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1. Evaluating the Coverage and Depth of Latent Dirichlet Allocation Topic Model in Comparison with Human Coding of Qualitative Data: The Case of Education Research

   https://doi.org/10.3390/make5020029  

   Nanda, Gaurav ; Jaiswal, Aparajita ; Castellanos, Hugo ; Zhou, Yuzhe ; Choi, Alex ; Magana, Alejandra J. ( June 2023 , Machine Learning and Knowledge Extraction)

   Fields in the social sciences, such as education research, have started to expand the use of computer-based research methods to supplement traditional research approaches. Natural language processing techniques, such as topic modeling, may support qualitative data analysis by providing early categories that researchers may interpret and refine. This study contributes to this body of research and answers the following research questions: (RQ1) What is the relative coverage of the latent Dirichlet allocation (LDA) topic model and human coding in terms of the breadth of the topics/themes extracted from the text collection? (RQ2) What is the relative depth or level of detail among identified topics using LDA topic models and human coding approaches? A dataset of student reflections was qualitatively analyzed using LDA topic modeling and human coding approaches, and the results were compared. The findings suggest that topic models can provide reliable coverage and depth of themes present in a textual collection comparable to human coding but require manual interpretation of topics. The breadth and depth of human coding output is heavily dependent on the expertise of coders and the size of the collection; these factors are better handled in the topic modeling approach. 

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2. What We Can Learn from Jury Note Taking: A Content Analysis

   Denne, E. ( March 2020 , Annual Conference of the American Psychology-Law Society.)

