Suchergebnisse

Forschungsfrage: Die PIAAC 2012 Studie war das erste vollständig computer-basierte groß angelegte Assessment für Bildung. Während des Assessments wurden die Benutzerinteraktionen automatisch protokolliert. Dies bedeutet, dass die meisten Aktionen des Benutzers innerhalb des Assessment Tools aufgezeichnet und mit Zeitstempeln in separaten Daten, genannt log files, gespeichert wurden. Die log file Daten enthalten Paradaten für jeden Teilnehmer in den Domänen Lesekompetenz, alltagsmathematische Kompetenz und technologiebasiertes Problemlösen. Die Verfügbarkeit dieser log files bietet den Forschern neue Möglichkeiten, zum Beispiel das Testverhalten von Personen zu reproduzieren und das Testverhalten besser zu verstehen.

Methode: PIAAC 2012 wurde im August 2011-November 2012 mit einer repräsentativen internationalen Stichprobe von rund 166000 Erwachsenen in 24 verschiedenen Ländern durchgeführt. Der folgende Datensatz enthält die log file Dateien aus 17 Ländern. Jedem Land wurde erlaubt, sein eigenes Stichprobenverfahren zu wählen, solange die Technik eine Wahrscheinlichkeitsauswahl beinhaltet, die zu einer repräsentativen Stichprobe der PIAAC-Zielbevölkerung führt. Die Länder konnten zudem einzelne Subgruppen der Zielpopulation "oversamplen". Dänemark beinhaltet ein Oversample für Personen im Alter von 55-65 Jahren und neue Immigranten und Polen für Personen im Alter von 19-26 Jahren. Der Hintergrundfragebogen wurde in einer computergestützten persönlichen Befragung (CAPI) durchgeführt. Nach dem Fragebogen absolvierten die Befragten unter Aufsicht der Interviewer eine computer- bzw. papierbasierte Messung in einem oder zwei der folgenden Kompetenzbereiche: Lesen, Alltagsmathematik und technologiebasiertes Problemlösen.

Variablen: Mit der Hilfe des PIAAC Log Data Analyzer kann man einen Datensatz generieren. Die Log Data Extraction Software ist ein in sich geschlossenes System, das Aktivitäten wie Datenextraktion, Datenreinigung und Visualisierung von OECD-PIAAC 2012- log files verwaltet. Es dient als Grundlage für datenbezogenen Analyseaufgaben mit dem Tool selbst oder durch Export der gereinigten Daten an externe Tools, beispielsweise Statistikpakete.
Man kann die folgenden Variablen erzeugen:

General Variables:
Number of Using Help Menu, Time Till the First Interaction, Time on Task.

Specific Variables:
Final Response, Number of Highlight Events, Number of Switching Environment, Number of Using Cancel Button, Sequence of Switching Environment, Time Since Last Answer Interaction.

Navigation-specific Variables:
Number of Different Page Visits, Number of Page Revisits, Number of Page Visits, Sequence of Visited Webpages, Time-Sequence of Spent Time on Webpages.

Email-specific Variables:
Number of Created Emails, Number of Different Email Views, Number of Email Views, Number of Revisited Emails, Sequence of Viewed Emails.

In 1920, the Carinthian plebiscite was organized to decide whether an ethnically and/or linguistically heterogeneous area in South-East Carinthia was to be part of the German-Austrian rump state or of the newly established Yugoslavian kingdom. Although ethnic or linguistic ``Slovenes'' constituted a majority of almost seventy percent within the referendum zone, more than fifty-nine percent of the voters opted to integrate into Austria. The allegedly victorious ``German'' side quickly turned the choice for Austria into a nationalist narrative fueled by claims of cultural superiority, fostered by the invention of an integrated, publicly funded memorial culture, vigorously defended against any objections or revisionism from ``outside'', and thus alienated and isolated from scientific discourse and discussion.

In this paper, we utilize an ecological inference model to show that nationalist authors on both sides severely overrated the causal impact and empirical significance of the alleged ethnic cleavage, underestimated the share of ``Slovenian'' and overestimated the share of ``German'' voters that chose to join the new Austrian republic. Instead of the reported 10,000, about 13,000 Slovenes, i.e. more than fifty percent of this linguistic group, had voted for Austria, while only 9,000 German-speaking voters, roughly three quarters, actually supported Austria. These findings strikingly illustrate the absurdity of historical accounts by both Austrian and Slovenian/ Yugoslavian authors who are fixated on some ethno-nationalist headcount as the dominant if not sole driver of historical fate.

