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We explore the conjecture that engaging teachers with activities which feature mathematical practices from past (history-focused tasks) and in today’s mathematics classrooms (mathtasks) can promote teachers’ problematizing of its pedagogy. Here, we sample evidence discursive shifts observed as twelve engage a set (PA) – three rounds history-focused mathtask combinations during four–month postgr...

We propose a diagnostic method for probing specific information captured in vector representations of sentence meaning, via simple classification tasks with strategically constructed sentence sets. We identify some key types of semantic information that we might expect to be captured in sentence composition, and illustrate example classification tasks for targeting this information.

Investigating task-based synchronous computer-mediated communication (SCMC) interaction has increasingly received scholarly attention. However, studies have focused on negotiation of meaning and the quantity, focus resolution language related episodes (LREs). This study aims to broaden our understanding role audio, video, text SCMC conditions by additionally examining second (L2) learners’ leve...

The individual roles played by the cerebral hemispheres during the process of language comprehension have been extensively studied in tasks that require individuals to read text (for review see Jung-Beeman, 2005). However, it is not clear whether or not some aspects of the theorized laterality models of semantic comprehension are a result of the modality of presentation. Extending earlier work ...

English linguist John Rupert Firth has a famous saying “you shall know a word by the company it keeps.” Most word representation learning models are based on this assumption that a word’s semantic meaning can be learned from the context in which it resides. The context is defined as a small unordered number of words surrounding the target word. Research has shown that context alone provides lim...

Little research has focused on children's decoding of emotional meaning in expressive body movement: none has considered which movement cues children use to detect emotional meaning. The current study investigated the general ability to decode happiness, sadness, anger, and fear in dance forms of expressive body movement and the specific ability to detect differences in the intensity of anger a...

There is a certain consensus on some defining features of collocations (they are frequent, recurrent, conventional, institutionalized, etc.), but there is not much agreement on other characteristics, for example whether or not they constitute binary lexical relations, and, crucially, whether they are arbitrary, and must be stipulated, or should instead be deduced or inferred. I will argue that ...