Performs sentiment analysis on text data using the syuzhet package. Returns sentiment scores and classifications.
Value
A data frame with columns:
- document
Document identifier
- text
Original text
- sentiment_score
Numeric sentiment score
- sentiment
Classification: "positive", "negative", or "neutral"
Examples
# \donttest{
abstracts <- TextAnalysisR::SpecialEduTech$abstract[1:10]
sentiment_results <- analyze_sentiment(abstracts)
print(sentiment_results)
#> document
#> 1 doc1
#> 2 doc2
#> 3 doc3
#> 4 doc4
#> 5 doc5
#> 6 doc6
#> 7 doc7
#> 8 doc8
#> 9 doc9
#> 10 doc10
#> text
#> 1 Notes that the ALP minicalculator program for elementary mathematics has worked well in a clinical setting with learning-disabled youngsters with perceptual and/or memory deficits who can, nonetheless, demonstrate an understanding of basic math concepts. Although the approach appears to have tremendous potential for learning-disabled math students throughout all realms of education, caution is advised when choosing the time and circumstances of its instigation. Also presented are the advantages found when the ALP approach was compared to the traditional approach of subtracting fractions.
#> 2 This study investigated the relationship between locus of control and achievement of learning disabled elementary school-aged children taught through traditional and computer-assisted instructional methods.
#> 3 Results of an investigation of the effectiveness of computer assisted instruction with learning disabled students in an elementary school indicate that computer assisted instruction increased students' mathematics skills. Twenty-one references are listed.
#> 4 The Arc Ed Curriculum uses video game formats to teach math and language arts content. Four motivational features (feedback, improvement, high response rates, and unlimited ceiling on performance along with adapted content could make the system applicable for use with severely handicapped learners.
#> 5 This article explores the applicability of video arcade game formats to educational microcomputer software. Four variables ore discussed as being potentially important to the motivational appeal of video arcade games and several established educational practices ore examined in relation to the motivational features of arcade games. Also, guidelines for educational curriculum based on arcade game formats are proposed and the term Arc-Ed Curriculum is offered to describe such software. The content for this article is based on established learning theory and the authors' experience in the development and field testing of six math games based on video game formats.
#> 6 The purpose of the investigation was to determine the effect of using the hand-held calculator with secondary educable mentally retarded students (grades 7-9) to increase speed, accuracy, and motivation in working algorithmic problems in the four basic areas of addition, subtraction, multiplication, and division. The rationale for the study was that the hand-held calculator might be a device that could free the educable mentally retarded student from the laborious tasks necessary to master algorithms, so that time could be devoted to algorithm application and concept development. The population sample was comprised of 50 secondary educable mentally retarded students (23 experimental and 27 control) from Wood County, West Virginia. Four intact class units (2 experimental and 2 control) were randomly selected from eight available junior high schools. The students ranged in IQ from 50-70 and came from middle to low socio-economic backgrounds. A multiple time-series design encompassing two pretests, a treatment, and two post-tests was implemented during twelve weeks. The treatment consisted of systematic calculator instruction in addition, subtraction, multiplication, and division for the experimental group and traditional instruction in the same areas for the control group. An analysis of covariance was used for interpreting test results. The dependent variables were speed acquisition, speed retention, accuracy acquisition, and accuracy retention. The variables were further examined in relation to total group, grade level, sex, and separate algorithms with pretests being used as covariates. Motivation was examined prior to the administration of the first and second post-tests. The t test was used to determine significance. The analysis of covariance indicated the following differences: (a) the experimental group performed significantly better in multiplication and division for speed acquisition and retention; and (b) the experimental group performed significantly better in total group, grade level, sex, subtraction, multiplication, and division in accuracy acquisition and retention. The t test indicated a positive reaction toward using the calculator. The hand-held calculator appears to be a device that can positively affect multiplication and division speed. It also appears to affect the subtraction, multiplication, and division accuracy for educable mentally retarded males and females in grades 7-9.
#> 7 Discusses traditional academic expectations of learners labeled mildly mentally handicapped. Research, both traditional and behavior-analytic, is reviewed in the area of mathematics to determine whether guidelines are available for teachers of skill-deficient children. It is argued that data-based, behaviorally oriented instructional technology provides directly relevant, practical programming information for classroom teachers.
#> 8 The purpose of the present study was to discover whether or not there was a significant difference in the math achievement of two groups of ninth grade learning disabled students, one of which was given microcomputer-assisted instruction in math, while controlling for the variables of pretest math achievement level, Performance IQ, Full Scale IQ, sex, and race. The study involved 55 students. Subjects in the Experimental and Control groups were mainstreamed into the regular Fundamental Math I class, and all subjects attended one special education resource class for tutorial assistance. Subjects in the Experimental group received 20 minutes of microcomputer-assisted instruction in math once a week. Subjects in the Control group received no microcomputer-assisted instruction. Both groups received treatment for 15 weeks. The math computation subtest of the California Achievement Test was administered as a pretest prior to the commencement of the study in order to control for initial differences in math achievement level and as a posttest at the completion of the treatment program. Analysis of the data revealed the following conclusions: (1) Students receiving computer-assisted instruction in math exhibited significant gains in achievement when compared to students receiving only traditional math instruction in the regular classroom. Significance at the .05 and .01 level was obtained. (2) The independent variables of group membership, pretest math achievement level, Performance IQ, Full Scale IQ, sex, and race were found to be significant predictors of posttest math achievement when testing at the .05 level. (3) Upon separate analysis, only the predictor variables of pretest math achievement level and Performance IQ were found to be independently related.
#> 9 The effectiveness of two drill and practice methods, computer-assisted instruction and workbook, was compared using six learning disabled and six normal learning students. Both instructional methods provided highly structured drill and practice of multiplication facts, but differed on several important dimensions: immediacy of feedback, individually-tailored practice of problems, and mode of presentation. A combination group/single-subject methodological approach was employed to determine any idiosyncratic or group performance differences between drill and practice methods or any group differences between learning disabled and normal students. While overall, few differences were found between the instructional methods, they did differ with respect to when learning occurred. Also, individual data suggest that for some of the students, performance varied according to the type of drill and practice employed. The performance of learning disabled and normal subjects was surprisingly similar across measures.
#> 10 The article analyzes computer software for learning disabled students in the areas of language arts, math, social studies, science, and miscellaneous skills (such as reasoning and problem solving). Software is evaluated in terms of general aspects (including reading and interest level methodology, curricular considerations, and student-computer interaction.
#> sentiment_score sentiment
#> 1 3.35 positive
#> 2 1.40 positive
#> 3 1.80 positive
#> 4 1.60 positive
#> 5 4.40 positive
#> 6 8.05 positive
#> 7 3.30 positive
#> 8 9.90 positive
#> 9 3.60 positive
#> 10 2.90 positive
# }