Narrative Discourse Cohesion in Early Stage Parkinson’s Disease
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Background: Models of basal ganglia (BG) function suggest that expressive language deficits will likely and consistently present in BG disease.Disparities currently exist between the predictions of models of BG function in expressive language and data from studies of BG disease.Traditional expressive language assessment methodologies that emphasize measures of language form (word and sentence productivity) while not carefully considering how language is used, may only partially account for these disparities.Objective: To use measures of cohesion to examine the use of cohesive markers in narrative discourse.Methods: Twelve individuals with idiopathic Parkinson's disease (PD) were compared to 12 matched neurologically intact controls on measures of discourse performance.Three discourse samples (typical day, memorable vacation and family) were analyzed for measures of narrative productivity, number of cohesive ties and cohesive adequacy.Mixed model analyses were completed for group comparisons.Results: Group differences were not observed on measures of language form as measured by narrative productivity, communication units, and number of cohesive ties produced.In contrast, group differences were observed in cohesive adequacy as individuals with PD produced a higher percentage of incomplete and erroneous cohesive ties relative the control subjects across narratives.Conclusions: These results support the conclusion that the BG in PD may have an executive role in expressive language use that can be disrupted without impacting language form.Keywords:
Cohesion (chemistry)
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This paper describes a study that compared a number of interaction-based measures and their ability to predict cohesion within global software development projects. Messages were collected from three software development projects that involved students from two different countries. The similarities and quantities of such interactions were then analyzed and compared. Results from this analysis show a statistically significant correlation of linguistic characteristics (LSM) and Information Exchange Similarity with Task cohesion, when controlled by culture. In addition, the study found that quantity-based metrics had higher correlations with students' perceptions of their group's cohesiveness than similarity-based measures. More specifically, a word-based measure called Information Exchange Rate had a significant relationship to cohesion. Group rate measures were also tested, but only low significant correlations were found. These results suggest that measures based on quantity of interactions tend to be better predictors of cohesion within distributed learning teams.
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This paper describes cohesion as used and recognized in structured design as well as in the object-oriented design of methods. A technique for determining the cohesiveness of object-oriented methods, simplistic enough for even CS1 students, is presented.
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This work assumes that the in cohesiveness of some Arabic translations of typical English texts is the outcome of the mismanagement of four interrelated actors at the sentential and textual levels. These are text structure, connectivity, word choice and reordering. It proposes a composite approach showing the need to observe, acknowledge and/or realize the achievement of two or more of these actors at least. To prove that, a number of various and different translators (15) were given a typical English text to translate into Arabic. It has been shown throughout the analysis that most of them ignore or unknowingly select one or more irrelevant factors and the result is incohesive translated text. This work helps student to observe most if not all instrumental aspects of text cohesion in Arabic text .
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Writing is one of the most difficult langusge skill since there are several things to be considered. In order to produce cohesive text, cohesive devices are needed. This final project deals with an analysis of grammatical cohesion devices in students’ essays. The objectives of this research were to describe what kind of grammatical cohesion devices used by students and their relation with the cohesiveness in texts. This study used qulitative-descriptive as the research design. The objects of this study are twenty three essays written by the fifth semester students. The essays were analysed by employing Halliday and Hasan’s theory of cohesion (1976). The finding shows that there were 696 grammatical cohesive devices found in students’ essays. Reference 336 (48,3%) is the mostly used grammatical cohesive devices then followed by conjunctions 331 (47.5%) , ellipsis 22 (3.2%) and substitution 7 (1%). Even though there are 3 times of misaccureacy in using those devices , the cohesiveness of the text is still achieved.
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Under the Labour government, Local Strategic Partnerships (LSPs) in England were responsible for the delivery of Local Area Agreements (LAAs) – agreed targets between central and local government. This paper uses statistical techniques and local authority case studies to explore the impact of LAAs on LSPs’ efforts to promote social cohesion. The results suggest that LSPs with a LAA for social cohesion experienced a better rate of improvement in community cohesiveness than those without, and that tougher targets resulted in stronger improvement. The impact of changes in LSPs’ approaches to promoting social cohesion appears to be responsible for this finding.
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Selected discourse behaviors of children with specific language impairment (SU) presenting expressive (E:SLI) or combined expressive-receptive deficits (E-R:SLI) were compared to each other and to chronological age-mates and younger mean length of utterance (MLU)-matched children with normal-language skills. The two SLI subgroups varied from each other on specific measures of tum-taking and cohesion. These findings imply the need for future normative work with SLI subgroups differing in receptive skill, and indicate that, in the interim, pragmatic research with this population will need to consider potential effects of receptive language status when interpreting variations in outcomes for discourse-based variables.
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Cohesion refers to the degree of the relatedness of the elements in a module, and it is widely accepted that the module of higher cohesion is easier to understand, maintain, and reuse. Recently, several cohesion metrics have been proposed to measure the cohesiveness of classes in an object-oriented program. However, the existing cohesion metrics do not consider the characteristics of dependent instance variables that are commonly used in a class and, thus, do not properly reflect the cohesiveness of the class. This paper presents an approach for improving the cohesion metrics by considering the characteristics of the dependent instance variables in an object-oriented program. To demonstrate the importance of the dependent instance variables, a case study has been conducted on a class library.
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This paper proposes an empirical approach to the development of a computational model for assessing texts according to cohesiveness. We argue that the NLG technologies for the generation of structural paraphrases can be used to efficiently create what we call a cohesion-variant parallel corpus, which would serve as a good resource for empirical acquisition of cohesiveness criteria. We also present our pilot case study, in which we took a particular type of paraphrasing that separates a relative clause from a sentence. We have so far created a cohesion-variant parallel corpus containing 499 cohesive instances and 841 incohesive instances. Based on this corpus, we conducted a preliminary experiment on cohesion evaluation, obtaining encouraging results.
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