stärkere Schwankungen in der Art der Ergebnisse und mehr Inkonsistenzen, wenn es darum geht, dasselbe Ergebnis bei mehreren Konfrontationen mit demselben Zielwort wiederzugeben. Insofern stützen die Ergebnisse die Hypothese eines Defizits beim Aufbau und der Speicherung von Wortrepräsentationen während des Lesens bei Leserinnen und Leser mit Dyslexie und weisen auf eine Instabilität im Prozess des Dekodierens von Orthographie zu Phonologie hin. (DIPF/Orig.)
Abstract (english): Skilled reading relies on the ability to access word representations, conceptualized as connections established between a word's orthography, phonology and meaning in memory. This study set out to explore the process of acquisition of these representations. The central hypothesis was that dyslexic readers would present difficulties in forming and maintaining word representations in memory, presumably due to instability in processes of decoding. Their performance was compared to the performance of age-matched and reading-level-matched typical readers (n = 20 per group). The hypothesis was tested by repeatedly exposing the readers to the same target words embedded in word-lists and meaningful texts. The targets were words which the dyslexic participants had difficulty to read in a pre-test, while being part of their spoken vocabulary. The output of each encounter with a target word was analyzed. The results indicate reduced accuracy rates of dyslexic readers compared to typical readers, despite the repeated exposures to the same targets. In addition, dyslexic readers showed larger variability in types of output and higher rates of inconsistency in producing the same output across encounters with the same target. The results therefore uphold the hypothesis of a deficiency of dyslexic readers in forming and retaining word representations in reading, and point to instability in processes of decoding orthography to phonology. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Benitez, Isabel; He, Jia; van de Vijver, Fons J. R.; Padilla, José-Luis
Titel: Linking extreme response style to response processes. A cross-cultural mixed methods approach
In: International Journal of Psychology, 51 (2016) 6, S. 464-473
DOI: 10.1002/ijop.12379
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Antwort; Interkultureller Vergleich; Internationaler Vergleich; Interview; Kognitionspsychologie; Niederlande; Qualitative Forschung; Quantitative Forschung; Spanien; Verhalten; Verstehen
Abstract: The aim of this study is to contribute to a better understanding of extreme response style in cross-cultural research by integrating quantitative and qualitative evidence in a mixed methods design. In the quantitative phase, indexes of extreme response style, derived from quality of life measures from different international studies, were compared between Spain and the Netherlands. Results indicated that extreme responding was more common among Spanish than among Dutch in endorsement of items, but that the opposite was found for frequency scales including never as a response anchor. In the qualitative phase, cognitive interviews were conducted with 25 participants in each country. The integration of quantitative results and qualitative findings suggests that country differences in extreme response style may stem from various sources, including the more independent evaluation of each item by Dutch, the stronger connotations of never for Spanish and stronger emotions triggered by specific topics such as work satisfaction that was more strongly associated with insecurity for Spanish. It is concluded that the integration of quantitative and qualitative evidence can help to understand cross-cultural similarities and differences in extreme response style. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation
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Autor*innen: Hartmann, Silvana; Eckle-Kohler, Judith; Gurevych, Iryna
Titel: Generating training data for semantic role labeling based on label transfer from linked lexical resources
In: Transactions of the Association for Computational Linguistics, (2016)
URL: https://tacl2013.cs.columbia.edu/ojs/index.php/tacl/article/view/717
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Ambiguität; Automatisierung; Computerlinguistik; Computerunterstütztes Verfahren; Semantik; Textanalyse; Wort; Wörterbuch
Abstract (english): We present a new approach for generating role-labeled training data using Linked Lexical Resources, i.e., integrated lexical resources that combine several resources (e.g., WordNet, FrameNet, Wiktionary) by linking them on the sense or on the role level. Unlike resource-based supervision in relation extraction, we focus on complex linguistic annotations, more specifically FrameNet senses and roles. The automatically labeled training data (http://www.ukp.tu-darmstadt.de/knowledge-based-srl/) are evaluated on four corpora from different domains for the tasks of word sense disambiguation and semantic role classification. Results show that classifiers trained on our generated data equal those resulting from a standard supervised setting. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung
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Autor*innen: He, Jia; van de Vijver, Fons J. R.
Titel: Response styles in factual items. Personal, contextual, and cultural correlates
In: International Journal of Psychology, 51 (2016) 6, S. 445-452
DOI: 10.1002/ijop.12263
URN: urn:nbn:de:0111-dipfdocs-193218
URL: http://www.dipfdocs.de/volltexte/2020/19321/pdf/IJoP_2016_6_He_van_de_Vijver_Response_styles_in_factual_items_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Antwort; Datenanalyse; Erwachsener; Interkultureller Vergleich; Internationaler Vergleich; Messung; PIAAC <Programme for the International Assessment of Adult Competencies>; Verhalten
Abstract: This study investigated response styles in factual items and explored their associations with personal, contextual and cultural factors. Responses on various factual questions, cognitive tests and interviewers' observational data from a total of 152,514 respondents in 22 countries in the Programme for the International Assessment of Adult Competencies (PIAAC) were analysed. Indexes of extreme, midpoint and acquiescent response styles were extracted from Likert-scale and dichotomous responses of factual items. A general response style (GRS) with a positive loading of extreme response style and negative loadings of midpoint and acquiescent response styles was confirmed. This factor showed a similar cross-cultural patterning as another general factor from attitudinal and self-evaluative items of Likert scales in a previous study, which indicated the pervasiveness of response styles irrespective of types of survey items. In a multilevel analysis, the individual-level GRS was found to be negatively related to being male, educational level and literacy competency, and positively related to 3rd-person presence and background noise, and at country level negatively associated with socioeconomic development. Cross-level interactions were also found. Implications on the pervasiveness and nature of response styles are discussed. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation