EFL Learners' Levels of Comprehension Across Text Structures: A Comparison of Literal and Inferential Comprehension of Descriptive and Enumerative Expository Texts.

PubMed

Saadatnia, Mahmood; Ketabi, Saeed; Tavakoli, Mansoor

2016-12-01

The purpose of this study was to investigate the relationship between text structure and two levels of reading comprehension, namely literal and inferential, in Iranian EFL learners. Studies have generally found that learners perform differently after they have read different text structures (Amiri et al. in Proc Soc Behav Sci 66:402-409, 2012). The text structures in focus were descriptive and enumerative expository texts. One hundred eighty upper-intermediate EFL learners were assigned four reading passages, two including descriptive and the other two enumerative text structure, followed by both literal and inferential multiple-choice items. A number of paired-samples t tests were run to provide answers to the research questions of this study. The results indicated that the participants meaningfully outperformed on the descriptive texts at both levels of literal and inferential comprehension. The findings also revealed that in both text structures of description and enumeration, literal comprehension significantly outweighed inferential comprehension. Implications were made for L2 materials developers, language teachers, and language testers regarding the consideration of text typical features in their practice.

Differential Competencies Contributing to Children's Comprehension of Narrative and Expository Texts

ERIC Educational Resources Information Center

Best, Rachel M.; Floyd, Randy G.; Mcnamara, Danielle S.

2008-01-01

This study examined the influences of reading decoding skills and world knowledge on third graders' comprehension of narrative and expository texts. Children read a narrative text and an expository text. Comprehension of each text was assessed with a free recall prompt, three cued recall prompts, and 12 multiple-choice questions. Tests from the…

Children's Comprehension and Local-to-Global Recall of Narrative and Expository Texts

ERIC Educational Resources Information Center

Romero, Fernando; Paris, Scott G.; Brem, Sarah K.

2005-01-01

We examined underlying mechanisms for comprehension differences across expository and narrative text while controlling for factors confounded in the extant literature. Fourth grade students (n=32) read both an expository and a narrative text, and completed both a local comprehension assessment, and a global retelling assessment for each text.…

Summarizing Expository Texts

ERIC Educational Resources Information Center

Westby, Carol; Culatta, Barbara; Lawrence, Barbara; Hall-Kenyon, Kendra

2010-01-01

Purpose: This article reviews the literature on students' developing skills in summarizing expository texts and describes strategies for evaluating students' expository summaries. Evaluation outcomes are presented for a professional development project aimed at helping teachers develop new techniques for teaching summarization. Methods: Strategies…

Sequence Text Structure Intervention during Interactive Book Reading of Expository Picture Books with Preschool Children with Language Impairment

ERIC Educational Resources Information Center

Breit-Smith, Allison; Olszewski, Arnold; Swoboda, Christopher; Guo, Ying; Prendeville, Jo-Anne

2017-01-01

This study explores the outcomes of an interactive book reading intervention featuring expository picture books. This small-group intervention was delivered by four practitioners (two early childhood special education teachers and two speech-language pathologists) three times per week for 8 weeks to 6 preschool-age children (3 years 1 month to 4…

Effects of Training in Constructing Graphic Organizers on Disabled Readers' Summarization and Recognition of Expository Text Structure.

ERIC Educational Resources Information Center

Weisberg, Renee; Balajthy, Ernest

A study investigated the effects of training in the use of graphic organizers on the summarization strategies of disabled readers. Subjects, 21 disabled readers (with a mean age of 13 years, 7 months) from a reading clinic, received 5 hours of training in the use of graphic organizers to map expository passages. Instruction included training in…

The Relationship between Oral Narrative Production and Expository Text Comprehension of Fifth-Grade Students

ERIC Educational Resources Information Center

Marron, Jill K.

2017-01-01

The purpose of this study is to determine if there is a relationship between oral narrative production and the reading comprehension of expository text. The research questions are: (1) What is the relationship between oral narrative production and reading comprehension of expository text in fifth-grade students?; (2) Which components of oral…

Sharing Expository Texts with Preschool Children in Special Education

ERIC Educational Resources Information Center

Breit-Smith, Allison; Busch, Jamie; Guo, Ying

2015-01-01

Although a general limited availability of expository texts currently exists in preschool special education classrooms, expository tests offer speech-language pathologists (SLPs) a rich context for addressing the language goals of preschool children with language impairment on their caseloads. Thus, this article highlights the differences between…

Close Analysis of Texts with Structure (CATS): An Intervention to Teach Reading Comprehension to At-Risk Second Graders

ERIC Educational Resources Information Center

Williams, Joanna P.; Kao, Jenny C.; Pao, Lisa S.; Ordynans, Jill G.; Atkins, J. Grant; Cheng, Rong; DeBonis, Daniel

2016-01-01

We developed and evaluated an intervention that teaches reading comprehension via expository text structure training to second graders in urban public schools at risk for academic failure. Fifty lessons on 5 basic text structures (sequence, comparison, causation, description, and problem-solution) were embedded in a social studies curriculum that…

A Comparison of Text Structure and Self-Regulated Writing Strategies for Composing from Sources by Middle School Students

ERIC Educational Resources Information Center

Reynolds, Gillian A.; Perin, Dolores

2009-01-01

This study compared two techniques for teaching middle school students to compose from expository text sources, a common but difficult academic writing task. Classroom social studies content was used. Text structure instruction (TSI), which focused on text characteristics using graphic organizers, was compared with PLAN & WRITE for Summarization…

Learning to research in first grade: Bridging the transition from narrative to expository texts and tasks

NASA Astrophysics Data System (ADS)

Weise, Richard

Decades of research indicate that students at all academic grade and performance levels perform poorly with informational texts and tasks and particularly with locating assignment-relevant information in expository texts. Students have little understanding of the individual tasks required, the arc of the activity, the hierarchical structure of the information they seek, or how to reconstitute and interpret the information they extract. Poor performance begins with the introduction of textbooks and research assignments in fourth grade and continues into adulthood. However, to date, neither educators nor researchers have substantially addressed this problem. In this quasi-experimental study, we ask if first-grade children can perform essential tasks in identifying, extracting, and integrating assignment-relevant information and if instruction improves their performance. To answer this question, we conducted a 15-week, teacher-led, intervention in two first-grade classrooms in an inner-city Nashville elementary school. We created a computer learning environment (NoteTaker) to facilitate children's creation of a mental model of the research process and a narrative/expository bridge curriculum to support the children's transition from all narrative to all expository texts and tasks. We also created a new scaffolding taxonomy and a reading-to-research model to focus our research. Teachers participated in weekly professional development workshops. The results of this quasi-experimental study indicate that at-risk, first-grade children are able to (a) identify relevant information in an expository text, (b) categorize the information they identify, and (c) justify their choice of category. Children's performance in the first and last tasks significantly improved with instruction, and low-performing readers showed the greatest benefits from instruction. We find that the children's performance in categorizing information depended upon content-specific knowledge that was not taught, as well as on the process knowledge that was taught. We also find that children's narrative reading performance predicted their initial-performance for each assessment measure. We argue that first-grade children are developmentally ready to read expository texts and to learn reading-to-research tasks and that primary-school literacy instruction should not be limited to reading and writing stories.

Going beyond the Fab Five: Helping Students Cope with the Unique Linguistic Challenges of Expository Reading in Intermediate Grades

ERIC Educational Resources Information Center

Fang, Zhihui

2008-01-01

As students transition from primary to intermediate grades, the kind of materials that they are expected to read and write become more heavily dominated by expository texts. Expository texts contain grammatical patterns that are distinct from those used in primary-grade storybooks. These linguistic features pose new comprehension challenges for…

Uncovering the Effect of Text Structure in Learning from a Science Text: An Eye-Tracking Study

ERIC Educational Resources Information Center

Ariasi, Nicola; Mason, Lucia

2011-01-01

This study examined whether reading a refutational or non-refutational text would induce different cognitive processing, as revealed by eye-movement analyses. Unlike a standard expository text, a refutational text acknowledges a reader's alternative conceptions about a topic, refutes them, and then introduces scientific conceptions as viable…

Increasing Comprehension of Expository Science Text for Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Carnahan, Christina R.; Williamson, Pamela; Birri, Nicole; Swoboda, Christopher; Snyder, Kate K.

2016-01-01

Using a multiple baseline single-subject design, this study evaluated the effects of a text structure intervention package on the ability of students with autism to comprehend traditional science texts. Three high school students with high-functioning autism and their teacher participated in this study. The intervention package included…

Comparative Effects of Computer-Based Concept Maps, Refutational Texts, and Expository Texts on Science Learning

ERIC Educational Resources Information Center

Adesope, Olusola O.; Cavagnetto, Andy; Hunsu, Nathaniel J.; Anguiano, Carlos; Lloyd, Joshua

2017-01-01

This study used a between-subjects experimental design to examine the effects of three different computer-based instructional strategies (concept map, refutation text, and expository scientific text) on science learning. Concept maps are node-link diagrams that show concepts as nodes and relationships among the concepts as labeled links.…

The Relation of Moral Judgment Development and Educational Experience to Recall of Moral Narratives and Expository Texts

ERIC Educational Resources Information Center

Narvaez, Darcia; Gleason, Tracy

2007-01-01

Moral text processing was used as an ecologically valid method for assessing implicit and explicit moral understanding and development. The authors tested undergraduates, seminarians, and graduate students in political science and philosophy for recall of moral narratives and moral expository texts. Multivariate analyses of covariance using…

Supporting Children's Reading of Expository Text in the Geography Classroom

ERIC Educational Resources Information Center

Gregg, Madeleine; Sekeres, Diane Carver

2006-01-01

If children are to read to learn, they must acquire skill in processing and comprehending expository texts. However, teaching children to read and comprehend informational texts takes time, because there are so many complex skills associated with this reading. Building children's knowledge of the content to be studied and introducing new…

Enhancing Summarization Skills Using Twin Texts: Instruction in Narrative and Expository Text Structures

ERIC Educational Resources Information Center

Furtado, Leena; Johnson, Lisa

2010-01-01

This action-research case study endeavors to enhance the summarization skills of first grade students who are reading at or above the third grade level during the first trimester of the academic school year. Students read "twin text" sources, meaning, fiction and nonfiction literary selections focusing on a common theme to help identify…

How Generalization Inferences Are Constructed in Expository Text Comprehension

ERIC Educational Resources Information Center

Ritchey, Kristin A.

2011-01-01

Three questions regarding adult readers' processing of generalization inferences (conceptually broad statements that subsume several specific statements) are investigated. College students (N=193) read expository texts containing target statements that were consistent, inconsistent, or off-topic in relation to a generalization implied by one…

Linguistic Feature Development Across Grades and Genre in Elementary Writing.

PubMed

Hall-Mills, Shannon; Apel, Kenn

2015-07-01

As children develop skills in writing across academic contexts, clinicians and educators need to have a fundamental understanding of typical writing development as well as valid and reliable assessment methods. The purpose of this study was to examine the progression of linguistic elements in school-age children's narrative and expository writing development. Narrative and expository writing samples produced by 89 children in Grades 2 through 4 were analyzed at the microstructure and macrostructure levels. Measures of receptive vocabulary, word-level reading, and reading comprehension were obtained. Exploratory factor analyses revealed 4 microstructure factors (e.g., productivity, grammatical complexity, grammatical accuracy, and lexical density) and 1 macrostructure factor (e.g., a combination of organization, text structure, and cohesion). Multivariate analyses of covariance with reading comprehension as a covariate showed that productivity and macrostructure were sensitive to grade-level and genre differences and that expository grammatical complexity was sensitive to grade-level differences. Findings are discussed in light of grade-level standards for narrative and expository writing and current practices in writing assessment. Multiple suggestions are offered for clinical and educational implications, and specific directions are provided for future research.

Going beyond the Author: What Retellings Tell Us about Comprehending Narrative and Expository Texts

ERIC Educational Resources Information Center

Kucer, Stephen B.

2011-01-01

This research examines the nature of comprehended meanings that do not match those of the author. These meanings were generated by two groups of fourth graders after reading a narrative or expository text. Readers read their respective texts aloud, followed by a recall and probes. Reading behaviours were examined to establish that processing…

Expository Text and Middle School Students: Some Lessons Learned.

ERIC Educational Resources Information Center

Street, Chris

2002-01-01

Presents the "Structured Reading Lesson" as one simple way to structure reading activities so that the before, during, and after phases of the reading experience are all touched upon. Considers how reading strategies that students have developed to comprehend fictional narratives do not always help them with textbooks. Presents…

Evaluating the Efficacy of Elaborative Strategies for Remembering Expository Text.

ERIC Educational Resources Information Center

Boudreau, Rhonda L.; Wood, Eileen; Willoughby, Teena; Specht, Jacqueline

1999-01-01

One hundred Canadian undergraduates read a lengthy expository text, used one of five study strategies for 50 minutes, and completed recall and multiple-choice tests. Students using self-study, repetition, or unsupported elaborative interrogation had difficulty recognizing the passage's main ideas. Elaborative interrogation's effectiveness was…

Supporting Struggling Readers in Secondary School Science Classes

ERIC Educational Resources Information Center

Roberts, Kelly D.; Takahashi, Kiriko; Park, Hye-Jin; Stodden, Robert A.

