Explanation facility for neural networks

This paper give a methodology, PROLOG code, as well as an example of an explanation facility EN applicable to most neural networks. It involves How?, Why? and TRACE facilities, and is based on a general explanation degree calculation in a multilayer neural network, as well as on input node characterization grammars for synthesis of explanation text.     

The Lambek calculus enriched with additional connectives

Some formal properties of enriched systems of Lambek calculus with analogues of conjunction and disjunction are investigated. In particular, it is proved that the class of languages recognizable by the Lambek calculus with added intersective conjunction properly includes the class of finite intersections of context-free languages.I would like to thank Professor Johan van Benthem for much encouragement and a number of helpful suggestions. Thanks are also due to Dirk Roorda, who commented on an earlier draft of the paper, and to my advisor Professor Stanley Peters.     

The Influence of Grammatical, Local, and Organizational Redundancy on Implicit Learning: An Analysis Using Information Theory.

People behave as if they know the structure of their environment. Because people rarely study that structure explicitly, several theorists have postulated an implicit learning system that abstracts that structure automatically. An alternative view is that people respond to local structure that derives from global structure. Measures are developed that quantify structure in a set of stimuli, in individual stimuli, and in encoded stimuli. The authors apply the measures to examine serial recall for sequences of colors generated using a stationary Markov grammar. They demonstrate that the 3 kinds of redundancy are confounded and show that the memorial advantage for grammatical stimuli reflects participants' use of local expressions of grammatical structure to aid learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transfer in artificial grammar learning: The role of repetition information.

In this article, the authors report 2 experiments that investigated the sources of information used in transfer and nontransfer tasks in artificial grammar learning. Multiple regression analyses indicated that 2 types of information about repeating elements were crucial for performance in both tasks: information about the repetition of adjacent elements and information about repetition of elements in the whole item. Similarity of test items to specific training items and chunk information influenced participants' judgments only in nontransfer tasks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Petri网与二元文法的语言等价性

为了用一种类似Chomsky文法体系中的文法描述Petri网语言,研究了二元文法与Petri网语言之间的关系,给出了将二元文法等价转化为Petri网的方法和将Petri网等价转化为二元文法的方法,从而,证明了二元文法产生的语言等价于Petri网语言.     

英语多词动词无被动态结构的典型研究

本文试图以英语多词动词集合为讨论对象,用生成语法的θ理论及其他相关理论来讨论被动化现象,并通过对多词动词无被动态结构的典型研究以期对英语被动化现象的观察、描述乃至解释提供一个可能的途径。     

Linguistic Attention Control: Attention Shifting Governed by Grammaticized Elements of Language.

In 2 experiments, the authors investigated attention control for tasks involving the processing of grammaticized linguistic stimuli (function words) contextualized in sentence fragments. Attention control was operationalized as shift costs obtained with adult speakers of English in an alternating-runs experimental design (R. D. Rogers & S. Monsell, 1995). Experiment 1 yielded significant attention shift costs between tasks involving judgments about the meanings of grammatical function words. The authors used a 3-stage experimental design (G. Wylie & A. Allport, 2000), and the emerging pattern of results implicated task set reconfiguration and not task set inertia in these shift costs. Experiment 2 further demonstrated that shift costs were lower when the tasks involved shared attentional resources (processing the same grammatical dimension) versus unshared resources (different grammatical dimensions). The authors discuss the results from a cognitive linguistic perspective and for their implications for the view that language itself can serve a special attention-directing function. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Facet Grammars: Towards static semantic analysis by context-free parsing

Use of executable declarative metalanguages has simplified programming language syntax specification and implementation, whereas existing formalisms for static semantics are still relatively procedural. A working hypothesis is that the context-sensitivity of languages (under static semantic rules) is derived in significant part from the interleaved presences therein of sentences in implicitly-defined and effectively invisible context-free languages. Procedures by which these sentences and context-free grammars for their languages can be respectively derived from the original sentence and the combination of the original language's grammar and semantic rules, lead to the possibility of automatic generation of static semantic analysers from the purely context-free specifications of “Facet Grammars” (FG)!

We show that the utility of FG for static semantic analysis has a non-trivial lower bound, by specifying the relatively complicated identifier scope and accessibility rules for Dijkstra's Guarded Commands Language.     

中国高校教师对语法及明示性语法教学法所持的观念探究

语法教学在外语教学过程中的作用一直是引起语言学家和外语教师争议的问题，回顾外语教学的历史，人们不难看出，外语教学总是在赞成和反对语法教学这两种不同的观点中发展的（Thombury1989）。自上世纪90年代以来，以形式为中心的明示性语法教学被以意义为中心的暗示性语法教学所取代后，随着语法教学地位的恢复，以形式为中心的明示性语法教学大有复辟的趋势。而外语教师所固有的有关语言学习的观念、态度，教学经验和学习经验会自觉、不自觉地对课堂教学产生重要影响。他们在多大程度上接受不断涌现的教学观点，更新原有的观念都直接影响到课堂教学改革的效果。     

如何提高学生的阅读能力

学生阅读能力低下产生的原因是多方面的。分析了引起这种现象的各种原因,阐述了学生自身在学习上的缺陷,以及就如何提高学生的英语阅读水平提出了若干思索,力求能探讨出切实提高学生英语阅读能力的方法。