   Abstract: Jury notetaking can be controversial despite evidence suggesting benefits for recall and understanding. Research on note taking has historically focused on the deliberation process. Yet, little research explores the notes themselves. We developed a 10-item coding guide to explore what jurors take notes on (e.g., simple vs. complex evidence) and how they take notes (e.g., gist vs. specific representation). In general, jurors made gist representations of simple and complex information in their notes. This finding is consistent with Fuzzy Trace Theory (Reyna & Brainerd, 1995) and suggests notes may serve as a general memory aid, rather than verbatim representation. Summary: The practice of jury notetaking in the courtroom is often contested. Some states allow it (e.g., Nebraska: State v. Kipf, 1990), while others forbid it (e.g., Louisiana: La. Code of Crim. Proc., Art. 793). Some argue notes may serve as a memory aid, increase juror confidence during deliberation, and help jurors engage in the trial (Hannaford & Munsterman, 2001; Heuer & Penrod, 1988, 1994). Others argue notetaking may distract jurors from listening to evidence, that juror notes may be given undue weight, and that those who took notes may dictate the deliberation process (Dann, Hans, & Kaye, 2005). While research has evaluated the efficacy of juror notes on evidence comprehension, little work has explored the specific content of juror notes. In a similar project on which we build, Dann, Hans, and Kaye (2005) found jurors took on average 270 words of notes each with 85% including references to jury instructions in their notes. In the present study we use a content analysis approach to examine how jurors take notes about simple and complex evidence. We were particularly interested in how jurors captured gist and specific (verbatim) information in their notes as they have different implications for information recall during deliberation. According to Fuzzy Trace Theory (Reyna & Brainerd, 1995), people extract “gist” or qualitative meaning from information, and also exact, verbatim representations. Although both are important for helping people make well-informed judgments, gist-based understandings are purported to be even more important than verbatim understanding (Reyna, 2008; Reyna & Brainer, 2007). As such, it could be useful to examine how laypeople represent information in their notes during deliberation of evidence. Methods Prior to watching a 45-minute mock bank robbery trial, jurors were given a pen and notepad and instructed they were permitted to take notes. The evidence included testimony from the defendant, witnesses, and expert witnesses from prosecution and defense. Expert testimony described complex mitochondrial DNA (mtDNA) evidence. The present analysis consists of pilot data representing 2,733 lines of notes from 52 randomly-selected jurors across 41 mock juries. Our final sample for presentation at AP-LS will consist of all 391 juror notes in our dataset. Based on previous research exploring jury note taking as well as our specific interest in gist vs. specific encoding of information, we developed a coding guide to quantify juror note-taking behaviors. Four researchers independently coded a subset of notes. Coders achieved acceptable interrater reliability [(Cronbach’s Alpha = .80-.92) on all variables across 20% of cases]. Prior to AP-LS, we will link juror notes with how they discuss scientific and non-scientific evidence during jury deliberation. Coding Note length. Before coding for content, coders counted lines of text. Each notepad line with at minimum one complete word was coded as a line of text. Gist information vs. Specific information. Any line referencing evidence was coded as gist or specific. We coded gist information as information that did not contain any specific details but summarized the meaning of the evidence (e.g., “bad, not many people excluded”). Specific information was coded as such if it contained a verbatim descriptive (e.g.,“<1 of people could be excluded”). We further coded whether this information was related to non-scientific evidence or related to the scientific DNA evidence. Mentions of DNA Evidence vs. Other Evidence. We were specifically interested in whether jurors mentioned the DNA evidence and how they captured complex evidence. When DNA evidence was mention we coded the content of the DNA reference. Mentions of the characteristics of mtDNA vs nDNA, the DNA match process or who could be excluded, heteroplasmy, references to database size, and other references were coded. Reliability. When referencing DNA evidence, we were interested in whether jurors mentioned the evidence reliability. Any specific mention of reliability of DNA evidence was noted (e.g., “MT DNA is not as powerful, more prone to error”). Expert Qualification. Finally, we were interested in whether jurors noted an expert’s qualifications. All references were coded (e.g., “Forensic analyst”). Results On average, jurors took 53 lines of notes (range: 3-137 lines). Most (83%) mentioned jury instructions before moving on to case specific information. The majority of references to evidence were gist references (54%) focusing on non-scientific evidence and scientific expert testimony equally (50%). When jurors encoded information using specific references (46%), they referenced non-scientific evidence and expert testimony equally as well (50%). Thirty-three percent of lines were devoted to expert testimony with every juror including at least one line. References to the DNA evidence were usually focused on who could be excluded from the FBIs database (43%), followed by references to differences between mtDNA vs nDNA (30%), and mentions of the size of the database (11%). Less frequently, references to DNA evidence focused on heteroplasmy (5%). Of those references that did not fit into a coding category (11%), most focused on the DNA extraction process, general information about DNA, and the uniqueness of DNA. We further coded references to DNA reliability (15%) as well as references to specific statistical information (14%). Finally, 40% of jurors made reference to an expert’s qualifications. Conclusion Jury note content analysis can reveal important information about how jurors capture trial information (e.g., gist vs verbatim), what evidence they consider important, and what they consider relevant and irrelevant. In our case, it appeared jurors largely created gist representations of information that focused equally on non-scientific evidence and scientific expert testimony. This finding suggests note taking may serve not only to represent information verbatim, but also and perhaps mostly as a general memory aid summarizing the meaning of evidence. Further, jurors’ references to evidence tended to be equally focused on the non-scientific evidence and the scientifically complex DNA evidence. This observation suggests jurors may attend just as much to non-scientific evidence as they to do complex scientific evidence in cases involving complicated evidence – an observation that might inform future work on understanding how jurors interpret evidence in cases with complex information. Learning objective: Participants will be able to describe emerging evidence about how jurors take notes during trial. 

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3. Topical network embedding

   https://doi.org/10.1007/s10618-019-00659-7  

   Shi, Min ; Tang, Yufei ; Zhu, Xingquan ; Liu, Jianxun ; He, Haibo ( October 2019 , Data Mining and Knowledge Discovery)