2012-01-01

Many secondary school students struggle to read complex expository text such as science textbooks. This article provides step-by-step guidance on how to foster expository reading for struggling readers in secondary school science classes. Two strategies are introduced: Text-to-Speech (TTS) Software as a reading compensatory strategy and the…

The Effects of Metacognitive Strategy in Reading Expository Text

ERIC Educational Resources Information Center

Othman, Yahya; Mahamud, Zamri; Jaidi, Noradinah

2014-01-01

The purpose of this study is to evaluate the performance of student achievement during comprehension lesson using metacognitive strategy and examine the effects of the strategy used in reading and understanding expository text lessons. Besides, this study also identified metacognitive strategy used by students in all three reading processes…

Comparison of Two Different Presentations of Graphic Organizers in Recalling Information in Expository Texts with Intellectually Disabled Students

ERIC Educational Resources Information Center

Ozmen, Ruya Guzel

2011-01-01

The purpose of this study was to compare the effectiveness of two different presentations of graphic organizers on recalling information from compare/contrast text which is a kind of expository text in intellectually disabled students. The first presentation included graphic organizers which were presented before reading whereas in the second…

An Examination of At-Risk College Freshmen's Expository Literacy Skills Using Interactive Online Writing Activities

ERIC Educational Resources Information Center

Mongillo, Geraldine; Wilder, Hilary

2012-01-01

This qualitative study focused on at-risk college freshmen's ability to read and write expository text using game-like, online expository writing activities. These activities required participants to write descriptions of a target object so that peers could guess what the object was, after which they were given the results of those guesses as…

Exploring elementary school teachers' perception of their role in teaching content literacy in the elementary science and social studies classrooms: A mixed methods study

NASA Astrophysics Data System (ADS)

Jones-Moore, Lisa Michelle

2011-12-01

This mixed-methods study explored third, fourth, and fifth grade teachers' perceptions of their role in teaching content literacy in the elementary science and social studies classroom. The rationale for this study was the growing number of studies questioning the reliance on the inoculation theory for content area literacy comprehension. The study was a mixed methods study so as to provide insight into the participants' thought processes in decision making and instructional planning. Data sources included timed instructional observations, tiered checklist to identify strategy instruction, and prompted critical reflections. The three-tiered observation instrument categorized strategies used by teachers in tiers according to the focus of the strategy. Tier I strategies were those identified as strategies good readers use, typically taught with narrative text. The inoculation theory posits these skills transfer to reading informational and expository text. Tier II strategies were those identified as strategies appropriate for informational or expository text. Use of these strategies acknowledged that narrative and informational/expository text require different strategies, but does not differentiate between expository text drawn from particular content area. Tier III strategies were those identified as strategies particularly suited to informational or expository text drawn from specific content areas. These strategies embody cognitive processes used to comprehend text drawn from specific content areas. The findings showed the participating teachers used a preferential Tier of strategy instruction. Some participants felt that reading comprehension was more important than content. They viewed reading as a subject instead of an integral part of science and social studies instruction.

Effects of Topic Familiarity and Training in Generative Learning Activities on Poor Readers' Comprehension of Comparison/Contrast Expository Text Structure: Transfer to Real-World Materials.

ERIC Educational Resources Information Center

Weisberg, Renee; Balajthy, Ernest

A study investigated transfer effects of training below average high school readers in the use of graphic organizers and summary writing on their recognition of compare/contrast text structure. Subjects, 32 high school students with below-expectancy standardized test scores, were placed in two groups: an experimental group (five males and 11…

Vocabulary Self-Selection: A Study of Middle-School Students' Word Selections from Expository Texts

ERIC Educational Resources Information Center

Harmon, Janis; Hedrick, Wanda; Wood, Karen; Gress, Michelle

2005-01-01

This study investigated students' decision-making as they self-selected important words from expository texts. Participants were 94 eighth graders and six adult readers. Data sources included students' written responses containing their word selections and reasons for selecting words from eight informational passages, student interviews, and word…

Processing and Memory of Information Presented in Narrative or Expository Texts

ERIC Educational Resources Information Center

Wolfe, Michael B. W.; Woodwyk, Joshua M.

2010-01-01

Background: Previous research suggests that narrative and expository texts differ in the extent to which they prompt students to integrate to-be-learned content with relevant prior knowledge during comprehension. Aims: We expand on previous research by examining on-line processing and representation in memory of to-be-learned content that is…

The Evaluation of Effectiveness of Reciprocal Teaching Strategies on Comprehension of Expository Texts

ERIC Educational Resources Information Center

Pilten, Gulhiz

2016-01-01

The purpose of the present research is investigating the effects of reciprocal teaching in comprehending expository texts. The research was designed with mixed method. The quantitative dimension of the present research was designed in accordance with pre-test-post-test control group experiment model. The quantitative dimension of the present…

Effects of a Tree Diagram on Students' Comprehension of Main Ideas in an Expository Text with Multiple Themes.

ERIC Educational Resources Information Center

Guri-Rozenblit, Sarah

1989-01-01

Examines the effect of a tree diagram on college students' comprehension of main ideas in a social sciences expository text. Concludes that the tree diagram significantly improved comprehension of main ideas and relations between elements, irrespective of the students' initial verbal and visual aptitudes. (RS)

Comprehending Expository Texts: The Role of Cognitive and Motivational Factors

ERIC Educational Resources Information Center

Tarchi, Christian

2017-01-01

This study explored the differential contribution of cognitive and motivational factors on the comprehension of an expository text in secondary school students. One hundred and fifty-five 7th and 8th grade students were assessed in prior knowledge, inferences, metacognition, reading motivation, topic interest, and reading comprehension of history…

Using Concept Mapping to Improve Poor Readers' Understanding of Expository Text

ERIC Educational Resources Information Center

Morfidi, Eleni; Mikropoulos, Anastasios; Rogdaki, Aspasia

2018-01-01

The present study examined whether the use of concept mapping is more effective in teaching expository material in comparison to a traditional, lecture only, approach. Its objective was threefold. First, to determine if multimedia concept mapping produces differential learning outcomes compared to digital text-based concept mapping. Secondly, to…

Lexical Noun Phrases in Texts Written by Deaf Children and Adults with Different Proficiency Levels in Sign Language

ERIC Educational Resources Information Center

van Beijsterveldt, Liesbeth Maria; van Hell, Janet

2010-01-01

We report an analysis of lexical noun phrases (NPs) in narrative and expository texts written by Dutch deaf individuals from a bimodal bilingual perspective. Texts written by Dutch deaf children and adults who are either proficient in Sign Language of the Netherlands (SLN) or low-proficient in SLN were compared on structures that either overlap in…

Effects of Transfer to Real-World Subject Area Materials from Training in Graphic Organizers and Summarizing on Developmental College Readers' Comprehension of the Compare/Contrast Text Structure in Science Expository Text.

ERIC Educational Resources Information Center

Balajthy, Ernest; Weisberg, Renee

To determine whether less able readers could use the strategies they had been taught, a study investigated the transfer effects of training in the use of graphic organizers and summary writing on readers' recognition of the compare/contrast text structure. Subjects, 70 freshmen at a western New York state college of liberal arts and sciences in a…

The Effectiveness of Modified Multi-Component Cognitive Strategy Instruction in Expository Text Comprehension of Students with Mild Intellectual Disabilities

ERIC Educational Resources Information Center

Bilgi, Arzu Doganay; Özmen, E. Rüya

2018-01-01

This study investigates the effectiveness of Modified Multi-Component Cognitive Strategy Instruction (MMCSI) on expository text comprehension skills of students with mild intellectual disability (ID). Three students participated from inclusion classes of three different secondary schools in Turkey. The study was conducted using a multiple probe…

Using Technology to Support Expository Reading and Writing in Science Classes

ERIC Educational Resources Information Center

Montelongo, Jose A.; Herter, Roberta J.

2010-01-01

Students struggle with the transition from learning to read narrative text in the early grades to reading expository text in the science classroom in the upper grades as they begin reading and writing to gain information. Science teachers can adapt their teaching materials to develop students' reading comprehension and recall by writing summaries…

Overcoming the Inert Knowledge Problem in Learning from Expository Text.

ERIC Educational Resources Information Center

Cote, Nathalie

Students often fail to store new information in memory in a way that is accessible or useful. The information they have acquired is inert. This paper examines the inert knowledge problem in the context of learning from informational expository text. Kintsch and van Dijk (1978) have suggested a framework for understanding learning from expository…

Implementing an Evidence-Based Instructional Routine to Enhance Comprehension of Expository Text

ERIC Educational Resources Information Center

Wexler, Jade; Reed, Deborah K.; Mitchell, Marisa; Doyle, Brie; Clancy, Erin

2015-01-01

To graduate from high school and become competitive in the workplace and other postsecondary endeavors, adolescents are required to meet rigorous standards, such as the Common Core State Standards. To meet such standards, teachers must teach students to read and make sense of increasingly complex content-area expository text. Secondary teachers,…

Predicting reading comprehension of narrative and expository texts among Hebrew-speaking readers with and without a reading disability.

PubMed

Primor, Liron; Pierce, Margaret E; Katzir, Tami

2011-12-01

The aim of this study was to investigate which cognitive and reading-related linguistic skills contribute to reading comprehension of narrative and expository texts. The study examined an Israeli national database of Hebrew-speaking readers in fourth grade, from which a subsample of 190 readers with a reading disability (RD) and 190 readers with no reading disability (NRD) was selected. IQ, text reading, reading comprehension, and various linguistic and cognitive skills were assessed. Structural equation modeling results suggested that both groups rely on lower level processes such as text reading accuracy and orthographic knowledge for reading comprehension of both genres. However, RD readers depend more heavily upon these lower level processes compared with NRD for whom higher level processes contribute more to reading comprehension. The various variables accounted for only 25-34% of reading comprehension variance, and possible explanations are discussed. Taken together, these findings highlight the variety of factors influencing reading comprehension and its multidimensional nature.

Evidence of an Intelligent Tutoring System as a Mindtool to Promote Strategic Memory of Expository Texts and Comprehension with Children in Grades 4 and 5

ERIC Educational Resources Information Center

Wijekumar, Kausalai; Meyer, Bonnie J. F.; Lei, Puiwa; Cheng, Weiyi; Ji, Xuejun; Joshi, R. M.

2017-01-01

Reading and comprehending content area texts require learners to effectively select and encode with hierarchically strategic memory structures in order to combine new information with prior knowledge. Unfortunately, evidence from state and national tests shows that children fail to successfully navigate the reading comprehension challenges they…

The Effects of Listening to Expository Text on First Graders' Listening Comprehension and Book Choice

ERIC Educational Resources Information Center

Kraemer, Linda A.

2009-01-01

The purpose of this investigation was to examine the effects of listening to expository text on first graders' listening comprehension and book choice. The participants for this study included 77 first grade students from four heterogeneous classes at a suburban elementary school in the New York City metropolitan area. During the pretest and…

Impact of a Teacher-Led Intervention on Preference for Self-Regulated Learning, Finding Main Ideas in Expository Texts, and Reading Comprehension

ERIC Educational Resources Information Center

Stoeger, Heidrun; Sontag, Christine; Ziegler, Albert

2014-01-01

We examined the impact of a teacher-led intervention, implemented during regular classroom instruction and homework, on fourth-grade students' preference for self-regulated learning, finding main ideas in expository texts, and reading comprehension. In our quasi-experimental study with intact classrooms, (a) students (n = 266, 12 classrooms) who…

Investigation of a Study Technique To Increase Learning Disabled Students' Reading Comprehension of Expository Text. Final Report.

ERIC Educational Resources Information Center

McCormick, Sandra; Cooper, John O.

The study reported in this paper investigated the effects of a frequently recommended study technique on the comprehension of expository text by high-school students having learning disabilities. The instructional procedure studied was "Survey, Question, Read, Recite, Review" (SQ3R). Six experiments were conducted over a 3-year period,…

The Learning-to-Learn Strategies of Adolescent Students with Disabilities: Highlighting, Note Taking, Planning, and Writing Expository Texts

ERIC Educational Resources Information Center

Englert, Carol Sue; Mariage, Troy V.; Okolo, Cynthia M.; Shankland, Rebecca K.; Moxley, Kathleen D.; Courtad, Carrie Anna; Jocks-Meier, Barbara S.; O'Brien, J. Christian; Martin, Nicole M.; Chen, Hsin-Yuan

2009-01-01

This study focuses on an examination of the learning-to-learn strategies of seventh-grade students as they highlight, take notes, plan, organize, and write expository texts. Participants consist of 125 students, 41 with disabilities and 84 without disabilities. The results reveal that the students with disabilities have more difficulties in using…

Influence of text type, topic familiarity, and stuttering frequency on listener recall, comprehension, and mental effort.

PubMed

Panico, James; Healey, E Charles

2009-04-01

To determine how text type, topic familiarity, and stuttering frequency influence listener recall, comprehension, and perceived mental effort. Sixty adults listened to familiar and unfamiliar narrative and expository texts produced with 0%, 5%, 10%, and 15% stuttering. Participants listened to 4 experimental text samples at only 1 stuttering frequency. After hearing the text samples, each listener performed a free recall task, answered cued recall questions, answered story comprehension questions, and rated their perceived mental effort. Free and cued recall as well as story comprehension scores were higher for narrative than for expository texts. Free and cued recall scores were better for familiar than for unfamiliar stories, although topic familiarity did not affect story comprehension scores. Samples with all levels of stuttering resulted in higher mental effort ratings for both text types and topic familiarities. Stuttering has a greater influence on listener recall and comprehension for narrative than for expository texts. Topic familiarity affects free and cued recall but has no influence on story comprehension. Regardless of the amount of stuttering, mental effort was high for both text types and levels of familiarity.

The Effects of a Story-Mapping Procedure to Improve the Comprehension Skills of Expository Text Passages for Elementary Students with Learning Disabilities

ERIC Educational Resources Information Center

Stagliano, Christina; Boon, Richard T.

2009-01-01

The purpose of this study was to examine the effects of using a story-mapping procedure to improve and enhance the reading comprehension skills using expository text passages for 3 fourth-grade students with learning disabilities (LD). The study was conducted in the resource classroom in which the participants regularly received reading…

The Interplay of Reader Goals, Working Memory, and Text Structure During Reading

PubMed Central

Bohn-Gettler, Catherine M.; Kendeou, Panayiota

2014-01-01

In the current study we examined the complex interactions of instructional context, text properties, and reader characteristics during comprehension. College students were tasked with the goal of reading for study versus entertainment (instructional context) while thinking-aloud about four different expository text structures (text properties). Working memory also was assessed (reader characteristics). Reading goals and working memory interacted to influence paraphrasing and non-coherence processes when thinking aloud. Reading goals, working memory, and text structure all interacted to influence text-based inferences. Text structure also influenced knowledge-based inferences. Post-reading recall was highest for those with the instructional goal of reading for study (compared to entertainment), as well as for problem-response and compare-contrast texts (compared to descriptive and chronological texts). Implications of the findings are discussed. PMID:25018581

Systematically Teaching Students with Autism Spectrum Disorder about Expository Text Structures

ERIC Educational Resources Information Center

Carnahan, Christina R.; Williamson, Pamela

2016-01-01

Students with autism spectrum disorder (ASD) represent an increasing number of learners in general education classrooms. While reading comprehension instruction has received growing attention, learners with ASD continue to experience poor academic outcomes. This article describes a research-based approach to teaching students with ASD to…

Comprehending expository texts: the dynamic neurobiological correlates of building a coherent text representation

PubMed Central

Swett, Katherine; Miller, Amanda C.; Burns, Scott; Hoeft, Fumiko; Davis, Nicole; Petrill, Stephen A.; Cutting, Laurie E.