Social Network Science (SNS) is the field concerned with studying social systems in a relational way from the perspectives of the social and natural sciences. This data set consists of 25,760 biographical records retrieved from the Web of Science, ranging from 1916 to 2012. Each publication belongs to one of five subfields. To facilitate analyses of the social aspect of SNS, the names of 45,580 distinct authors are provided, linked to the papers in 68,227 publication-author relations. Author names have been disambiguated semi-automatically. To enable analyses of the cultural aspect of SNS, 23,026 distinct linguistic concepts are provided. These concepts resemble words or word combinations extracted from titles (for all publication years) and from abstracts and author keywords (only for publications published in, or after, 1990). They are linked to the papers in 201,608 publication-concept relations.

The situation in the German-speaking part of Switzerland is known as "medial diglossia". In spoken language, different alemannic dialects are used, while Standard High German is the medium in written language. These dialects vary linguistically as well as in their sociolinguistic status. The dialects of urban areas are used by many speakers and are considered to be comprehensible for everyone. The dialects of peripheral areas are spoken by few persons and are regarded as difficult to understand. We focus on the question if and how migrants with "difficult" dialects who move to an urban area adjust the way they speak: Do they keep their own dialect or do they take on the dialect of their new surroundings? What kinds of changes occur? How can these changes be correlated to sociolinguistic factors like dialect loyality and social network structure? We are interviewing permanent migrants who have lived in the city and agglomeration of Berne for quite some time and, as a contrastive sample, people who arrived in Berne just recently. While the permanent migrants were interviewed once, the latter group has been interviewed in regular intervals over a period of two years in order to incorporate the crucial logitudinal component which allows for the observation of linguistic change in progress. We compared a speaker's dialect as used in the interviews with his or her source dialect as well as with the target dialect, with the corpus of the Linguistic Atlas of German-speaking Switzerland serving as authoratative reference.
Based on the assumption that every speaker has recourse to a linguistic repertoire which can be adapted consciously or subconsciously to serve the felt needs in a particular situation, we scrutinize dialectal variation in the speech of both long-term and recent migrants in two dimensions: during one interview session, i.e. within a 60-80 minute time frame during which various levels of familiarity and formality of and emotional involvement in the interview are created (both naturally as well as by conscious strategies on the part of the interviewer), and longitudinally, i.e. over the period of two years for recent migrants and x years for longterm migrants (where x>3). We expect to find a correlation between the degree of dialect loyalty on the one hand and the intensity of the contacts to the place of origin as well as characteristics of the social networks on the other hand. We presume that persons with a high degree of dialect loyalty keep closer ties to their native place and have more contacts to fellow migrants from the same native place than persons with a low degree of dialect loyalty.
Our corpus consists of roughly 150 narrative interviews with a length of approximately 80 minutes each, 150 written questionnaires to document socio-biographical information as well as relevant information on social networks and attitudes towards dialects. Three kinds of transcriptions of these data are available: Keyword content transcriptions, discourse analytical transcriptions using an adapted version of the Dieth system for the writing of Swiss German dialects, and selective phonetic transcriptions using IPA.
Keywords: sociolinguistics, dialectology, dialect loyality, dialect change, languages in contact, loyality, variation grammar, social networks

A newer version of this dataset is available at https://doi.org/10.7802/1.1954

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Social Network Science (SNS) is the field concerned with studying social systems in a relational way from the perspectives of the social and natural sciences. This data set consists of 25,760 biographical records retrieved from the Web of Science, ranging from 1916 to 2012. Each publication belongs to one of five subfields. To facilitate analyses of the social aspect of SNS, the names of 45,580 distinct authors are provided, linked to the papers in 68,227 publication-author relations. Author names have been disambiguated semi-automatically. To enable analyses of the cultural aspect of SNS, 23,026 distinct linguistic concepts are provided. These concepts resemble words or word combinations extracted from titles (for all publication years) and from abstracts and author keywords (only for publications published after 1990/1991). They are linked to the papers in 202,181 publication-concept relations.

