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Assisting Authors to Convert Raw Products into Polished Prose
( Takumi Ito ),( Tatsuki Kuribayashi ),( Hayato Kobayashi ),( Ana Brassard ),( Masato Hagiwara ),( Jun Suzuki ),( Kentaro Inui ) 서울대학교 인지과학연구소 2020 Journal of Cognitive Science Vol.21 No.1
Being a notoriously complex problem, writing is generally decomposed into a series of subtasks: idea generation, expression, revision, etc. Given some goal, the author generates a set of ideas (brainstorming), which he integrates into some skeleton (outline, text plan, outline). This leads to a first draft which is submitted then for revision possibly yielding changes at various levels (content, structure, form). Having made a draft, authors usually revise, edit, and proofread their documents. We confine ourselves here only to academic writing, focusing on sentence production. While there has been quite some work on this topic, most writing assistance has mainly dealt with grammatical errors, editing and proofreading, the goal being the correction of surface-level problems such as typography, spelling, or grammatical errors. We broaden the scope by also including cases where the entire sentence needs to be rewritten in order to express properly all of the information planned. Hence, Sentence-level Revision (SentRev) becomes part of our writing assistance task. Obviously, systems performing well in this task can be of considerable help for inexperienced authors by producing fluent, well-formed sentences based on the user’s drafts. In order to evaluate our SentRev model, we have built a new, freely available crowdsourced evaluation dataset which consists of a set of incomplete sentences produced by nonnative writers paired with final version sentences extracted from published academic papers. We also used this dataset to establish baseline performance on SentRev.
Christiane Trottier,Stephanie Gagnon,Penelope Duval-Brassard,Roxane Carriere 한국코칭능력개발원 2023 International Journal of Coaching Science Vol.17 No.2
School sport provides a structured setting for teaching life skills. Although the research has focused mainly on coaches, sport psychology consultants (SPCs) can also foster positive development in student-athletes. The objective of this study was to examine the experiences of SPCs in teaching life skills development and transfer to student-athletes in sport-study programs specific to high school settings. A basic qualitative study consistent with a constructivist paradigm was used. Semi-structured interviews were held with seven SPCs employed in a sport-study program. First, results revealed that all SPCs held a holistic philosophy and aimed for student-athletes’ positive development. Second, SPCs incorporated some life skills development and transfer strategies into their interventions (e.g., workshops, group discussions). Third, SPCs encountered certain challenges in teaching life skills development and transfer, and particularly in following up on life skills transfer and working with other stakeholders (e.g., psychoeducators, social workers). Despite the SPCs’ efforts to teach life skills development and transfer, the results highlight the need for better training in effective interventions.