2013-01-01

Little is known about the neural correlates of expository text comprehension. In this study, we sought to identify neural networks underlying expository text comprehension, how those networks change over the course of comprehension, and whether information central to the overall meaning of the text is functionally distinct from peripheral information. Seventeen adult subjects read expository passages while being scanned using functional magnetic resonance imaging (fMRI). By convolving phrase onsets with the hemodynamic response function (HRF), we were able to identify regions that increase and decrease in activation over the course of passage comprehension. We found that expository text comprehension relies on the co-activation of the semantic control network and regions in the posterior midline previously associated with mental model updating and integration [posterior cingulate cortex (PCC) and precuneus (PCU)]. When compared to single word comprehension, left PCC and left Angular Gyrus (AG) were activated only for discourse-level comprehension. Over the course of comprehension, reliance on the same regions in the semantic control network increased, while a parietal region associated with attention [intraparietal sulcus (IPS)] decreased. These results parallel previous findings in narrative comprehension that the initial stages of mental model building require greater visuospatial attention processes, while maintenance of the model increasingly relies on semantic integration regions. Additionally, we used an event-related analysis to examine phrases central to the text's overall meaning vs. peripheral phrases. It was found that central ideas are functionally distinct from peripheral ideas, showing greater activation in the PCC and PCU, while over the course of passage comprehension, central and peripheral ideas increasingly recruit different parts of the semantic control network. The finding that central information elicits greater response in mental model updating regions than peripheral ideas supports previous behavioral models on the cognitive importance of distinguishing textual centrality. PMID:24376411

Interpreting Indian English Expository Prose.

ERIC Educational Resources Information Center

Kachru, Yamuna

1988-01-01

A study was undertaken to demonstrate that expository prose written in Indian English exhibits certain characteristics determined by the sociocultural conventions of writing in the Indian tradition. These features of Indian English texts are often judged to be inappropriate by native speakers of North American and British English, and mistakenly…

Narrative Fiction and Expository Nonfiction Differentially Predict Verbal Ability

ERIC Educational Resources Information Center

Mar, Raymond A.; Rain, Marina

2015-01-01

Although reading is known to be an important contributor to language abilities, it is not yet well established whether different text genres are uniquely associated with verbal abilities. We examined how exposure to narrative fiction and expository nonfiction predict language ability among university students. Exposure was measured both with…

Selective Benefits of Question Self-Generation and Answering for Remembering Expository Text

ERIC Educational Resources Information Center

Bugg, Julie M.; McDaniel, Mark A.

2012-01-01

The present study examined possible memory and metacomprehension benefits of using a combined question self-generation and answering technique, relative to rereading, as a study strategy for expository passages. In the 2 question self-generation and answering conditions (detail or conceptual questions), participants were prompted on how to…

Effects of the TWA Strategy on Expository Reading Comprehension of Students with Autism

ERIC Educational Resources Information Center

Howorth, Sarah; Lopata, Christopher; Thomeer, Marcus; Rodgers, Jonathan

2016-01-01

High-functioning students with autism spectrum disorder (ASD) have been shown to have significant reading comprehension difficulty. This multiple baseline study examined the effect of the think before reading, think while reading, and think after reading (TWA) strategy on expository text comprehension of four boys with ASD. Following baseline,…

Instructional Effectiveness of a Computer-Supported Program for Teaching Reading Comprehension Strategies

ERIC Educational Resources Information Center

Ponce, Hector R.; Lopez, Mario J.; Mayer, Richard E.

2012-01-01

This article examines the effectiveness of a computer-based instructional program (e-PELS) aimed at direct instruction in a collection of reading comprehension strategies. In e-PELS, students learn to highlight and outline expository passages based on various types of text structures (such as comparison or cause-and-effect) as well as to…

How Clearly Written are Children's Textbooks? or, of Bladderworts and Alfa. Reading Education Report No. 16.

ERIC Educational Resources Information Center

Anderson, Thomas H.; And Others

Two representative samples of expository prose from sixth grade textbooks (one in science and one in social studies) were analyzed for clarity of explanation. Four text criteria were applied to the analyses: structure, unity, coherence, and audience appropriateness. The results of the analysis suggested that many children's textbooks are not…

The integration of lexical, syntactic, and discourse features in bilingual adolescents' writing: an exploratory approach.

PubMed

Danzak, Robin L

2011-10-01

The purpose of this study was to assess the bilingual writing of adolescent English language learners (ELLs) using quantitative tools. Linguistic measures were applied to the participants' writing at the lexical, syntactic, and discourse levels, with the goal of comparing outcomes at each of these levels across languages (Spanish/English) and genres (expository/narrative). Twenty Spanish-speaking ELLs, ages 11-14 years, each produced 8 expository and narrative autobiographical texts. Texts were coded and scored for lexical sophistication, syntactic complexity, and overall text quality. Scores were analyzed using Friedman's 2-way analysis of variance by ranks (Siegel & Castellan, 1988); resulting ranks were compared across languages and genre topics. The text topic impacted rank differences at all levels. Performance at the three levels was similar across languages, indicating that participants were emerging writers in both Spanish and English. The impact of genre was generally inconsequential at all levels. Similar results across languages implied the potential transfer of writing skills. Overall, students appeared to apply a knowledge-telling strategy to writing rather than strategically planning, composing, and revising their writing. Finally, outcomes highlighted the synergistic relationships among linguistic levels in text composition, indicating a need to address the interaction of vocabulary, morphosyntax, and text-level structures in the instruction and assessment of ELL writing.

QuIP: A Writing Strategy to Improve Comprehension of Expository Structure.

ERIC Educational Resources Information Center

McLaughlin, Elaine M.

1987-01-01

Provides a rationale for the reading/writing connection through a brief review of research and describes Questions into Paragraphs (QuIP), a three-step procedure designed to improve expository awareness. (FL)

Improving Physics Texts: Students Speak Out.

ERIC Educational Resources Information Center

Guzzetti, Barbara J.; And Others

1995-01-01

Finds that high school physical science students prefer textbooks with expository text that not only gives a correct concept but refutes common incorrect ideas. Finds that writing a comprehensible text is more difficult than the researchers had imagined. (SR)

Summary Writing: A Topographical Study.

ERIC Educational Resources Information Center

Sherrard, Carol

1986-01-01

Examines summaries of expository text written by undergraduate students to discover the nature of text-to-summary mapping. Finds that simple omission and one-to-one mapping of text sentences into summary sentences were the most favored strategies. (FL)

Students' Genre Expectations and the Effects of Text Cohesion on Reading Comprehension

ERIC Educational Resources Information Center

Schmitz, Anke; Gräsel, Cornelia; Rothstein, Björn

2017-01-01

This study raises the question what makes school texts comprehensible by analyzing whether students' genre expectations about literary or expository texts moderate the impact of different forms of text cohesion on reading comprehension, even when the texts are similar regarding their genre. 754 students (Grade 9) from comprehensive schools read…

Signaling Hierarchical and Sequential Organization in Expository Text

ERIC Educational Resources Information Center

Lorch, Robert; Lemarie, Julie; Grant, Russell

2011-01-01

Four experiments tested a hypothesized function of signaling devices, namely, to communicate information about text organization. Experiments 1 and 2 compared headings that communicated the hierarchical organization of text topics with headings that did not communicate the hierarchical organization. Signaling organization led to more complete and…

Contrastive Analyses of Organizational Structures and Cohesive Elements in English, Spanish (ESL) and Chinese (ESL) Students' Writing in Narrative and Expository Modes.

ERIC Educational Resources Information Center

Norment, Nathaniel, Jr.

A study examined the differences and similarities in the relationship between the organization of written English produced by native Chinese, English, and Spanish speaking adult college students when they wrote in the narrative and expository modes. Specifically, the study explored the kinds of cohesive devices that operated in the English text…

Knowing What You Know: Improving Metacomprehension and Calibration Accuracy in Digital Text

ERIC Educational Resources Information Center

Reid, Alan J.; Morrison, Gary R.; Bol, Linda

2017-01-01

This paper presents results from an experimental study that examined embedded strategy prompts in digital text and their effects on calibration and metacomprehension accuracies. A sample population of 80 college undergraduates read a digital expository text on the basics of photography. The most robust treatment (mixed) read the text, generated a…

Generative Learning Strategy Use and Self-Regulatory Prompting in Digital Text

ERIC Educational Resources Information Center

Reid, Alan J.; Morrison, Gary M.

2014-01-01

The digital revolution is shifting print-based textbooks to digital text, and it has afforded the opportunity to incorporate meaningful learning strategies and otherwise separate metacognitive activities directly into these texts as embedded support. A sample of 89 undergraduates read a digital, expository text on the basics of photography. The…

Text Difficulty Affects Metacomprehension Accuracy and Knowledge Test Performance in Text Learning

ERIC Educational Resources Information Center

Vössing, J.; Stamov-Roßnagel, C.; Heinitz, K.

2017-01-01

Metacomprehension as reflected in judgements of one's learning is crucial for self-regulated study, yet their accuracy is often low. We investigated text difficulty as a constraint on metacomprehension accuracy in text learning. A total of 235 participants studied a 10-section expository text and afterwards took a knowledge test. They made…

Impact of Diagrams on Recalling Sequential Elements in Expository Texts.

ERIC Educational Resources Information Center

Guri-Rozenblit, Sarah

1988-01-01

Examines the instructional effectiveness of abstract diagrams on recall of sequential relations in social science textbooks. Concludes that diagrams assist significantly the recall of sequential relations in a text and decrease significantly the rate of order mistakes. (RS)

Influence of Text Type, Topic Familiarity, and Stuttering Frequency on Listener Recall, Comprehension, and Mental Effort

ERIC Educational Resources Information Center

Panico, James; Healey, E. Charles

2009-01-01

Purpose: To determine how text type, topic familiarity, and stuttering frequency influence listener recall, comprehension, and perceived mental effort. Method: Sixty adults listened to familiar and unfamiliar narrative and expository texts produced with 0%, 5%, 10%, and 15% stuttering. Participants listened to 4 experimental text samples at only 1…

What Is the Basis for Self-Assessment of Comprehension When Reading Mathematical Expository Texts?

ERIC Educational Resources Information Center

Österholm, Magnus

2015-01-01

The purpose of this study was to characterize students' self-assessments when reading mathematical texts, in particular regarding what students use as a basis for evaluations of their own reading comprehension. A total of 91 students read two mathematical texts, and for each text, they performed a self-assessment of their comprehension and…

Have Recommended Book Lists Changed to Reflect Current Expectations for Informational Text in K-3 Classrooms?

ERIC Educational Resources Information Center

Dreher, Mariam Jean; Kletzien, Sharon B.

2016-01-01

Despite both longstanding and recent calls for more informational text in K-3 classrooms, research indicates that narrative text remains in the majority for read alouds, classroom libraries, and instruction, thus limiting children's opportunity to experience the demands of expository text. Because national associations' recommended book lists are…

When Do Pictures Help Learning from Expository Text? Multimedia and Modality Effects in Primary Schools

ERIC Educational Resources Information Center

Herrlinger, Simone; Höffler, Tim N.; Opfermann, Maria; Leutner, Detlev

2017-01-01

Adding pictures to a text is very common in today's education and might be especially beneficial for elementary school children, whose abilities to read and understand pure text have not yet been fully developed. Our study examined whether adding pictures supports learning of a biology text in fourth grade and whether the text modality (spoken or…

Strategic Key Word Instruction: Increasing Fluency in Connected Expository Text

ERIC Educational Resources Information Center

Coulter, Gail; Lambert, Michael C.

2015-01-01

The effects of preteaching key words on fluency in connected text were examined with three third-grade general education participants. Researchers used a multiple base-line design (i.e., Baseline and Wordlist Intervention) and found that preteaching increased fluency in connected text written above the participant's instructional level of reading…

Designating Reader Perspective to Increase Comprehension and Interest

ERIC Educational Resources Information Center

Ramsay, Crystal M.; Sperling, Rayne A.

2010-01-01

In three experiments we examined whether reader perspective on a long expository text could be manipulated such that increased text interest and enhancement of two comprehension outcomes would result. In Experiment 1 we verified the viability of a new text for experimental purposes. We then assigned readers a perspective before reading in…

What Predicts Adult Readers' Understanding of STEM Texts?

ERIC Educational Resources Information Center

Follmer, D. Jake; Fang, Shin-Yi; Clariana, Roy B.; Meyer, Bonnie J. F.; Li, Ping

2018-01-01

The current study examined the relations among key variables that underlie reading comprehension of expository science texts in a diverse population of adult native English readers. Using Mechanical Turk to sample a range of adult readers, the study also examined the effect of text presentation on readers' comprehension and knowledge structure…

Computerized Presentation of Text: Effects on Children's Reading of Informational Material. Special Issue on Reading Comprehension ? Part II

ERIC Educational Resources Information Center

Kerr, Matthew A.; Symons, Sonya E.

2006-01-01

This study examined whether children's reading rate, comprehension, and recall are affected by computer presentation of text. Participants were 60 grade five students, who each read two expository texts, one in a traditional print format and the other from a computer monitor, which used a common scrolling text interface. After reading each text,…

The psycholinguistics of developing text construction.

PubMed

Berman, Ruth A

2008-11-01

This paper outlines functionally motivated quantifiable criteria for characterizing different facets of discourse--global-level principles, categories of referential content, clause-linking complex syntax, local linguistic expression and overall discourse stance--in relation to the variables of development, genre and modality. Concern is with later, school-age language development, in the conviction that the long developmental route of language acquisition can profitably be examined in the context of extended discourse. Findings are reviewed from a cross-linguistic project that elicited narrative and expository texts in both speech and writing at four age groups: (9-10 years, 12-13, 16-17 and adults). Clear developmental patterns emerge from middle childhood to adulthood, with significant shifts in adolescence; global-level text organization is mastered earlier in narratives than in expository essays, but the latter promote more advanced use of local-level lexicon and syntax; and spoken texts are more spread out than their denser written counterparts in clause-linkage, referential content and lexical usage. These and other findings are discussed in terms of the growth and reorganization of knowledge about types of discourse and text-embedded language use.

