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Contextual Vocabulary Acquisition:From Algorithm to Curriculum William J. Rapaport Department of Computer Science Engineering Department of Philosophy Center for Cognitive Science Michael W. Kibby Department of Learning Instruction Center for Literacy Reading Instruction State University of New York at Buffalo NSF ROLE Grant REC-0106338 Definition of “CVA” “Contextual Vocabulary Acquisition” =def the acquisition of word meanings from text “incidental” “deliberate” by reasoning about contextual cues background knowledge Including hypotheses from prior encounters (if any) with the word) without external sources of help No dictionaries No people Project Goals Develop implement computational theory of CVA based on human protocols (case studies) Translate algorithms into a curriculum To improve CVA and reading comprehension in science, technology, engineering, math (“STEM”) Use new case studies, based on the curriculum, to improve both algorithms curriculum People Do “Incidental” CVA Know more words than explicitly taught Average high-school senior knows ~40K words ? learned ~3K words/school-year (over 12 yrs.) But only taught a few hundred/school-year ? Most word meanings learned from context “incidentally” (unconsciously) How? People Also Do “Deliberate” CVA You’re reading; You understand everything you read, until… You come across a new word Not in dictionary No one to ask So, you try to “figure out”/“learn”/“acquire” its meaning from: its context + your background knowledge How? guess? derive? infer? deduce? educe? construct? predict? … What does ‘brachet’ mean? (From Malory’s Morte D’Arthur [page # in brackets]) 1. There came a white hart running into the hall with a white brachet next to him, and thirty couples of black hounds came running after them. [66] As the hart went by the sideboard, the white brachet bit him. [66] The knight arose, took up the brachet and rode away with the brachet. [66] A lady came in and cried aloud to King Arthur, “S
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