How do people know as much as they do with as little information as they get? The problem takes many forms; learning vocabulary from text is an especially dramatic and convenient case for research. A new general theory of acquired similarity and knowledge representation, latent semantic analysis (LSA), is presented and used to successfully simulate such learning and several other psycholinguistic phenomena. By inducing global knowledge indirectly from local co-occurrence data in a large body of representative text, LSA acquired knowledge about the full vocabulary of English at a comparable rate to schoolchildren. LSA uses no prior linguistic or perceptual similarity knowledge; it is based solely on a general mathematical learning method that achieves powerful inductive effects by extracting the right number of dimensions (e.g., 300) to represent objects and contexts. Relations to other theories, phenomena, and problems are sketched.

/pdf/a-solution-to-plato-s-problem-the-latent-semantic-analysis-4jfk7ozfms.pdf

A Solution to Plato's Problem: The Latent Semantic Analysis Theory of Acquisition, Induction, and Representation of Knowledge.

The power of feedback.

SUMMARY Health literacy is a relatively new concept in health promotion. It is a composite term to describe a range of outcomes to health education and communication activities. From this perspective, health education is directed towards improving health literacy. This paper identifies the failings of past educational programs to address social and economic determinants of health, and traces the subsequent reduction in the role of health education in contemporary health promotion. These perceived failings may have led to significant underestimation of the potential role of health education in addressing the social determinants of health. A ‘health outcome model’ is presented. This model highlights health literacy as a key outcome from health education. Examination of the concept of health literacy identifies distinctions between functional health literacy, interactive health literacy and critical health literacy. Through this analysis, improving health literacy meant more than transmitting information, and developing skills to be able to read pamphlets and successfully make appointments. By improving people’s access to health information and their capacity to use it effectively, it is argued that improved health literacy is critical to empowerment. The implications for the content and method of contemporary health education and communication are then considered. Emphasis is given to more personal forms of communication, and community-based educational outreach, as well as the political content of health education, focussed on better equipping people to overcome structural barriers to health.

/pdf/health-literacy-as-a-public-health-goal-a-challenge-for-4yrzp52m3g.pdf

Health literacy as a public health goal: a challenge for contemporary health education and communication strategies into the 21st century

The culture of education

/pdf/social-capital-a-theory-of-social-structure-and-action-4m7poq6byy.pdf

Social capital: a theory of social structure and action

Qualitative Research in Education

Education as Social and Cultural Practice Research in Education Problems with Practical Activity Exploring the Neighbourhood in Search of the `Qualitative' Are the Insiders Really `Family'? Categories of Qualitative Research Methods and Methodologies Ethnography, Case Study and Action Research Studying Educational Interactions Conducting and Analyzing Interviews Analyzing Educational Texts Studying Education as a Practical Accomplishment

Qualitative Research in Education: Interaction and Practice

An introduction to the "four resources" model of literacy, where coding, semantics, pragmatic and critical text work are viewed as necessary components for literacy in contemporary society.

Literacies programs: Debates and demands in cultural context

An axiom of mid-century New Criticism holds that trying to recover authorial intent is a waste of time, so we will not discuss here what we “meant” or “intended” when we initially developed the model. Further, since 1990, we have ourselves individually and jointly applied, modified, and explicated it in different ways (see articles in Muspratt, Luke, & Freebody, 1997). These notes are not a naive attempt to assert some kind of discipline or remediation on the fields where the model is being used. After all, Foucault reminds us that texts and discourses have a way of taking on a life of their own, with local uptakes, interpretations, and convolutions made irrespective of their authors' intentions or the political contexts of their production. So it isn't surprising that the four categories have taken on such a life of their own through teachers', teacher educators', and researchers' work in Australia and elsewhere.

Further notes on the four resources model

In the interests of providing members with information on important developments in language and literacy education, Peter Freebody has agreed to contribute a research report section to each Journal. This first report begins appropriately by discussing recent research into early literacy development.

Research Report No. 1

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