Stimulating Situational Interest and Student Questioning through Three Types of Historical Introductory Texts

ERIC Educational Resources Information Center

Logtenberg, Albert; van Boxtel, Carla; van Hout-Wolters, Bernadette

2011-01-01

This study investigates questions students ask related to an introductory text about a new topic in the history classroom. The effects of a narrative, problematizing, and expository introductory text on the situational interest of students and the number and type of student-generated questions, are compared. Participants are 174 students in higher…

The Influence of Question Type, Text Availability, Answer Confidence and Language Background on Student Comprehension of an Expository Text

ERIC Educational Resources Information Center

Marmolejo-Ramos, Fernando; Miller, Julia; Habel, Chad

2014-01-01

Reading is an essential activity for learning at university, but lecturers are not always experienced in setting appropriate questions to test understanding of texts. In other words, their assessments may not be "constructively aligned" with the learning outcomes they hope their students to exhibit. In examination conditions, questions…

The Effects of Syntactic and Lexical Complexity on the Comprehension of Elementary Science Texts

ERIC Educational Resources Information Center

Arya, Diana J.; Hiebert, Elfrieda H.; Pearson, P. David

2011-01-01

In this study we examined the effects of syntactic and lexical complexity on third-grade students' comprehension of science texts. A total of 16 expository texts were designed to represent systematic differences in levels of syntactic and lexical complexity across four science-related topics ("Tree Frogs, Soil, Jelly Beans and…

Students, Tasks and Emotions: Identifying the Contribution of Emotions to Students' Reading of Popular Culture and Popular Science Texts

ERIC Educational Resources Information Center

Ainley, Mary; Corrigan, Matthew; Richardson, Nicholas

2005-01-01

In this investigation young adolescent students (N=181) engaged in an interactive computer reading task. The aim was to explore sequences of students' affective responses to expository texts by identifying their character, intensity and their relationship with further text processing. Affective responses were measured using probes consisting of…

The Contribution of Knowledge about Anaphors, Organisational Signals and Refutations to Reading Comprehension

ERIC Educational Resources Information Center

García, J. Ricardo; Bustos, Andrea; Sánchez, Emilio

2015-01-01

Expository texts contain rhetorical devices that help readers to connect text ideas (within a text and with prior knowledge) and to monitor reading. Rhetorical competence addresses readers' skill in detecting, understanding and using these devices. We examined the contribution of rhetorical competence to reading comprehension on two groups of 11-…

Improving Text Recall with Multiple Summaries

ERIC Educational Resources Information Center

van der Meij, Hans; van der Meij, Jan

2012-01-01

Background. QuikScan (QS) is an innovative design that aims to improve accessibility, comprehensibility, and subsequent recall of expository text by means of frequent within-document summaries that are formatted as numbered list items. The numbers in the QS summaries correspond to numbers placed in the body of the document where the summarized…

Interactions among Elaborative Interrogation, Knowledge, and Interest in the Process of Constructing Knowledge from Text

ERIC Educational Resources Information Center

Ozgungor, Sevgi; Guthrie, John T.

2004-01-01

The authors examined the impact of elaborative interrogation on knowledge construction during expository text reading, specifically, the interactions among elaborative interrogation, knowledge, and interest. Three measures of learning were taken: recall, inference, and coherence. Elaborative interrogation affected all aspects of learning measured,…

The Use of E-Dictionary to Read E-Text by Intermediate and Advanced Learners of Chinese

ERIC Educational Resources Information Center

Wang, Jing

2012-01-01

This study focuses on the pedagogical outcomes connected with the use of an e-dictionary by intermediate and advanced learners of Chinese to aid in reading an expository Chinese e-text. Twenty intermediate and advanced participants read an e-text twice aided by an e-dictionary and wrote recalls of the text in English. In addition to low frequency…

The Writing of Expository Texts in Early Grades: What Predicative Analysis Teaches Us

ERIC Educational Resources Information Center

Gagnon, Renee; Ziarko, Helene

2012-01-01

This paper presents the results of a predicative analysis led on comparison and problem-solution texts produced by pupils of the second and third grades of primary school following a set of reading and writing instructional activities. The production of those texts is of a special challenge to the young writers because of the cognitive and…

Effects of Topic Headings on Text Processing: Evidence from Adult Readers' Eye Fixation Patterns

ERIC Educational Resources Information Center

Hyona, Jukka; Lorch, Robert F.

2004-01-01

Effects of topic headings on the processing of multiple-topic expository texts were examined with the help of readers' eye fixation patterns. Adult participants read two texts, one in which topic shifts were signaled by topic headings and one in which topic headings were excluded. The presence of topic headings facilitated the processing of topic…

A Multidimensional Investigation of Deep-Level and Surface-Level Processing

ERIC Educational Resources Information Center

Dinsmore, Daniel L.; Alexander, Patricia A.

2016-01-01

This study examines the moderating effects of a situational factor (i.e., text type) and an individual factor (i.e., subject-matter knowledge) on the relation between depth of processing and performance. One-hundred and fifty-one undergraduates completed measures of subject-matter knowledge, read either an expository or persuasive text about the…

The Power of Fiction: Reading Stories in Abnormal Psychology

ERIC Educational Resources Information Center

Janit, Adrian S.; Hammock, Georgina S.; Richardson, Deborah S.

2011-01-01

We compared the instructional efficacy of a narrative text (i.e., a story) and an expository text (i.e., a textbook excerpt). Students enrolled in Abnormal Psychology classes read about the disorder, "dissociative fugue" from a story, a textbook, or both. The story contained literary elements that increased transportation into the story…

Age Differences in Learning from Text: The Effects of Content Preexposure on Reading

ERIC Educational Resources Information Center

Noh, Soo Rim; Shake, Matthew C.; Parisi, Jeanine M.; Joncich, Adam D.; Morrow, Daniel G.; Stine-Morrow, Elizabeth A. L.

2007-01-01

This study investigated age differences in the way in which attentional resources are allocated to expository text and whether these differences are moderated by content preexposure. The organization of the preexposure materials was manipulated to test the hypothesis that a change in organization across two presentations would evoke more…

Memory for Textual Conflicts Predicts Sourcing When Adolescents Read Multiple Expository Texts

ERIC Educational Resources Information Center

Stang Lund, Elisabeth; Bråten, Ivar; Brante, Eva W.; Strømsø, Helge I.

2017-01-01

This study investigated whether memory for conflicting information predicted mental representation of source-content links (i.e., who said what) in a sample of 86 Norwegian adolescent readers. Participants read four texts presenting conflicting claims about sun exposure and health. With differences in gender, prior knowledge, and interest…

Read-Aloud Accommodations, Expository Text, and Adolescents with Learning Disabilities

ERIC Educational Resources Information Center

Meyer, Nancy K.; Bouck, Emily C.

2017-01-01

Adolescents with learning disabilities in reading have difficulties with reading and understanding difficult gradelevel curricular material. One frequently used method of support is using read-aloud accommodations, which can be live read-alouds or text-to-speech (TTS) read-alouds. A single case alternating treatment design was used to examine the…

Reading Comprehension Assessment through Retelling: Performance Profiles of Children with Dyslexia and Language-Based Learning Disability

PubMed Central

Kida, Adriana de S. B.; de Ávila, Clara R. B.; Capellini, Simone A.

2016-01-01

Purpose: To study reading comprehension performance profiles of children with dyslexia as well as language-based learning disability (LBLD) by means of retelling tasks. Method: One hundred and five children from 2nd to 5th grades of elementary school were gathered into six groups: Dyslexia group (D; n = 19), language-based learning disability group (LBLD; n = 16); their respective control groups paired according to different variables – age, gender, grade and school system (public or private; D-control and LBLD-control); and other control groups paired according to different reading accuracy (D-accuracy; LBLD-accuracy). All of the children read an expository text and orally retold the story as they understood it. The analysis quantified propositions (main ideas and details) and retold links. A retelling reference standard (3–0) was also established from the best to the worst performance. We compared both clinical groups (D and LBLD) with their respective control groups by means of Mann–Whitney tests. Results: D showed the same total of propositions, links and reference standards as D-control, but performed better than D-accuracy in macro structural (total of links) and super structural (retelling reference standard) measures. Results suggest that dyslexic children are able to use their linguistic competence and their own background knowledge to minimize the effects of their decoding deficit, especially at the highest text processing levels. LBLD performed worse than LBLD-control in all of the retelling measures and LBLD showed worse performance than LBLD-accuracy in the total retold links and retelling reference standard. Those results suggest that both decoding and linguistic difficulties affect reading comprehension. Moreover, the linguistic deficits presented by LBLD students do not allow these pupils to perform as competently in terms of text comprehension as the children with dyslexia do. Thus, failure in the macro and super-structural information processing of the expository text were evidenced. Conclusion: Each clinical group showed a different retelling profile. Such findings support the view that there are differences between these two clinical populations in the non-phonological dimensions of language. PMID:27313551

Let's SQUiNK about It! A Metacognitive Approach to Exploring Text in a Second Grade Classroom

ERIC Educational Resources Information Center

Capraro, Karen

2011-01-01

In this article the author describes SQUiNK, a useful tool in interacting with text for all children and at varying levels and abilities. Initially the author sought to address the needs of readers with strong skills by more fully engaging them with expository text. But through the introduction to a strategy for addressing the needs of "all"…

Kindergarten Predictors of Third Grade Writing

PubMed Central

Kim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne

2015-01-01

The primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N = 157) were assessed on their letter writing automaticity, spelling, oral language, word reading, and attention in kindergarten. Then, they were assessed on writing in third grade using three writing tasks – one narrative and two expository prompts. Children’s written compositions were evaluated in terms of writing quality (the extent to which ideas were developed and presented in an organized manner). Structural equation modeling showed that kindergarten oral language and lexical literacy skills (i.e., word reading and spelling) were independently predicted third grade narrative writing quality, and kindergarten literacy skill uniquely predicted third grade expository writing quality. In contrast, attention and letter writing automaticity were not directly related to writing quality in either narrative or expository genre. These results are discussed in light of theoretical and practical implications. PMID:25642118

More than a "Basic Skill": Breaking down the Complexities of Summarizing for ABE/ESL Learners

ERIC Educational Resources Information Center

Ouellette-Schramm, Jennifer

2015-01-01

This article describes the complex cognitive and linguistic challenges of summarizing expository text at vocabulary, syntactic, and rhetorical levels. It then outlines activities to help ABE/ESL learners develop corresponding skills.

Pause Time Patterns in Writing Narrative and Expository Texts by Children and Adults

ERIC Educational Resources Information Center

van Hell, Janet G.; Verhoeven, Ludo; van Beijsterveldt, Liesbeth M.

2008-01-01

How do beginning and skilled writers compose a text in the course of time? To gain insight into the temporal aspects of planning and translating activities during writing, this article examined writing in real time and analyzed pause time patterns in writing in relation to linguistic characteristics of the written product. Fourth-grade children…

Summer Reading: Predicting Adolescent Word Learning from Aptitude, Time Spent Reading, and Text Type

ERIC Educational Resources Information Center

Lawrence, Joshua Fahey

2009-01-01

Mostly low-income African American and Hispanic teens (N = 192) were tested in (a) passage comprehension, (b) vocabulary ability, (c) cloze task performance, and (d) listening comprehension in the spring and vocabulary in the fall. Students were surveyed about reading (a) narrative, (b) expository, (c) teen culture, and (d) online texts.…

The Interplay between Text-Based Vocabulary Size and Reading Comprehension of Turkish EFL Learners

ERIC Educational Resources Information Center

Güngör, Fatih; Yayli, Demet

2016-01-01

Reading is an indispensable skill for learners who desire success throughout their academic lives, and vocabulary knowledge is a sine qua non companion of reading comprehension. Despite being inextricably related entities, very little has been written about the necessary vocabulary coverage to understand an expository text and its equivalent in…

Does Rhetorical Competence Moderate the Effect of Rhetorical Devices on the Comprehension of Expository Texts beyond General Comprehension Skills?

ERIC Educational Resources Information Center

Sánchez, Emilio; García, J. Ricardo; Bustos, Andrea

2017-01-01

Many studies have demonstrated the facilitating role of rhetorical devices in text comprehension, but there are also studies where rhetorical devices have not shown such effect. The present study sets out to explore whether readers' knowledge of rhetorical devices (that is, rhetorical competence) moderates their effectiveness beyond general…

Text Cohesion and Comprehension: A Comparison of Prose Analysis Systems.

ERIC Educational Resources Information Center

Varnhagen, Connie K.; Goldman, Susan R.

To test three specific hypotheses about recall as a function of four categories of logical relations, a study was done to determine whether logical relations systems of prose analysis can be used to predict recall. Two descriptive passages of naturally occurring expository prose were used. Each text was parsed into 45 statements, consisting of…

On Some Conjuncts Signalling Dissonance in Written Expository English.

ERIC Educational Resources Information Center

Autonomous Metropolitan Univ., Mexico City (Mexico).

Traditional studies of contrastive connectives (for example "yet,""in contrast,""however,""nevertheless," and "on the other hand") emphasized the logical relationship expressed by these connectives as they connect two sections of text. In harmony with this approach, constrastive connectives are…

The rules of the game: properties of a database of expository language samples.

PubMed

Heilmann, John; Malone, Thomas O

2014-10-01

The authors created a database of expository oral language samples with the aims of describing the nature of students' expository discourse and providing benchmark data for typically developing preteen and teenage students. Using a favorite game or sport protocol, language samples were collected from 235 typically developing students in Grades 5, 6, 7, and 9. Twelve language measures were summarized from this database and analyses were completed to test for differences across ages and topics. To determine whether distinct dimensions of oral language could be captured with language measures from these expository samples, a factor analysis was completed. Modest differences were observed in language measures across ages and topics. The language measures were effectively classified into four distinct dimensions: syntactic complexity, expository content, discourse difficulties, and lexical diversity. Analysis of expository data provides a functional and curriculum-based assessment that has the potential to allow clinicians to document multiple dimensions of children's expressive language skills. Further development and testing of the database will establish the feasibility of using it to compare individual students' expository discourse skills to those of their typically developing peers.