This project investigates the structure and development of data science in the Swiss labour market. In general, data science has gained significant importance in the labour market in recent years, which is reflected in an increasing number of job offers for data scientists. Synchronously, data science is framed in the general discussion primarily by means of economic interpretations, such as the diagnosis of a severe shortage of skilled workers.
Companies and other organisations address specific profiles of job seekers through job advertisements for data scientists in the labour market. Through such discursive practices, formats and materializations, the various actors formulate field-specific perspectives on what constitutes "data science" for them. The analysis of job advertisements for Data Scientists makes it possible to analyse the constructions by different actors from a macroscopic point of view, but also to work out commonalities and differences between the fields involved.
The data basis for the study is formed by job advertisements for data scientists, which were collected on a Swiss online job platform using web scraping methods. This resulted in an extensive corpus of text documents (N=4341), which are analysed using topic modelling, a computer linguistic method.

Since 2000, every three years, the skills of 15-year-olds and children in their 9th Grade are assessed regarding reading, mathematics and science in more than sixty countries. This long-term study, carried out at regular intervals, gives information on these three areas with each time a particular attention for one of them (literacy in 2009, mathematics in 2012, and the sciences in 2015). It also provides data on students' cross-curricular competencies and motivations. Moreover, this information is linked to the characteristics of educational systems, schools and pupils. Switzerland has compiled additional samples of 9th Grade pupils (11th HarmoS) in the different linguistic regions and a number of cantons (in 2012: AG, BE-g, BE-f, FR-f, GE, JU, NE, SG, SO, TI, VD, VS-g, VS-f) making it possible to make comparisons of pupils' skills at the end of compulsory schooling. For the 2012 survey, by international comparison, Switzerland is slightly above the OECD average in reading, above this average in science and clearly above in mathematics. Regional and cantonal differences are also observed. Individual and structural characteristics have an impact on student performance. The first analyses show that the issue of equality and equity remains a continuing challenge for all school systems and that many factors have an impact on student performance. The impact of students' commitment and motivation on their mathematical skills is also to be noted. In addition, a national report dealt with the following topics: changes in student performance over time, resilient pupils, links between skills and the teaching of mathematics, knowledge of information and communication technologies communication, training after compulsory schooling.

Since 2000, every three years, the skills of 15-year-olds and children in their 9th Grade are assessed regarding reading, mathematics and science in more than sixty countries. This long-term study, carried out at regular intervals, gives information on these three areas with each time a particular attention for one of them (literacy in 2009, mathematics in 2012, and the sciences in 2015). It also provides data on students' cross-curricular competencies and motivations. Moreover, this information is linked to the characteristics of educational systems, schools and pupils. Switzerland has compiled additional samples of 9th Grade pupils (11th HarmoS) in the different linguistic regions and a number of cantons (in 2012: AG, BE-g, BE-f, FR-f, GE, JU, NE, SG, SO, TI, VD, VS-g, VS-f) making it possible to make comparisons of pupils' skills at the end of compulsory schooling. For the 2012 survey, by international comparison, Switzerland is slightly above the OECD average in reading, above this average in science and clearly above in mathematics. Regional and cantonal differences are also observed. Individual and structural characteristics have an impact on student performance. The first analyses show that the issue of equality and equity remains a continuing challenge for all school systems and that many factors have an impact on student performance. The impact of students' commitment and motivation on their mathematical skills is also to be noted. In addition, a national report dealt with the following topics: changes in student performance over time, resilient pupils, links between skills and the teaching of mathematics, knowledge of information and communication technologies communication, training after compulsory schooling.

Die EUROGRADUATE-Umfrage ist eine einmalige Pilotbefragung unter Hochschulabsolvent*innen der Kohorten 2016/17 und 2012/13 in acht europäischen Ländern (Österreich, Tschechien, Deutschland, Griechenland, Kroatien, Litauen, Malta und Norwegen). Das Pilotprojekt strebt an, den Grundstein für eine europaweite Absolvent*innenumfrage zu legen. Die Befragung ermöglicht Erkenntnisse zu den Erfahrungen europäischer Absolvent*innen während ihres Studiums und deren Auswirkungen auf ihr Berufsleben sowie ihr Leben als europäische Bürger*innen. Absolvent*innen wurden ein Jahr (t +1, Kohorte 2016/17) bzw. fünf Jahre (t +5, Kohorte 2012/13) nach Studienabschluss befragt. Die Hauptthemen der EUROGRADUATE-Pilotbefragung sind: Arbeitsmarktrelevanz, Kompetenzen, (internationale) Mobilität, politische Partizipation und die Fortführung des Studiums. Die Ergebnisse ermöglichen den Vergleich verschiedener Hochschulsysteme in Europa als auch die Untersuchung länderspezifischer Prozesse beruflicher und gesellschaftlicher Integration von Hochschulabsolvent*innen.
Auf europäischer Ebene können mit diesen Daten die Fortschritte auf dem Weg zum Europäischen Hochschulraum beobachtet und ggf. Bereiche identifiziert werden, in denen Investitionen erhöht und Ressourcen ausgebaut werden sollten.

