Number of found records: 30
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FOUREL, Franck, MULHEM, Philippe, BRUANDET, Marie-France |
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A Generic Framework for Structured Document Access. |
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Current electronic document retrieval systems, i.e., database systems or information retrieval systems, do not handle enough the richness related to the document structures. Based on a classical model of structured documents, our approach intends to integrate propagation mechanisms related to document structure. These mechanisms, called "scopes of attributes", have two goals: they exhibit information that is usually kept implicit in documents, and they address dependencies between the values of the attributes used for the retrieval of the documents. The model of documents, the propagation and the mechanisms compose a generic framework for the retrieval of structured documents (AU) |
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electronic document retrieval system; database system; information retrieval system; document structure |
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GANCARSKI, Alda Lopes |
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Using Attribute Grammars to Uniformly Represent Structured Documents Application to Information Retrieval |
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This paper presents an ongoing work to uniformly represent structured documents by mean of Attribute Grammars (AG). Each document corresponds to a syntactic tree with nodes decorated with sets of attributes. The values of these attributes correspond to characteristics which specify the semantics of both the textual content and the structural elements. We show how to use this representation for the Information Retrieval (IR) task from collections of structured documents. We give a brief global overview of the proposed DASTIR system, describing the specification of the syntactic and the semantic parts of the AG generated to give the desired response to a structural query. (AU) |
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structured document; Attribute Grammar; DASTIR system |
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HAHN, Udo |
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Topic Parsing: Accounting for Text Macro Structures |
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Full-Text Analysis. Information Processing & Management, 26(1):135-170, 1990. |
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On line (09/2005) |
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The rapid proliferation of full-text databases poses serious problems to the natural language processing components of information retrieval systems. Not taking text-level phenomena of written natural language discourse into account causes a marked decrease of performance for many text information system applications. Consequently, appropriate text parsing facilities must be capable of recognizing the rich internal structure of full-texts on lower levels of text connectivity as well as on the global organizational level of text coherence. This paper introduces such a parser which is based on the conceptual knowledge of its domain and is organized as a collection of distributed lexicalized grammar modules (word experts) which communicate through message-passing. Emphasis is put on text grammatical specifications which state formal conditions for recognizing higher-order text constituents and their coherent configuration on the global level of textual macro organization. (AU) |
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document structure; |
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HIEBERT, Elfrieda H. |
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Text Matters in Learning to Read |
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Cierra, R 1001, 1998. |
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On line (12/05/2005) |
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A study examined the opportunities provided by several types of text for beginning readers to learn about three aspects of written English: (1) consistent, common letter-sound patterns; (2) the most frequent words; and (3) the contexts of sentences and texts. Results indicate that texts based on high-frequency words give beginning readers ample opportunity to learn highly frequent words but may impede use of letter-sound knowledge because of the irregular patterns of many of these words. While phonetically regular texts compensate for this problem, occasions for developing fluency with high-frequency words may be few. Texts chosen for literary merit or predictable sentence and text patterns compensate for these problems by providing natural language, a close picture-text match, and predictable text structure, but the variety of different high-frequency and phonetically regular words in literature and little books make these texts demanding for beginning readers. Results also indicated that beginning readers require texts that allow them to become proficient with all three aspects of written English. Findings suggest that such experiences can be provided in two ways: all three of the "single-criterion" texts can be used in first-grade programs, or multiple-criteria texts modeled after some of Dr. Seuss's books can be developed. Contains 53 references and 2 tables and a figure of data. (DB) |
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Beginning Reading; Reading Material Selection; Text Structure . |
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