Access to General Education Curriculum: The Effect of Preteaching Key Words Upon Fluency and Accuracy in Expository Text

ERIC Educational Resources Information Center

Coulter, Gail A.; Lambert, Michael C.

2015-01-01

The effects of preteaching key words on accuracy and fluency in connected text were examined with three fifth-grade participants identified with learning disability and reading two grade levels below their same age peers. Researchers incorporated a multiple baseline design (i.e., Baseline and Wordlist Intervention) and found that preteaching…

Literacy Access: An Examination of the Picture Plus Discussion (PPD) Intervention Using Typical and Age Appropriate Texts

ERIC Educational Resources Information Center

Shurr, Jordan C.

2012-01-01

The purpose of this study was to investigate the use of the picture plus discussion (PPD) intervention on the comprehension abilities of high school students with moderate intellectual disability when read a variety of expository texts aloud. A multiple probe single subject design was employed to measure the effect of the intervention across three…

Reaching All of Your Students in Social Studies

ERIC Educational Resources Information Center

Twyman, Todd; Tindal, Gerald

2005-01-01

Students with disabilities often have difficulty understanding expository history texts in high school. This article presents an integrated curriculum/instruction/assessment approach to teaching history that increases content comprehension and problem-solving skills of students with learning disabilities in inclusive classrooms. Concept-based…

Genetic Counseling, Professional Values, and Habitus: An Analysis of Disability Narratives in Textbooks.

PubMed

Reed, Amy R

2016-10-19

This article analyzes narrative illustrations in genetic counseling textbooks as a way of understanding professional habitus--the dispositions that motivate professional behavior. In particular, this analysis shows that there are significant differences in how the textbooks' expository and narrative portions represent Down syndrome, genetic counseling practice, and patient behaviors. While the narrative portions of the text position the genetic counseling profession as working in service to the values of genetic medicine, the expository portions represent genetic counselors as neutral parties. Ultimately, this article argues that this ambiguity is harmful to the production of a professional habitus that is consistent with espoused professional values concerning respect for persons with disabilities and the promotion of psychosocial counseling.

Students' Metacomprehension Knowledge: Components That Predict Comprehension Performance

ERIC Educational Resources Information Center

Zabrucky, Karen M.; Moore, DeWayne; Agler, Lin-Miao Lin; Cummings, Andrea M.

2015-01-01

In the present study, we assessed students' metacomprehension knowledge and examined the components of knowledge most related to comprehension of expository texts. We used the Revised Metacomprehension Scale (RMCS) to investigate the relations between students' metacomprehension knowledge and comprehension performance. Students who evaluated and…

Modeling Narrative Discourse

ERIC Educational Resources Information Center

Elson, David K.

2012-01-01

This thesis describes new approaches to the formal modeling of narrative discourse. Although narratives of all kinds are ubiquitous in daily life, contemporary text processing techniques typically do not leverage the aspects that separate narrative from expository discourse. We describe two approaches to the problem. The first approach considers…

Getting the Gist: Relating Text Processing Research to Reading and Writing Instruction for Learning Disabled Secondary Students. Long Island University Transition Project Learning How to Learn: A High School/College Linkage Model to Expand Higher Educational Opportunities for Learning Disabled Students. Position Paper Series: Document No. 5.

ERIC Educational Resources Information Center

Seidenberg, Pearl L.

Many learning disabled secondary school students have difficulties with text organization in both subject area reading and expository writing. Problems may include difficulty in following the main ideas in text, recognizing the main text topics and their interrelationships, or recognizing the subordinate and superordinate ideas and examples.…

Differences in Strategy Use in the Reading Comprehension of Narrative and Science Texts among Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Botsas, George

2017-01-01

The aim of the study was to investigate differences in cognitive and metacognitive strategy use in the reading comprehension of narrative and expository texts among students with learning disabilities (SLD) and without learning disabilities (SWOLD). A total of 122 fifth and sixth graders took part in the study. Half of them (n = 61) were SLD…

Competences of Dominican College Students in the Comprehension of Superstructure and Macrostructure of Expositive Texts

ERIC Educational Resources Information Center

Tavarez, Pedro J.; Gomez, Jorge; Mercedes, Arismendy

2016-01-01

The objective of this research is to determine the competences of students of Basic Spanish Language II (Let. 012) in the comprehension of the superstructure and macrostructure of expository texts, in two college Campuses; the UASD San Francisco de Macorís Campus, and the UASD Bonao Campus for the semester 2015-2. The theory is based on the…

Biology Textbook Graphics and Their Impact on Expectations of Understanding

ERIC Educational Resources Information Center

Wiley, Jennifer; Sarmento, David; Griffin, Thomas D.; Hinze, Scott R.

2017-01-01

Graphics presented alongside expository science texts can have a number of positive effects for instruction, including facilitating engagement, arousing interest, and improving understanding. However, because students harbor expectations about which contexts are likely to support better understanding, the mere presence of graphics also has the…

First and Second Graders Writing Informational Text

ERIC Educational Resources Information Center

Read, Sylvia

2005-01-01

Process approaches to writing instruction in primary-grade classrooms have become widespread due to the influence of Graves (1983), Calkins (1986), Avery (1993), and others. Their work emphasizes expressive writing, particularly personal narrative, more than expository or informational writing. As a consequence, expressive writing is what children…

Expository Language Skills of Young School-Age Children

ERIC Educational Resources Information Center

Westerveld, Marleen F.; Moran, Catherine A.

2011-01-01

Purpose: This research investigated the expository language skills of young school-age children with the ultimate aim of obtaining normative data for clinical practice. Specifically, this study examined (a) the level of expository language performance of 6- and 7-year-old children with typical development and (b) age-related differences between…

From Asking to Answering: Making Questions Explicit

ERIC Educational Resources Information Center

Washington, Gene

2006-01-01

"From Asking To Answering: Making Questions Explicit" describes a pedagogical procedure the author has used in writing classes (expository, technical and creative) to help students better understand the purpose, and effect, of text-questions. It accomplishes this by means of thirteen discrete categories (e.g., CLAIMS, COMMITMENT, ANAPHORA, or…

Personal and Environmental Influences on Students' Beliefs about Effective Study Strategies.

ERIC Educational Resources Information Center

Nolen, Susan Bobbitt; Haladyna, Thomas M.

1990-01-01

A model of personal and environmental influences on students' valuing of two deep-processing strategies for studying expository texts is described. Questionnaire data from 281 high school science students indicated that students' task orientation and perceptions about teacher expectations were central to students' attitudes. (TJH)

Collaborative Strategic Reading: "Real-World" Lessons From Classroom Teachers

ERIC Educational Resources Information Center

Klingner, Janette K.; Vaughn, Sharon; Arguelles, Maria Elena; Hughes, Marie Tejero; Leftwich, Suzette Ahwee

2004-01-01

The present study extends 8 years of previous research using Collaborative Strategic Reading (CSR), a set of comprehension strategies designed to improve understanding of expository text. We examined teachers' year long implementation of CSR. Five intervention and five control teachers from five schools participated along with their students.…

Values in Geography.

ERIC Educational Resources Information Center

Buttimer, Annette

This resource paper on values in geography is one of several developed by the Commission on College Geography as expository documents for the use of both the student and instructor at the college level. They are designed to supplement existing texts and to fill a gap between significant research in geography and readily accessible materials. The…

Teaching Children to Identify the Main Idea of Expository Texts.

ERIC Educational Resources Information Center

Williams, Joanna P.

1986-01-01

When 11-year-old learning disabled students who were two years behind in reading participated in an instructional program emphasizing comprehension of main ideas using basic categorization and classification skills, there was a significant and substantial improvement in reading comprehension and ability to write sentences containing the main idea…

Air Pollution. Resource Paper No. 2.

ERIC Educational Resources Information Center

Bryson, Reid A.; Kutzbach, John E.

These Resource Papers have been developed as expository documents for the use of both the student and the instructor in undergraduate college geography courses at the introductory and advanced level. They are designed to supplement existing texts and to fill a gap between significant research in American geography and readily accessible materials.…

Reader-Text Interactions: How Differential Text and Question Types Influence Cognitive Skills Needed for Reading Comprehension

PubMed Central

Eason, Sarah H.; Goldberg, Lindsay F.; Young, Katherine M.; Geist, Megan C.; Cutting, Laurie E.

2015-01-01

Current research has shown that comprehension can vary based on text and question types, and that readers’ word recognition and background knowledge may account for these differences. Other reader characteristics such as semantic and syntactic awareness, inferencing, planning/organizing have also all been linked to reading comprehension, but have not been examined with regard to specific text and question types. The aim of this study was to explore the relationships between reader characteristics, text types, and question types, in children aged 10–14. We sought to compare children’s performance when comprehending narrative, expository, and functional text, as well as to explore differences between children’s performance on comprehension questions that assess their literal or inferential comprehension of a passage. To examine such differences, we analyzed the degree to which distinct cognitive skills (semantic and syntactic awareness, inferencing, planning/organizing) contribute to performance on varying types of texts and questions. This study found main effects of text and question types, as well as an interaction in which relations between question types varied between text types. Analyses indicated that higher order cognitive skills, including the ability to make inferences and to plan and organize information, contribute to comprehension of more complex text (e.g., expository vs. narrative) and question types (e.g., inferential vs. literal), and therefore are important components of reading for later elementary and middle school students. These findings suggest that developing these skills in early elementary school may better equip students for comprehending the texts they will encounter in higher grades. PMID:26566295

Development of Listening Comprehension Tests with Narrative and Expository Texts for Portuguese Students.

PubMed

Santos, Sandra; Viana, Fernanda Leopoldina; Ribeiro, Iolanda; Prieto, Gerardo; Brandão, Sara; Cadime, Irene

2015-03-03

This investigation aimed to develop and collect psychometric data for two tests assessing listening comprehension of Portuguese students in primary school: the Test of Listening Comprehension of Narrative Texts (TLC-n) and the Test of Listening Comprehension of Expository Texts (TLC-e). Two studies were conducted. The purpose of study 1 was to construct four test forms for each of the two tests to assess first, second, third and fourth grade students of the primary school. The TLC-n was administered to 1042 students, and the TLC-e was administered to 848 students. The purpose of study 2 was to test the psychometric properties of new items for the TLC-n form for fourth graders, given that the results in study 1 indicated a severe lack of difficult items. The participants were 260 fourth graders. The data were analysed using the Rasch model. Thirty items were selected for each test form. The results provided support for the model assumptions: Unidimensionality and local independence of the items. The reliability coefficients were higher than .70 for all test forms. The TLC-n and the TLC-e present good psychometric properties and represent an important contribution to the learning disabilities assessment field.

The Rules of the Game: Properties of a Database of Expository Language Samples

ERIC Educational Resources Information Center

Heilmann, John; Malone, Thomas O.

2014-01-01

Purpose: The authors created a database of expository oral language samples with the aims of describing the nature of students' expository discourse and providing benchmark data for typically developing preteen and teenage students. Method: Using a favorite game or sport protocol, language samples were collected from 235 typically developing…

Response to an Expository Writing Strategy across Middle School RtI Tiers

ERIC Educational Resources Information Center

Burke, Lisa; Poll, Gerard; Fiene, Judy

2017-01-01

Seventh grade students, varying in their literacy skills, from a suburban middle school in the United States were taught an expository writing strategy using the Self-Regulated Strategy Development approach. Using an AB design, the students participated in an eight-session expository writing intervention that taught the writing process. The…

The effect of concrete supplements on metacognitive regulation during learning and open-book test taking.

PubMed

Ackerman, Rakefet; Leiser, David

2014-06-01

Previous studies have suggested that when reading texts, lower achievers are more sensitive than their stronger counterparts to surface-level cues, such as graphic illustrations, and that even when uninformative, such concrete supplements tend to raise the text's subjective comprehensibility. We examined how being led astray by uninformative concrete supplements in expository texts affects achievement. We focused on the mediating role of metacognitive processes by partialling out the role of cognitive ability, as indicated by SAT scores, in accounting for the found differences between higher and lower achievers. Undergraduate students studied expository texts in their base versions or in concrete versions, including uninformative supplements, in a within-participant design. The procedure had three phases: Studying, open-book test taking, and reanswering questions of one's choice. Overall, judgements of comprehension (JCOMPs) were higher after participants studied the concrete than the base versions, and the participants benefited from the open-book test and the reanswering opportunity. An in-depth examination of time investment, JCOMP, confidence in test answers, choice of questions to reanswer, and test scores indicated that those whose metacognitive processes were more effective and goal driven achieved higher scores. The effectiveness of metacognitive processes during learning and test taking constitutes an important factor differentiating between higher and lower achievers when studying texts that include potentially misleading cues. © 2013 The British Psychological Society.

When It Comes to Explaining: A Preliminary Investigation of the Expository Language Skills of African American School-Age Children

ERIC Educational Resources Information Center

Koonce, Nicole M.

2015-01-01

This research investigated the expository language of school-age speakers of African American English. Specifically, the study describes the language productivity, syntax, and pragmatic features present in expository language samples produced by African American children and compares their performance with White children in the extant literature.…

The Effects of Two Summarization Strategies Using Expository Text on the Reading Comprehension and Summary Writing of Fourth-and Fifth-Grade Students in an Urban, Title 1 School

ERIC Educational Resources Information Center

Braxton, Diane M.

