The ability to visualize data in an intelligible way is an important skill for scientists. In linguistics, especially in lexical semantics, data are often visualized using graphs, i.e., networks. For example, in the web app for the Database of Cross-Linguistic Colexifications (CLICS), we use networks to illustrate that a lexical form refers to two different concepts by connecting the concepts (i.e., nodes) with a line (i.e., edge). When identifying the colexifications between concepts across a large number of languages, the network grows and a tool to visualize multiple data points becomes necessary. Here, I present a tutorial for the first steps to visualize a colexification network with Cytoscape. The tutorial is intended for beginners who want to learn how the tool works and serves as a starting point for further skill development.
Our blog “Computer-Assisted Language Comparison in Practice” goes into its seventh year. We reflect on the role the blog played in the past and present and new goals and concrete ideas for the future. The most drastic innovation we initiated is to turn the blog into an open journal, which means that all future and successively also past contributions will be archived in PDF format with digital object identifiers.
Reading, summarizing, and citing literature is an essential part of every student and researcher’s life. While there are many books and workshops on academic writing, there is less information on how to efficiently organize literature. For this reason, I offer an overview of how to organize literature and notes in Zotero. Specifically, I illustrate some of my own workflows for organizing the literature for my dissertation. I also discuss general features of Zotero. The interested reader who wants to learn more will benefit from the related links.
The Computer Language Comparison in Practice blog has grown steadily over the past few years. Each year we had a number of blog posts written by our colleagues on various topics. With the introduction of a PDF copy for every blog post and the publication of an annual volume, these blog posts can be treated like publications in a non-peer-reviewed journal. We hope that our blog will continue to be a valuable publication venue for our colleagues, not only those working in our research group and department, but also outside collaborators, and scholars who are generally interested in the topic and want to share their ideas. To maintain a coherent structure for all posts, this blog post provides a style guide for all future posts. Continue reading
Writing a term paper requires the same scrutiny as writing an article for a journal. As a result, the techniques which apply when writing term papers are very similar to those which apply when writing a journal article, and students should feel encouraged to take the task as seriously as a journal article that scientists send off to peer review. In the following, I will briefly introduce major techniques that help to structure one’s work when writing a term paper and which also help to interact well with one’s supervisor during the writing process.
Writing reviews for a journal is one of those things which most scientists never actively learn. For laypeople, this may be surprising, given how often the scientific method with its rigorous peer review procedure is being mentioned in the news nowadays. How can it be, one may ask oneself, that this procedure that is usually presented as the core principle of scientific reasoning, is never really actively taught? If the review by experts is the core of the scientific method and what decides about the acceptance of an article, how can it be that scientists do never take a course on article reviewing, and how can it be that reviewers are (as I have previously discussed in a German blogpost) themselves never reviewed or graded?