Much of knowledge modeling in the molecular biology domain involves interactions between proteins, genes, various forms of RNA, small molecules, etc. Interactions between these substances are typically extracted and codified manually, increasing the cost and time for modeling and substantially limiting the coverage of the resulting knowledge base. In this paper, we describe an automatic system that learns from text interaction verbs; these verbs can then form the core of automatically retrieved patterns which model classes of biological interactions. We investigate text features relating verbs with genes and proteins, and apply statistical tests and a logistic regression statistical model to determine whether a given verb belongs to the class of interaction verbs. Our system, AVAD, achieves over 87% precision and 82% recall when tested on an 11 million word corpus of journal articles. In addition, we compare the automatically obtained results with a manually constructed database of interaction verbs and show that the automatic approach can significantly enrich the manual list by detecting rarer interaction verbs that were omitted from the database.
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http://dx.doi.org/10.1016/s1386-5056(02)00054-0 | DOI Listing |
Cogn Process
December 2024
School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, Jiangsu, China.
Although the effects of emotionality on word processing might be modulated by lexical category, a body of extant literature has tended to obviate the need of considering this factor. In this study, we attempted to address how lexical category modulates the effects of emotionality on L2 word processing. To this end, event-related potentials (ERPs) were recorded from a group of late proficient Chinese-English bilinguals while they performed a lexical decision task with a set of tightly matched negative, positive, and neutral words across three lexical categories (nouns, verbs, adjectives).
View Article and Find Full Text PDFClin Linguist Phon
December 2024
Institut des sciences logopédiques, Université de Neuchâtel, Neuchâtel, Suisse.
Bilingual children's language skills are strongly influenced by exposure to each of their languages, among other linguistic, environmental, and cognitive factors. In the speech and language therapy clinic, it is difficult to disentangle developmental language disorders from insufficient exposure. Dynamic assessment, which directly tests the learning potential of children, offers a promising solution for this dilemma.
View Article and Find Full Text PDFJ R Soc Interface
December 2024
Alan Turing Institute, London, NW1 2DB, UK.
Linguistic rules form the cornerstone of human communication, enabling people to understand and interact with one another effectively. However, there are always irregular exceptions to regular rules, with one of the most notable being the past tense of verbs in English. In this work, a naming game approach is developed to investigate the collective effect of social behaviours on language dynamics, which encompasses social learning, self-learning with preference and forgetting due to memory constraints.
View Article and Find Full Text PDFJ Exp Child Psychol
March 2025
Department of Psychology, Trinity University, San Antonio, TX 78212, USA.
Learning verbs is an important part of learning one's native language. Prior studies have shown that children younger than 5 years can have difficulty in learning and extending new verbs. The current study extended these studies by showing children multiple events that can be compared during learning, including Japanese- and English-speaking children.
View Article and Find Full Text PDFBrain Sci
October 2024
Department of Neuroscience and Movement Science, Faculty of Science and Medicine, University of Fribourg, 1700 Fribourg, Switzerland.
Background/objectives: Although the embodiment of action-related language is well-established in the mother tongue (L1), less is known about the embodiment of a second language (L2) acquired later in life through formal instruction. We used the high temporal resolution of ERPs and topographic ERP analyses to compare embodiment in L1 and L2 and to investigate whether L1 and L2 are embodied with different strengths at different stages of linguistic processing.
Methods: Subjects were presented with action-related and non-action-related verbs in a silent reading task.
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