2009-01-01

Using a quasi-experimental pretest/post test design, this study examined the effects of two summarization strategies on the reading comprehension and summary writing of fourth- and fifth- grade students in an urban, Title 1 school. The Strategies, "G"enerating "I"nteractions between "S"chemata and "T"ext (GIST) and Rule-based, were taught using…

Informative, Compare and Contrast, and Persuasive Essay Composing of Fifth and Seventh Graders: Not All Essay Writing Is the Same

PubMed Central

Davidson, Matt; Berninger, Virginia

2015-01-01

Typically developing writers in fifth (n = 110, M = 10 years 8 months) or seventh (n = 97, M = 12 years 7 months) grade wrote informative, compare and contrast, and persuasive essays for which the content was held constant—two mountains with a history of volcanic eruption. Relevant background knowledge was provided by reading text and showing colorful illustrations to the students before writing each genre. Results showed considerable variability between genre pairs within and across individual writers in content quality, organization quality, and length. Results, which support multiple expository genres, are consistent with prior research showing multiple genres (narrative vs. expository or even within narrative). Results are discussed in reference to the importance of assessing multiple genres in inferring composing expertise as emphasized by Olinghouse and colleagues. PMID:27418715

The Discourse of the Middle Ground: Citizen Shell Commits to Sustainable Development.

ERIC Educational Resources Information Center

Livesey, Sharon M.

2002-01-01

Uses Foucauldian theory to interpret the Royal Dutch/Shell Group's first annual "report to society" and an expository text by Shell's expert consultant. Analyzes the document and the emerging phenomenon of social reporting in the context of a larger sociopolitical struggle over sustainable development. Reveals how Shell both accommodated…

The Effects of Oral and Silent Reading on Reading Comprehension

ERIC Educational Resources Information Center

Schimmel, Naomi; Ness, Molly

2017-01-01

This study examined the effects of reading mode (oral and silent) and text genre (narrative and expository) on fourth graders' reading comprehension. While controlling for prior reading ability of 48 participants, we measured comprehension. Using a repeated measured design, data were analyzed using analysis of covariance, paired t-tests, and…

Cognitive Strategies for Learning from Static and Dynamic Visuals.

ERIC Educational Resources Information Center

Lewalter, D.

2003-01-01

Studied the effects of including static or dynamic visuals in an expository text on a learning outcome and the use of learning strategies when working with these visuals. Results for 60 undergraduates for both types of illustration indicate different frequencies in the use of learning strategies relevant for the learning outcome. (SLD)

Writing Feature Articles with Intermediate Students

ERIC Educational Resources Information Center

Morgan, Denise N.

2010-01-01

Students need regular opportunities to write expository text. However, focusing on report writing often leaves students without strong examples to study or analyze to guide and grow their own writing. Writing and studying feature articles, meant to inform and explain, can become an alternative to report writing, as they can easily be located in…

Psychology on Computers: Simulations, Experiments and Projects.

ERIC Educational Resources Information Center

Belcher, Duane M.; Smith, Stephen D.

PSYCOM is a unique mixed media package which combines high interest projects on the computer with a written text of expository material. It goes beyond most computer-assisted instruction which emphasizes drill and practice and testing of knowledge. A project might consist of a simulation or an actual experiment, or it might be a demonstration, a…

Narrative vs. Expository Texts. Water in Africa.

ERIC Educational Resources Information Center

Garrett, Carly Sporer

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. This unit, "Narrative…

Helping Students Succeed within Secondary-Level STEM Content: Using the "T" in STEM to Improve Literacy Skills

ERIC Educational Resources Information Center

Kennedy, Michael J.; Wexler, Jade

2013-01-01

Literacy and other content-specific demands presented within science, technology, engineering, and mathematics (STEM) coursework can overwhelm all students and especially students with learning challenges. Although STEM content is often complex in itself (e.g., numerous multisyllabic words, lengthy expository texts, abstract concepts), some…

Evaluation of a Computer-Based Revision Prompting Intervention for Undergraduate Writers with Acquired Brain Injury

ERIC Educational Resources Information Center

Ledbetter, Alexander K.

2017-01-01

People with acquired brain injury (ABI) present with impairments in working memory and executive functions, and these cognitive deficits contribute to difficulty self-regulating the production of expository writing. Cognitive processes involved in carrying out complex writing tasks include planning, generating text, and reviewing or revising text…

Applying Silvia's Model of Interest to Academic Text: Is There a Third Appraisal?

ERIC Educational Resources Information Center

Connelly, Daniel A.

2011-01-01

Recent research, treating interest as an emotion, indicates the cognitive appraisals of novelty-complexity and coping potential predict interest. This appraisal-based model of interest has not yet been applied to educational research. The present study evaluated the significance of the model regarding the activity of reading expository,…

Assessing reading comprehension with narrative and expository texts: Dimensionality and relationship with fluency, vocabulary and memory.

PubMed

Santos, Sandra; Cadime, Irene; Viana, Fernanda L; Chaves-Sousa, Séli; Gayo, Elena; Maia, José; Ribeiro, Iolanda

2017-02-01

Reading comprehension assessment should rely on valid instruments that enable adequate conclusions to be taken regarding students' reading comprehension performance. In this article, two studies were conducted to collect validity evidence for the vertically scaled forms of two Tests of Reading Comprehension for Portuguese elementary school students in the second to fourth grades, one with narrative texts (TRC-n) and another with expository ones (TRC-e). Two samples of 950 and 990 students participated in Study 1, the study of the dimensionality of the TRC-n and TRC-e forms, respectively. Confirmatory factor analyses provided evidence of an acceptable fit for the one-factor solution for all test forms. Study 2 included 218 students to collect criterion-related validity. The scores obtained in each of the test forms were significantly correlated with the ones obtained in other reading comprehension measures and with the results obtained in oral reading fluency, vocabulary and working memory tests. Evidence suggests that the test forms are valid measures of reading comprehension. © 2016 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

An Examination of the Influence of Expository and Narrative Passages on the Dimensionality of the IGAP Reading Test.

ERIC Educational Resources Information Center

Bolt, Daniel; Ackerman, Terry

The 1993 Illinois Goal Assessment Program (IGAP) Reading Tests measured reading comprehension using both narrative and expository reading passages. Noticeable differences in mean scaled scores occurred depending on whether the 1993 results were equated back to the 1992 narrative test or the 1993 expository test (Hsu and Ackerman, 1994). In an…

Is comprehension of problem solutions resistant to misleading heuristic cues?

PubMed

Ackerman, Rakefet; Leiser, David; Shpigelman, Maya

2013-05-01

Previous studies in the domain of metacomprehension judgments have primarily used expository texts. When these texts include illustrations, even uninformative ones, people were found to judge that they understand their content better. The present study aimed to delineate the metacognitive processes involved in understanding problem solutions - a text type often perceived as allowing reliable judgments regarding understanding, and was not previously considered from a metacognitive perspective. Undergraduate students faced difficult problems. They then studied solution explanations with or without uninformative illustrations and provided judgments of comprehension (JCOMPs). Learning was assessed by application to near-transfer problems in an open-book test format. As expected, JCOMPs were polarized - they tended to reflect good or poor understanding. Yet, JCOMPs were higher for the illustrated solutions and even high certainty did not ensure resistance to this effect. Moreover, success in the transfer problems was lower in the presence of illustrations, demonstrating a bias stronger than that found with expository texts. Previous studies have suggested that weak learners are especially prone to being misled by superficial cues. In the present study, matching the difficulty of the task to the ability of the target population revealed that even highly able participants were not immune to misleading cues. The study extends previous findings regarding potential detrimental effects of illustrations and highlights aspects of the metacomprehension process that have not been considered before. Copyright © 2013 Elsevier B.V. All rights reserved.

Universally Designed Text on the Web: Towards Readability Criteria Based on Anti-Patterns.

PubMed

Eika, Evelyn

2016-01-01

The readability of web texts affects accessibility. The Web Content Accessibility guidelines (WCAG) state that the recommended reading level should match that of someone who has completed basic schooling. However, WCAG does not give advice on what constitutes an appropriate reading level. Web authors need tools to help composing WCAG compliant texts, and specific criteria are needed. Classic readability metrics are generally based on lengths of words and sentences and have been criticized for being over-simplistic. Automatic measures and classifications of texts' reading levels employing more advanced constructs remain an unresolved problem. If such measures were feasible, what should these be? This work examines three language constructs not captured by current readability indices but believed to significantly affect actual readability, namely, relative clauses, garden path sentences, and left-branching structures. The goal is to see whether quantifications of these stylistic features reflect readability and how they correspond to common readability measures. Manual assessments of a set of authentic web texts for such uses were conducted. The results reveal that texts related to narratives such as children's stories, which are given the highest readability value, do not contain these constructs. The structures in question occur more frequently in expository texts that aim at educating or disseminating information such as strategy and journal articles. The results suggest that language anti-patterns hold potential for establishing a set of deeper readability criteria.

Psyching Out the Science Teacher: Student Motivation, Perceived Teacher Goals and Study Strategies.

ERIC Educational Resources Information Center

Nolen, Susan Bobbitt; Haladyna, Thomas M.

This paper describes a model of the influence of personal and environmental factors on students' valuing of two deep-processing strategies for studying expository texts. In the model, task orientation (a form of intrinsic motivation in which learning and understanding are the major goals) interacts with perceptions of the teacher's goals to…

The Use of Narrative to Promote Primary School Children's Understanding of Evolution

ERIC Educational Resources Information Center

Browning, Emma; Hohenstein, Jill

2015-01-01

This study explores learning about evolution when information is presented in either a narrative or an expository text (ET). Narratives engage the imagination, and consequently may allow children to overcome conceptual constraints that make evolution difficult to comprehend. Participants were 16 Year One, 21 Year Two and 25 Year Three pupils from…

The Transaction between Teachers' Comments and Students' Revisions: Catalysts and Obstacles.

ERIC Educational Resources Information Center

Onore, Cynthia S.

One area of the writing process that has received considerable attention is revision. A case study was conducted to generate a picture of the effects of revision on texts, the writers' intentions and perceptions, and readers' assessments of the written products. Three students--Dan, Alex, and Miranda--enrolled in a required expository writing…

The Impact of Strategy Instruction and Timing of Estimates on Low and High Working-Memory Capacity Readers' Absolute Monitoring Accuracy

ERIC Educational Resources Information Center

Linderholm, Tracy; Zhao, Qin

2008-01-01

Working-memory capacity, strategy instruction, and timing of estimates were investigated for their effects on absolute monitoring accuracy, which is the difference between estimated and actual reading comprehension test performance. Participants read two expository texts under one of two randomly assigned reading strategy instruction conditions…

Expository Content Area Texts, Cognitive Style and Gender: Their Effects on Reading Comprehension

ERIC Educational Resources Information Center

Hite, Clare E.

2004-01-01

The purpose of this investigation was to determine if cognitive style (field dependence/independence [FD/I]) and gender interact with passage content to affect reading comprehension. Research on FD/I and its relationship to reading-related and other academic tasks served as the theoretical and empirical basis for the study. While most of the…

Development of Disabled Readers' Metacomprehension Ability through Summarization Training Using Expository Text: Results of Three Studies.

ERIC Educational Resources Information Center

Weisberg, Renee; Balajthy, Ernest

1990-01-01

In the three studies, high school aged disabled readers were taught how to identify passages' main ideas, construct graphic organizers, and write summaries. Study results suggest the need for modeling strategies and consistent feedback and the usefulness of these techniques in helping students monitor their understanding and improve reading…

Lectura y Vida: Revista Latinoamericana de Lectura, 2000 (Reading and Life: Latin American Reading Magazine, 2000).

ERIC Educational Resources Information Center

Lectura y Vida: Revista Latinoamericana de Lectura, 2001

2001-01-01

Articles in this volume, written in Spanish, focus on the following: reading and writing assessment: Some characteristics of new assessment practices; how to support active participation in the reading of expository texts; argumentative writing as a problem in the written composition of students in teacher training; reading in a workshop…

Do Focused Self-Explanation Prompts Overcome Seductive Details? A Multimedia Study

ERIC Educational Resources Information Center

Wang, Zhe; Adesope, Olusola

2017-01-01

Research on the seductive details effect on reading expository texts in multimedia learning environments has grown over the past few decades. However, less is known when seductive details are encountered in learning through worked-examples to solve problems. Thus, it is necessary to examine the seductive details effect when solving problems in a…

Leveling the Playing Field: The Efficacy of Thinking Maps on English Language Learner Students' Writing

ERIC Educational Resources Information Center

Cooks, Jamal; Sunseri, Anita

2014-01-01

Many students, especially English language learners (ELLs), struggle with writing expository texts. This study examined the impact of several writing strategies on ELLs' writing skills, including prewriting strategies and scaffolding strategies inherent in the Thinking Maps (TM) program. The purpose of the study was to see if ELLs were able to use…

The Relations among Summarizing Instruction, Support for Student Choice, Reading Engagement and Expository Text Comprehension

ERIC Educational Resources Information Center

Littlefield, Amy Root

2011-01-01

Research on early adolescence reveals significant declines in intrinsic motivation for reading and points out the need for metacognitive strategy use among middle school students. Research indicates that explicit instruction involving motivation and metacognitive support for reading strategy use in the context of a discipline is an efficient and…

A Window into Bilingual Reading: The Bilingual Reading Practices of Fourth-Grade, Mexican American Children Who Are Emergent Bilinguals

ERIC Educational Resources Information Center

García, Georgia Earnest; Godina, Heriberto

2017-01-01

A qualitative think-aloud study, informed by social literacies and holistic bilingual perspectives, was conducted to examine how six emergent bilingual, Mexican American, fourth graders approached, interacted with, and comprehended narrative and expository texts in Spanish and English. The children had strong Spanish reading test scores, but…

Improving text recall with multiple summaries.

PubMed

van der Meij, Hans; van der Meij, Jan

2012-06-01

QuikScan (QS) is an innovative design that aims to improve accessibility, comprehensibility, and subsequent recall of expository text by means of frequent within-document summaries that are formatted as numbered list items. The numbers in the QS summaries correspond to numbers placed in the body of the document where the summarized ideas are discussed in full. To examine the influence of QS summaries on participants' perceptions of text quality (i.e., comprehensibility, structure, and interest) and recall, an experimental - control group design compared the effects of a QS text with a structured abstract (SA) text. Forty psychology students participated voluntarily or received course credits. Students first read a control (SA) or experimental (QS) text on flashbulb memory (FBM). Next, their perceptions of text quality were measured through a questionnaire. Recall was assessed with an open answer test with items for facts, comprehension and higher order information. Perceptions of text quality did not vary across conditions. But QS did lead to significantly and substantially (d= 1.57) higher overall recall scores. Participants with the QS text performed significantly better on all item types than participants with the SA text. Studying a QS text led to a substantial improvement in recall compared to an SA text. Further research is needed to examine how readers study QS texts and whether a text model hypothesis or a repetition effect hypothesis accounts for the effectiveness. The first hypothesis posits that the QS summaries support the reader in constructing a text schema. The second attributes the effects of these summaries to their repetition of text topics. ©2011 The British Psychological Society.