   Networked data involve complex information from multifaceted channels, including topology structures, node content, and/or node labels etc., where structure and content are often correlated but are not always consistent. A typical scenario is the citation relationships in scholarly publications where a paper is cited by others not because they have the same content, but because they share one or multiple subject matters. To date, while many network embedding methods exist to take the node content into consideration, they all consider node content as simple flat word/attribute set and nodes sharing connections are assumed to have dependency with respect to all words or attributes. In this paper, we argue that considering topic-level semantic interactions between nodes is crucial to learn discriminative node embedding vectors. In order to model pairwise topic relevance between linked text nodes, we propose topical network embedding, where interactions between nodes are built on the shared latent topics. Accordingly, we propose a unified optimization framework to simultaneously learn topic and node representations from the network text contents and structures, respectively. Meanwhile, the structure modeling takes the learned topic representations as conditional context under the principle that two nodes can infer each other contingent on the shared latent topics. Experiments on three real-world datasets demonstrate that our approach can learn significantly better network representations, i.e., 4.1% improvement over the state-of-the-art methods in terms of Micro-F1 on Cora dataset. (The source code of the proposed method is available through the github link: https:// github.com/codeshareabc/TopicalNE.) 

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4. Effective Seed-Guided Topic Discovery by Integrating Multiple Types of Contexts

   https://doi.org/10.1145/3539597.3570475  

   Zhang, Yu ; Zhang, Yunyi ; Michalski, Martin ; Jiang, Yucheng ; Meng, Yu ; Han, Jiawei ( February 2023 , ACM)

   Proceedings of the Sixteenth (Ed.)

   Instead of mining coherent topics from a given text corpus in a completely unsupervised manner, seed-guided topic discovery methods leverage user-provided seed words to extract distinctive and coherent topics so that the mined topics can better cater to the user’s interest. To model the semantic correlation between words and seeds for discovering topic-indicative terms, existing seedguided approaches utilize different types of context signals, such as document-level word co-occurrences, sliding window-based local contexts, and generic linguistic knowledge brought by pre-trained language models. In this work, we analyze and show empirically that each type of context information has its value and limitation in modeling word semantics under seed guidance, but combining three types of contexts (i.e., word embeddings learned from local contexts, pre-trained language model representations obtained from general-domain training, and topic-indicative sentences retrieved based on seed information) allows them to complement each other for discovering quality topics. We propose an iterative framework, SeedTopicMine, which jointly learns from the three types of contexts and gradually fuses their context signals via an ensemble ranking process. Under various sets of seeds and on multiple datasets, SeedTopicMine consistently yields more coherent and accurate topics than existing seed-guided topic discovery approaches. 

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5. Neural recall network: A neural network solution to low recall problem in regex-based qualitative coding

   https://doi.org/https://doi.org/10.5281/zenodo.6853047  

   Cai, Z. ; Marquart, C. ; Shaffer, D. ( January 2022 , Proceedings of the 15th International Conference on Educational Data Mining)

   Mitrovic, A. ; Bosch, N. (Ed.)

   Regular expression (regex) coding has advantages for text analysis. Humans are often able to quickly construct intelligible coding rules with high precision. That is, researchers can identify words and word patterns that correctly classify examples of a particular concept. And, it is often easy to identify false positives and improve the regex classifier so that the positive items are accurately captured. However, ensuring that a regex list is complete is a bigger challenge, because the concepts to be identified in data are often sparsely distributed, which makes it difficult to identify examples of \textit{false negatives}. For this reason, regex-based classifiers suffer by having low recall. That is, it often misses items that should be classified as positive. In this paper, we provide a neural network solution to this problem by identifying a \textit{negative reversion set}, in which false negative items occur much more frequently than in the data set as a whole. Thus, the regex classifier can be more quickly improved by adding missing regexes based on the false negatives found from the negative reversion set. This study used an existing data set collected from a simulation-based learning environment for which researchers had previously defined six codes and developed classifiers with validated regex lists. We randomly constructed incomplete (partial) regex lists and used neural network models to identify negative reversion sets in which the frequency of false negatives increased from a range of 3\\%-8\\% in the full data set to a range of 12\\%-52\\% in the negative reversion set. Based on this finding, we propose an interactive coding mechanism in which human-developed regex classifiers provide input for training machine learning algorithms and machine learning algorithms ``smartly" select highly suspected false negative items for human to more quickly develop regex classifiers. 

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