More than Bags of Words: Sentiment Analysis with Word Embeddings     

Elena Rudkowsky  Martin Haselmayer  Matthias Wastian  Marcelo Jenny  Štefan Emrich  Michael Sedlmair 《Communication methods and measures》2018,12(2-3):140-157

ABSTRACT

Moving beyond the dominant bag-of-words approach to sentiment analysis we introduce an alternative procedure based on distributed word embeddings. The strength of word embeddings is the ability to capture similarities in word meaning. We use word embeddings as part of a supervised machine learning procedure which estimates levels of negativity in parliamentary speeches. The procedure’s accuracy is evaluated with crowdcoded training sentences; its external validity through a study of patterns of negativity in Austrian parliamentary speeches. The results show the potential of the word embeddings approach for sentiment analysis in the social sciences.  相似文献   

Network member support marshaling in response to another’s relational transgression experience     

Meara H. Faw  Joshua R. Pederson 《Qualitative Research Reports in Communication》2018,19(1):86-93

Relational transgressions are emotionally difficult for those who directly experience the transgression. Less is known about how transgressions affect those located within the personal network of a relational transgression victim. This study explored how network members engaged in support marshaling in response to another’s transgression experience. Results indicate that some participants marshaled support, citing four reasons for their actions: perceived insufficiency, camaraderie, personal ramifications, and personal values. We explore these reasons for marshaling support and discuss them within the broader context of support marshaling and relational transgressions.  相似文献   

Concerns of some semiprofessionals working in professionally directed programs     

M J Fitch  R V Cadol  G Martinez  B Montgomery  L Lottie  B Smith 《Exceptional children》1971,37(8):587-591

  相似文献   

Evening electronic device use and sleep patterns in athletes     

Maddison J. Jones  Brian Dawson  Daniel F. Gucciardi  Peter R. Eastwood  Joanna Miller  Shona L. Halson 《Journal of sports sciences》2019,37(8):864-870

The present study aimed to investigate pre-sleep behaviours (including evening electronic device use) and sleep quantity in well-trained athletes. Seventy well-trained athletes (44 females, 26 males) aged 21 ± 4 y from a range of team and individual sports were asked to complete an online sleep diary for 7 days. The sleep diary included questions about pre-sleep behaviours (e.g. napping, caffeine intake), electronic device use in the 2 h prior to bedtime (e.g. type of device and duration of use) and sleep (e.g. time in bed, sleep onset latency). On average, athletes spent 8:20 ± 1:21 h in bed each night. Associations between age, time in bed and sleepiness suggested that younger athletes spent more time in bed (B = -0.05, p = 0.001) but felt sleepier (r = -0.32, p < 0.01) than older athletes. On average, athletes mostly used electronic devices for 0–30 min prior to sleep. The use of multiple devices in the evening was associated with more perceived difficulty in falling asleep (B = 0.22, p = 0.03), but no associations existed with other sleep variables. In summary, younger athletes may require later start times or improved sleep quality to resolve excessive sleepiness.  相似文献   

ACADEMIC SELF‐EFFICACY AMONG JUNIOR HIGH SCHOOL STUDENTS IN GHANA: EVALUATING FACTOR STRUCTURE AND MEASUREMENT INVARIANCE ACROSS GENDER     

David Ansong  Sarah R. Eisensmith  Rainier D. Masa  Gina A. Chowa 《Psychology in the schools》2016,53(10):1057-1070

Self‐efficacy is a universal construct, but few validated measures exist for researchers in developing countries to use in assessing youths’ perceptions of their ability to achieve academic success. This study examined the cross‐cultural suitability and psychometric properties of an academic self‐efficacy scale (ASES) adapted for the Ghanaian context. ASES construct validity was assessed with a sample of 4,289 Ghanaian junior high‐school students and exploratory and confirmatory factor analysis. Invariance testing assessed the scale's measurement equivalence by gender and temporal stability of gender equivalence. The ASES is a valid, reliable one‐dimensional scale for assessing young Ghanaians’ perceptions of their academic capabilities, and it works equally well across genders. As adapted, ASES is a valid scale with utility for researchers examining predictors and effects of academic self‐efficacy. The ASES has important implications for decisions regarding investment in programs aimed at improving academic self‐efficacy of youth, both in sub‐Saharan Africa and the increasingly diverse American public schools.  相似文献   

Childhood Physical Fitness and Performance as Predictors of High School Sport Participation     

Rebecca A. Battista  Erin D Bouldin  Karin A. Pfeiffer  Christine E. Pacewicz  Shannon R Siegel  Eric M. Martin 《Measurement in physical education and exercise science》2021,25(1):43-52

ABSTRACT

Participation in youth sport is positively associated with physical fitness and performance. The purpose of the current study was to examine if physical fitness measures during childhood and early adolescence predicted high school sport participation. Participants included youth in the Michigan State University Motor Performance Study. Measures consisted of the endurance shuttle run, Wells sit-and-reach, jump and reach, standing long jump, agility shuttle run and 30-yard dash. Individual, generalized estimating equation models were used to estimate the association between each measure and the odds of participating in high school sport. For both sexes, the endurance shuttle run and agility shuttle run were related to sport participation. For boys only, the long jump and 30-yard dash were also associated with sport participation. Better physical fitness and performance across several dimensions in childhood, including those related to motor skills, enhanced the likelihood of sport participation in high school.  相似文献   

Recording and Accounting for Stakeholder Involvement in Systematic Reviews          下载免费PDF全文

Marieke C. Saan  Hennie R. Boeije  Jane N. T. Sattoe  Marjolijn I. Bal  Marjolein Missler  Floryt van Wesel 《Health information and libraries journal》2015,32(2):95-106

  相似文献   

Finding the common ground: Teachers' and employers' representations of English in an assessment context          下载免费PDF全文

Simon Child  Martin Johnson  Sanjana Mehta  Annabel Charles 《English in Education》2015,49(2):150-166

There has been a long‐standing debate about how ‘English’ can be defined. Educational policy changes have typically been driven by differing representations of the subject, and have ranged from broad ‘aesthetic’ definitions to more narrow ‘functional’ views. The present study aims to analyse areas of consensus and contention in stakeholders' discourse regarding English. A questionnaire‐based survey and focus groups were used to explore how teachers and employers viewed English as a subject. Their views were conceptualised into three themes: the importance of functional English; English as atomistic versus holistic study; and English as critical thought. These themes are discussed in relation to historical definitions of ‘English’, and their implications for the future reform of English qualifications.  相似文献   

Full of Wonder     

Paul Martin Lester 《Visual Communication Quarterly》2016,23(4):234-235

  相似文献   

Pragmatismus und seine Rezeption in der deutschen Sportpädagogik     

Prof. Dr. R. Messmer 《Sportwissenschaft》2011,41(3):233-242

A discourse analysis of sports pedagogy regarding the pragmatic turn shows clearly that sports pedagogy has taken up ideas from other disciplines only in a coincidental or haphazard way. Genuine new forms of action or reflection were not recognized or did not show themselves in the discipline outside of common pedagogical discourses. Such resistance concerning concepts from other disciplines shows itself especially clearly in the turns following the pragmatic turn. Only where the “narrative turn” is concerned do we see traces of this discourse in sports pedagogy as well. However, these traces have already faded in the last 10 years. There are two reasons that sports pedagogy does not engage in discourse with other disciplines. Firstly, the obvious value of sport and physical exercise can make it seem unnecessary for sports pedagogy to meddle in the arguments of pedagogic worth experienced in other subjects. Secondly, the discipline still appears to be caught up in the mythology and terminology of German idealism.  相似文献