Mapping Processing Strategies in Learning from Expository Text: An Exploratory Eye Tracking Study Followed by a Cued Recall

ERIC Educational Resources Information Center

Catrysse, Leen; Gijbels, David; Donche, Vincent; De Maeyer, Sven; Van den Bossche, Piet; Gommers, Luci

2016-01-01

This study starts from the observation that current empirical research on students' processing strategies in higher education has mainly focused on the use of self-report instruments to measure students' general preferences towards processing strategies. In contrast, there is a rather limited use of more direct and online observation techniques to…

Representing Science through Historical Drama: "Lord Kelvin and the Age of the Earth Debate"

ERIC Educational Resources Information Center

Begoray, Deborah L.; Stinner, Arthur

2005-01-01

This paper presents a defense for the use of historical scripted conversations in science. We discuss drama's use of both expository and narrative text forms to expand the language forms available for a variety of learners, the use of scripted conversations as a defensible curriculum design to foster learning in general and science in particular,…

High School Readers: A Profile of above Average Readers and Readers with Learning Disabilities Reading Expository Text

ERIC Educational Resources Information Center

Wigent, Catherine Ann

2011-01-01

High school students are challenged to meet higher standards in order to ensure that they are prepared to face the literacy demands of our twenty-first century society (Beaufort, 2009; A. S. Erickson, Kleinhammer-Tramill, & Thurlow, 2007; Vernon, Baytops, McMahon, Padden, & Walther-Thomas, 2003). This study examined both above average high school…

Effects of Note-Taking and Extended Writing on Expository Text Comprehension: Who Benefits?

ERIC Educational Resources Information Center

Hebert, Michael; Graham, Steve; Rigby-Wills, Hope; Ganson, Katie

2014-01-01

Writing may be an especially useful tool for improving the reading comprehension of lower performing readers and students with disabilities. However, it is reasonable to expect that students with poor writing skills in particular, may actually be less adept at using writing to improve their reading skills, and may not be able to do so without…

Effect of Inclusion versus Segregation on Reading Comprehension of EFL Learners with Dyslexia: Case of Lebanon

ERIC Educational Resources Information Center

Awada, Ghada M.; Gutiérrez-Colón, Mar

2017-01-01

This study reports the relative effectiveness of the inclusion theory when the combined strategy instruction on improving the reading comprehension of narrative and expository texts for students with dyslexia is implemented. A total sample of 298 students of English as a foreign language from both public and private schools participated in the…

Evaluating a Brief Measure of Reading Comprehension for Narrative and Expository Text: The Convergent and Predictive Validity of the Reading Retell Rubric

ERIC Educational Resources Information Center

Thomas, Lisa B.

2012-01-01

Reading comprehension is a critical aspect of the reading process. Children who experience significant problems in reading comprehension are at risk for long-term academic and social problems. High-quality measures are needed for early, efficient, and effective identification of children in need of remediation in reading comprehension. Substantial…

A Comparison of Narrative and Expository Text Comprehension for Students at Varying Levels of SES: A Latent Growth Curve Analysis

ERIC Educational Resources Information Center

Briggs, Laura Clark

2017-01-01

Research on secondary student reading comprehension performance is scant, yet demands for improved literacy at college and career levels indicate that an understanding of trends and growth patterns is necessary to better inform teaching and learning for high school students. To improve understanding of reading performance at the secondary level,…

The Effects of Reading Purpose and Working Memory Capacity on the Processing of Expository Text.

ERIC Educational Resources Information Center

Linderholm, Tracy; van den Broek, Paul

2002-01-01

Examines the extent to which low- and high-WMC (working memory capacity) readers adjust cognitive processes to fit the reading purpose. When reading to study, low-WMC readers emphasized less demanding processes over more demanding processes to a greater extent than high-WMC readers and recalled less. When reading for entertainment, patterns of…

How are learning strategies reflected in the eyes? Combining results from self-reports and eye-tracking.

PubMed

Catrysse, Leen; Gijbels, David; Donche, Vincent; De Maeyer, Sven; Lesterhuis, Marije; Van den Bossche, Piet

2018-03-01

Up until now, empirical studies in the Student Approaches to Learning field have mainly been focused on the use of self-report instruments, such as interviews and questionnaires, to uncover differences in students' general preferences towards learning strategies, but have focused less on the use of task-specific and online measures. This study aimed at extending current research on students' learning strategies by combining general and task-specific measurements of students' learning strategies using both offline and online measures. We want to clarify how students process learning contents and to what extent this is related to their self-report of learning strategies. Twenty students with different generic learning profiles (according to self-report questionnaires) read an expository text, while their eye movements were registered to answer questions on the content afterwards. Eye-tracking data were analysed with generalized linear mixed-effects models. The results indicate that students with an all-high profile, combining both deep and surface learning strategies, spend more time on rereading the text than students with an all-low profile, scoring low on both learning strategies. This study showed that we can use eye-tracking to distinguish very strategic students, characterized using cognitive processing and regulation strategies, from low strategic students, characterized by a lack of cognitive and regulation strategies. These students processed the expository text according to how they self-reported. © 2017 The British Psychological Society.

An Ideal Design for an Idea Processor.

DTIC Science & Technology

1986-09-01

make it a strong, healthy tree --all this, even as he was busily tending other plants in the garden. I will always remember his unique blend of experience...Structures Hierarchies. One of the most important structures of .Y. knowledge for communication is the hierarchy or tree (16:223). Friendly describes...typically used for documenting the tree -like structure of computer programs--to help structure expository writing (14:197). Figures 3 and 4 present examples

Role of Epistemological Understanding and Interest in Interpreting a Controversy and in Topic-Specific Belief Change

ERIC Educational Resources Information Center

Mason, Lucia; Boscolo, Pietro

2004-01-01

This study focuses on the influence of high school students' (10th and 11th grade) epistemological understanding and topic interest on their interpretation of a dual-position expository text about genetically modified food, as well as on the change in their beliefs about the topic. After reading, students were given different tasks: (1) to write…

Reading Aloud Expository Text to First- and Second-Graders: A Comparison of the Effects on Comprehension of During- and After-Reading Questioning

ERIC Educational Resources Information Center

Heisey, Natalie Denise

2009-01-01

The purpose of this study was to compare the effects of questioning "during" a read-aloud and questioning "after" a read-aloud, using science-related informational tradebooks with first-and second-graders. Three thematically-related tradebooks were used, each portraying a scientist involved in authentic investigation. Students in two first/second…

Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade

PubMed Central

Connor, Carol McDonald; Phillips, Beth M.; Kaschak, Michael; Apel, Kenn; Kim, Young-Suk; Al Otaiba, Stephanie; Crowe, Elizabeth C.; Thomas-Tate, Shurita; Johnson, Lakeisha Cooper; Lonigan, Christopher J.

2015-01-01

This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective processes, with interacting and reciprocal effects. Specifically, we present component interventions targeting cognitive, linguistic, and text-specific processes, including morphological awareness, syntax, mental-state verbs, comprehension monitoring, narrative and expository text structure, enacted comprehension, academic knowledge, and reading to learn from informational text. Our aim was to develop a tool set composed of intensive meaningful individualized small group interventions. We improved feasibility in regular classrooms through the use of design-based iterative research methods including careful lesson planning, targeted scripting, pre- and postintervention proximal assessments, and technology. In addition to the overall framework, we discuss seven of the component interventions and general results of design and efficacy studies. PMID:26500420

Adolescent Summaries of Narrative and Expository Discourse: Differences and Predictors.

PubMed

Lundine, Jennifer P; Harnish, Stacy M; McCauley, Rebecca J; Blackett, Deena Schwen; Zezinka, Alexandra; Chen, Wei; Fox, Robert A

2018-05-03

Summarizing expository passages is a critical academic skill that is understudied in language research. The purpose of this study was to compare the quality of verbal summaries produced by adolescents for 3 different discourse types and to determine whether a composite measure of cognitive skill or a test of expressive syntax predicted their performance. Fifty adolescents listened to, and then verbally summarized, 1 narrative and 2 expository lectures (compare-contrast and cause-effect). They also participated in testing that targeted expressive syntax and 5 cognitive subdomains. Summary quality scores were significantly different across discourse types, with a medium effect size. Analyses revealed significantly higher summary quality scores for cause-effect than compare-contrast summaries. Although the composite cognitive measure contributed significantly to the prediction of quality scores for both types of expository summaries, the expressive syntax score only contributed significantly to the quality scores for narrative summaries. These results support previous research indicating that type of expository discourse may impact student performance. These results also show, for the first time, that cognition may play a predictive role in determining summary quality for expository but not narrative passages in this population. In addition, despite the more complex syntax commonly associated with exposition versus narratives, an expressive syntax score was only predictive of performance on narrative summaries. These findings provide new information, questions, and directions for future research for those who study academic discourse and for professionals who must identify and manage the problems of students struggling with different types of academic discourse. https://doi.org/10.23641/asha.6167879.

Temporal Management of the Writing Process: Effects of Genre and Organizing Constraints in Grades 5, 7, and 9

ERIC Educational Resources Information Center

Beauvais, Lucie; Favart, Monik; Passerault, Jean-Michel; Beauvais, Caroline

2014-01-01

We investigated changes across grades in the cognitive demands associated with the organizing subprocess of writing. A total of 85 fifth (age M = 10.8), 88 seventh (age M = 12.9), and 79 ninth (age M = 14.6) graders composed either a procedural text or an expository description on a digital tablet, on the basis of a "scrambled ideas"…

Teaching Fashion Illustration to University Students: Experiential and Expository Methods.

ERIC Educational Resources Information Center

Dragoo, Sheri; Martin, Ruth E.; Horridge, Patricia

1998-01-01

In a fashion illustration course, 24 students were taught using expository methods and 28 with experiential methods. Each method involved 20 lessons over eight weeks. Pre/posttest results indicated that both methods were equally effective in improving scores. (SK)

A Double-Focused Orientation in Teaching Expository Writing.

ERIC Educational Resources Information Center

Muhyidin, Tatang Setia

1990-01-01

Emphasizing expository writing, this paper describes the writing instruction approaches used in IKIP Bandung, an Indonesian institute. The syntax-to-rhetoric approach is discussed along with strategies to help students practice topic development with appropriate linguistic forms. (Contains three references.) (LB)

Studies in Philippine Languages and Cultures.

ERIC Educational Resources Information Center

Brainard, Sherri, Ed.

2001-01-01

This issue of Studies in Philippine Languages and Cultures contains the following articles: "Functions of Locatives in Northern Subanen Expository and Hortatory Discourse" (Josephine Sanicas-Daguman); "Functions of Demonstratives in Sama Bangingi' Expository Discourse" (John Blakely); "A Brief Look at Sinama Basic Verbs…

An evaluation of reading comprehension of expository text in adults with traumatic brain injury.

PubMed

Sohlberg, McKay Moore; Griffiths, Gina G; Fickas, Stephen

2014-05-01

This project was conducted to obtain information about reading problems of adults with traumatic brain injury (TBI) with mild-to-moderate cognitive impairments and to investigate how these readers respond to reading comprehension strategy prompts integrated into digital versions of text. Participants from 2 groups, adults with TBI (n = 15) and matched controls (n = 15), read 4 different 500-word expository science passages linked to either a strategy prompt condition or a no-strategy prompt condition. The participants' reading comprehension was evaluated using sentence verification and free recall tasks. The TBI and control groups exhibited significant differences on 2 of the 5 reading comprehension measures: paraphrase statements on a sentence verification task and communication units on a free recall task. Unexpected group differences were noted on the participants' prerequisite reading skills. For the within-group comparison, participants showed significantly higher reading comprehension scores on 2 free recall measures: words per communication unit and type-token ratio. There were no significant interactions. The results help to elucidate the nature of reading comprehension in adults with TBI with mild-to-moderate cognitive impairments and endorse further evaluation of reading comprehension strategies as a potential intervention option for these individuals. Future research is needed to better understand how individual differences influence a person's reading and response to intervention.

Vertical perceptual span and the processing of visual signals in reading.

PubMed

Cauchard, Fabrice; Eyrolle, Hélène; Cellier, Jean-Marie; Hyönä, Jukka

2010-02-01

A previous study by Pollatsek et al. ( 1993 ) claims that the perceptual span in reading is restricted to the fixated line, i.e. readers typically focus their visual attention on the line of text being read. The present study investigated whether readers make use of content structure signals (paragraph indentations and topic headings) present several lines away from the currently fixated line. We reasoned that as these signals are low-resolution visual objects (as opposed to letter and word identity), readers may attend to them even if they are located some distance away from the fixated line. Participants read a hierarchically organized multi-topic expository text containing structure signals in either a normal condition or a window condition, where the text disappeared above and below a vertical 3° gaze-contingent region. After reading, participants were asked to produce a written recall of the text. The results showed that the overall reading rate was not affected by the window. Nevertheless, the headings were reread more in the normal condition than in the window one. In addition, more topics were recalled in the normal than in the window condition. We interpret the results as indicating that the readers visually attend to useful text layout features while considering bigger units than single text lines. The perception of topic headings located away from the fixated line may favour long-range regressions towards them, which in turn may favour text comprehension. This claim is consistent with previous studies that showed that look-back fixations to headings are performed with an integrative intent.

Uses of Popular Culture in the Composition Classroom: No Apologies--No Regrets.

ERIC Educational Resources Information Center

Lemrow, Lynne; Lemrow, Joseph H.

Magazines and comic strips are two readily available cultural artifacts that can be used by expository writing teachers. Magazines are a particularly rich source of referential material for the composition classroom, offering examples of various prose styles and formal structures. One possibility for using magazines in writing classes is a…

The Usefulness of a Suggested Paradigm for Improving Paragraph Coherence

ERIC Educational Resources Information Center

Siu, Fiona Kwai-peng

2016-01-01

This study aims to explore the effectiveness of a paradigm to teach native Cantonese-speaking university students the hierarchical structure of expository prose to improve paragraph coherence. Most of the diagnostic argumentative essays the participants in this study wrote in the course were incoherent, failing to meet readers' expectation of…

Structure and strategies in children's educational television: the roles of program type and learning strategies in children's learning.