Die EUROGRADUATE-Umfrage ist eine einmalige Pilotbefragung unter Hochschulabsolvent*innen der Kohorten 2016/17 und 2012/13 in acht europäischen Ländern (Österreich, Tschechien, Deutschland, Griechenland, Kroatien, Litauen, Malta und Norwegen). Das Pilotprojekt strebt an, den Grundstein für eine europaweite Absolvent*innenumfrage zu legen. Die Befragung ermöglicht Erkenntnisse zu den Erfahrungen europäischer Absolvent*innen während ihres Studiums und deren Auswirkungen auf ihr Berufsleben sowie ihr Leben als europäische Bürger*innen. Absolvent*innen wurden ein Jahr (t +1, Kohorte 2016/17) bzw. fünf Jahre (t +5, Kohorte 2012/13) nach Studienabschluss befragt. Die Hauptthemen der EUROGRADUATE-Pilotbefragung sind: Arbeitsmarktrelevanz, Kompetenzen, (internationale) Mobilität, politische Partizipation und die Fortführung des Studiums. Die Ergebnisse ermöglichen den Vergleich verschiedener Hochschulsysteme in Europa als auch die Untersuchung länderspezifischer Prozesse beruflicher und gesellschaftlicher Integration von Hochschulabsolvent*innen.
Auf europäischer Ebene können mit diesen Daten die Fortschritte auf dem Weg zum Europäischen Hochschulraum beobachtet und ggf. Bereiche identifiziert werden, in denen Investitionen erhöht und Ressourcen ausgebaut werden sollten.

Pieces of discourse such as "The plane landed, (then) passengers got off" and "The plane landed unexpectedly because it had a technical problem" show that discourse connectives, generally used to explicitly express a discourse relation, sometimes are necessary and other times they become redundant. Scholars to date have not attended to the divergent behaviour of the various types of discourse relations and their explicit expression through discourse connectives. Assessing this issue is necessary for having an accurate understanding of how humans process pieces of discourse and how does linguistically encoded information pilot this process. This project, situated in the experimental pragmatics field (Noveck and Sperber 2004) and drawing on a systematic pragmatic theory, experimental methods used in psycholinguistics and corpus-based cross-linguistic investigations, will shed light on how comprehenders process implicit and explicit temporal relations and how they deal with competing sources of temporal information. Psycholinguistic literature (e.g. Canestrelli, Mak and Sanders 2013; Zufferey 2014) has shown that causal connectives facilitate the processing of the immediately following segment. This facilitation effect was interpreted in post-gricean Relevance Theory as due to the procedural meaning of connectives (i.e. instructions about how to manipulate mental representations), signalling the most relevant interpretative path. Nonetheless, this effect was not found for explicit temporal relations (Segal, Duchan, Scott 1991; Murray 1997; Grisot and Blochowiak, submitted). Contrary to causal connectives, temporal connectives seem to decrease the level of informativity of language, as shown by the two examples above. It is this highly common, yet still not fully explored, phenomenon that the present project seeks to address by testing two hypotheses. The first is that comprehenders have expectations about relations holding between segments when reading a text, which bias their inferential decisions. These expectations, explained as default (conversational) implicatures in gricean and neo-gricean pragmatics and as pragmatically determined aspects of what is explicitly communicated for relevance theorists, affect both canonical causal relations (cause – consequence) as well as sequential chronological temporal relations. The second is that, the presence of supplementary cues (such as verbal tenses and aspectual information) raises these expectations, and, therefore, the preference for implicitness, that is for contents to be inferred instead of being explicitly expressed by the speaker.