Text Understanding Task
(Redirected from General Text Understanding Task)
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A Text Understanding Task is a linguistic understanding task that is a text processing task.
- AKA: Typewritten Item Comprehension.
- Context:
- Input: a Text Artifact.
- performance measure: Reading Comprehension Measure.
- It can (typically) range from being a Language-specific General Text Understanding Task (English Understanding Task, Mandarin Understanding Task, ...) to being a Language-independent Text Understanding Task.
- It can range from (typically) being Human-Performed Text Understanding Task to being an Automated Text Understanding Task (an AI complete task).
- It can range from being a Shallow Text Understanding Task to being a Deep Text Understanding Task.
- It can range from being a Syntactic Text Understanding Task to being a Semantic Text Understanding Task.
- It can be solved by a Text Understanding System.
- …
- Example(s):
- Counter-Example(s):
- See: Reading Task, Word Sense Disambiguation, Natural Language Understanding, Hand-Written Document Reading.
References
2014
- (Wikipedia, 2014) ⇒ http://en.wikipedia.org/wiki/reading_(process) Retrieved:2014-1-21.
- Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Because reading is such a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation.[1]
Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use morpheme, semantics, syntax and context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory).
Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations.
- Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Because reading is such a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation.[1]
- ↑ De Certeau, Michel. "Reading as Poaching." The Practice of Everyday Life. Trans. Steven F. Rendall. Berkeley: University of California Press, 1984. 165-176.