PubMed

Linebarger, Deborah L; Piotrowski, Jessica Taylor

2010-01-01

Educational TV has been consistently linked to children's learning. In this research, educational TV characteristics were identified, coded, and tested for their influence on children's program-specific comprehension and vocabulary outcomes. Study 1 details a content analysis of TV features including a program's macrostructure (i.e., narrative or expository) and learning strategies embedded in the macrostructure that support learning in print-based contexts. In Study 2, regression analyses were used to predict outcomes involving 71 second and third graders (average age=7.63 years). Strategies were categorized as organizing, rehearsing, elaborating, or affective in function. Outcomes were uniformly higher for narrative macrostructures. Strategies used in narratives predicted relatively homogenous relations across outcomes, whereas strategies in expositories predicted quite heterogeneous relations across outcomes. © 2010 The Authors. Child Development © 2010 Society for Research in Child Development, Inc.

A Critique of the Theoretical and Empirical Literature of the Use of Diagrams, Graphs, and Other Visual Aids in the Learning of Scientific-Technical Content from Expository Texts and Instruction

ERIC Educational Resources Information Center

Carifio, James; Perla, Rocco J.

2009-01-01

This article presents a critical review and analysis of key studies that have been done in science education and other areas on the effects and effectiveness of using diagrams, graphs, photographs, illustrations, and concept maps as "adjunct visual aids" in the learning of scientific-technical content. It also summarizes and reviews those studies…

Epistolary and Expository Interaction Patterns in a Computer Conference Transcript.

ERIC Educational Resources Information Center

Fahy, Patrick J.

2002-01-01

Discusses the relationship of gender and discourse types, including epistolary and expository, in computer-mediated communication such as listservs. Describes a study that used transcript analysis to determine whether gender patterns could be detected in an online graduate course and considers the strategic value of discourse styles in group…

The Interactive Effects of Computer Conferencing and Multiple Intelligences on Expository Writing.

ERIC Educational Resources Information Center

Cifuentes, Lauren; Hughey, Jane

2003-01-01

Investigates the differential effects of computer conferencing on expository writing for students of seven intelligence types. Students were assigned to treatment groups that provided controlled exposure to a topic: unstructured exposure; computer conferencing; face-to-face discussion; and computer conferencing and face-to-face discussion.…

Character Sets for PLATO/NovaNET: An Expository Catalog.

ERIC Educational Resources Information Center

Gilpin, John B.

The PLATO and NovaNET computer-based instructional systems use a fixed system character set ("normal font") and an author-definable character set ("alternate font"). The alternate font lets the author construct his own symbols and bitmapped pictures. This expository catalog allows users to determine quickly (1) whether there is…

Personal, Expository, Critical, and Creative: Using Writing in Mathematics Courses

ERIC Educational Resources Information Center

Braun, Benjamin

2014-01-01

This article provides a framework for creating and using writing assignments based on four types of writing: personal, expository, critical, and creative. This framework includes specific areas of student growth affected by these writing styles. Illustrative sample assignments are given throughout for each type of writing and various combinations…

Transitioning from Expository Laboratory Experiments to Course-Based Undergraduate Research in General Chemistry

ERIC Educational Resources Information Center

Clark, Ted M.; Ricciardo, Rebecca; Weaver, Tyler

2016-01-01

General chemistry courses predominantly use expository experiments that shape student expectations of what a laboratory activity entails. Shifting within a semester to course-based undergraduate research activities that include greater decision-making, collaborative work, and "messy" real-world data necessitates a change in student…

Discourse Formulation in Children with Closed Head Injury

ERIC Educational Resources Information Center

Hay, Emma; Moran, Catherine

2005-01-01

In this study, narrative and expository discourse-retelling abilities were compared in 9 children with closed head injury (CHI) age 9;5-15;3 (years;months) and 9 typically developing age-matched peers. Narrative and expository retellings were analyzed according to language variables (i.e., number of words, number of T-units, and sentential…

Avoiding the Struggle: Instruction That Supports Students' Motivation in Reading and Writing about Content Material

ERIC Educational Resources Information Center

Mason, Linda H.; Meadan, Hedda; Hedin, Laura R.; Cramer, Anne Mong

2012-01-01

We conducted a mixed methods study to evaluate motivation among 20 fourth-grade students who struggle with reading and writing prior to and after receiving either self-regulated strategy development (SRSD) instruction for expository reading comprehension or SRSD instruction for expository reading comprehension plus informative writing. We…

Improving Expository Writing Skills with Explicit and Strategy Instructional Methods in Inclusive Middle School Classrooms

ERIC Educational Resources Information Center

Cihak, David F.; Castle, Kristin

2011-01-01

Forty eighth grade students with and without learning disabilities in an inclusive classroom participated in an adapted Step-Up to Writing (Auman, 2002) intervention program. The intervention targeted expository essays and composing topic, detail, transitional, and concluding sentences. A repeated-measures ANOVA indicated that both students with…

Integrating Concept Mapping and the Learning Cycle To Teach Diffusion and Osmosis Concepts to High School Biology Students.

ERIC Educational Resources Information Center

Odom, Arthur L.; Kelly, Paul V.

2001-01-01

Explores the effectiveness of concept mapping, the learning cycle, expository instruction, and a combination of concept mapping/learning cycle in promoting conceptual understanding of diffusion and osmosis. Concludes that the concept mapping/learning cycle and concept mapping treatment groups significantly outperformed the expository treatment…

Intervention to Improve Expository Reading Comprehension Skills in Older Children and Adolescents with Language Disorders

ERIC Educational Resources Information Center

Ward-Lonergan, Jeannene M.; Duthie, Jill K.

2016-01-01

With the recent renewed emphasis on the importance of providing instruction to improve expository discourse comprehension and production skills, speech-language pathologists need to be prepared to implement effective intervention to meet this critical need in older children and adolescents with language disorders. The purpose of this review…

Spies Like Us: Gamifying the Composition Classroom and Breaking the Academic Code

ERIC Educational Resources Information Center

Slentz, Jessica E.; Kondrlik, Kristin E.; Lyons-McFarland, Michelle

2017-01-01

English 150: Expository Writing is an undergraduate course in expository and research writing offered by special partnership to both the students of Case Western Reserve University (CWRU) and the students of the Cleveland Institute of Music (CIM). The course provides student writers experience in the critical reading and writing practices required…

Automatically Generating Reading Comprehension Look-Back Strategy: Questions from Expository Texts

DTIC Science & Technology

2008-05-14

34t"> <sentence string="Copyright 1997, Canadian Broadcasting Corporation" id=Ŕ" indent="c"> <sentence string="The six hundred mostly Inuit residents...Sentence: The Inuit children were killed by a storm on April 10. Question: When were the Inuit children killed by a storm? Additionally...questions formed from complex sentences are simplified during transformation. For example, in the following sentence, the Inuit children killed in the

When Do Pictures Help Learning from Expository Text? Multimedia and Modality Effects in Primary Schools

NASA Astrophysics Data System (ADS)

Herrlinger, Simone; Höffler, Tim N.; Opfermann, Maria; Leutner, Detlev

2017-06-01

Adding pictures to a text is very common in today's education and might be especially beneficial for elementary school children, whose abilities to read and understand pure text have not yet been fully developed. Our study examined whether adding pictures supports learning of a biology text in fourth grade and whether the text modality (spoken or written) plays a role. Results indicate that overall, pictures enhanced learning but that the text should be spoken rather than written. These results are in line with instructional design principles derived from common multimedia learning theories. In addition, for elementary school children, it might be advisable to read texts out to the children. Reading by themselves and looking at pictures might overload children's cognitive capacities and especially their visual channel. In this case, text and pictures would not be integrated into one coherent mental model, and effective learning would not take place.

Addendum to the Evaluation of the Expository Reading and Writing Course

ERIC Educational Resources Information Center

Fong, Anthony B.; Finkelstein, Neal D.

2016-01-01

In 2015, Fong, Finkelstein, Jaeger, Diaz, and Broek reported the findings from an independent evaluation of the Expository Reading and Writing Course (ERWC). The evaluation found positive and statistically significant effects of the ERWC on student achievement. Due to some concerns that the previously reported results in Fong et al. (2015) did not…

Command Strategies for Balancing Respect and Authority in Undergraduate Expository Essays

ERIC Educational Resources Information Center

Lee, Sook Hee

2010-01-01

The primary purpose of the paper is to examine how undergraduate writers adopt various commanding strategies of "shouldness" in their expository essays and the extent to which their adoptions relate to the success in the assessment of essay writing. The theoretical bases of the commands operating both within and across clause complexes are derived…

Peer Conflict Explanations in Children, Adolescents, and Adults: Examining the Development of Complex Syntax

ERIC Educational Resources Information Center

Nippold, Marilyn A.; Mansfield, Tracy C.; Billow, Jesse L.

2007-01-01

Purpose: Expository discourse, the use of language to convey information, requires facility with complex syntax. Although expository discourse is often employed in school and work settings, little is known about its development in children, adolescents, and adults. Hence, it is difficult to evaluate this genre in students who have language…

Do Films Make You Learn? Inference Processes in Expository Film Comprehension

ERIC Educational Resources Information Center

Tibus, Maike; Heier, Anke; Schwan, Stephan

2013-01-01

The present article examines how suitable expository films are for learning. This question was motivated by the assumption that films are processed in a superficial manner. However, previous research has been dominated by the analyses of outcome measures and has never taken a look at online measures so that no clear conclusions have been drawn.…

Use of the Genre-Based Approach to Teach Expository Essays to English Pedagogy Students

ERIC Educational Resources Information Center

Gómez Burgos, Eric

2017-01-01

The following article reports the results of an action research project conducted in a public university in Chile. The project consisted of exposing ten undergraduate students from an English pedagogy program to a genre-based approach to writing expository essays. During eight weeks the three stages of the genre-based approach, namely:…

Effects of the Paraphrasing Strategy on Expository Reading Comprehension of Young Adults with Intellectual Disability

ERIC Educational Resources Information Center

Hua, Youjia; Woods-Groves, Suzanne; Ford, Jeremy W.; Nobles, Kelly A.

2014-01-01

The purpose of the study was to investigate the effectiveness of teaching a three-step paraphrasing strategy on expository reading comprehension of young adults with intellectual disability. Ten learners from a postsecondary education program for individuals with disability participated in the study. They were randomly assigned to the control and…

Feedback That Corrects and Contrasts Students' Erroneous Solutions with Expert Ones Improves Expository Instruction for Conceptual Change

ERIC Educational Resources Information Center

Asterhan, Christa S. C.; Dotan, Aviv

2018-01-01

In the present study, we examined the effects of feedback that corrects and contrasts a student's own erroneous solutions with the canonical, correct one (CEC&C feedback) on learning in a conceptual change task. Sixty undergraduate students received expository instruction about natural selection, which presented the canonical, scientifically…

Effects of Vocabulary Instruction Using Constant Time Delay on Expository Reading of Young Adults with Intellectual Disability

ERIC Educational Resources Information Center

Hua, Youjia; Woods-Groves, Suzanne; Kaldenberg, Erica R.; Scheidecker, Bethany J.

2013-01-01

We investigated the effectiveness of using constant time delay (CTD) with young adults with intellectual disability on their vocabulary acquisition and retention, as well as expository reading comprehension. Four learners, ages 19 to 21 years, from a postsecondary education program for individuals with disabilities participated in the study.…

Using support vector machines to identify literacy skills: Evidence from eye movements.

PubMed

Lou, Ya; Liu, Yanping; Kaakinen, Johanna K; Li, Xingshan

2017-06-01

Is inferring readers' literacy skills possible by analyzing their eye movements during text reading? This study used Support Vector Machines (SVM) to analyze eye movement data from 61 undergraduate students who read a multiple-paragraph, multiple-topic expository text. Forward fixation time, first-pass rereading time, second-pass fixation time, and regression path reading time on different regions of the text were provided as features. The SVM classification algorithm assisted in distinguishing high-literacy-skilled readers from low-literacy-skilled readers with 80.3 % accuracy. Results demonstrate the effectiveness of combining eye tracking and machine learning techniques to detect readers with low literacy skills, and suggest that such approaches can be potentially used in predicting other cognitive abilities.

Comparison of narrative and expository writing in students with and without language-learning disabilities.

PubMed

Koutsoftas, Anthony D; Gray, Shelley

2012-10-01

Students with language-learning disabilities (LLD) demonstrate difficulties with written language, especially in the areas of productivity, complexity, and grammar. It is not clear how these deficits affect their performance on high-stakes tests, such as those required by the No Child Left Behind Act (U.S. Department of Education, 2002). This study used writing samples to compare how students with and without LLD scored on analytic writing measures that are typically used in writing research and on a more holistic measure of writing, the six-traits writing rubric (STWR; Education Northwest, 2006), which is used in high-stakes writing assessments. Fifty-six 4th and 5th graders with typical development (TD) or LLD produced 1 narrative and 1 expository writing sample. Measures of oral language ability and handwriting accuracy-speed were also obtained. The narrative and expository samples were scored using 5-6 separate analytic measures and 6 separate traits on the STWR. On narratives, the TD group scored significantly higher than the LLD group on 5 analytic measures and all 6 traits. Similarly, for expository, the TD group outscored the LLD group on 3 analytic measures and all 6 traits. Results demonstrate that the analytic scores of productivity, sentence complexity, and lexical diversity were correlated significantly with a higher overall score on the STWR for narrative writing samples only. Results of this study suggest that exclusive use of analytic scores to select treatment goals and document writing progress may not translate into increased scores on writing rubrics, particularly for expository writing samples.

Improving Mathematical Problem-Solving Ability and Self-Confidence of High School Students through Contextual Learning Model

ERIC Educational Resources Information Center

Surya, Edy; Putri, Feria Andriana; Mukhtar

2017-01-01

The purposes of this study are: (1) to know if students' mathematical problem-solving ability taught by contextual learning model is higher than students taught by expository learning, (2) to know if students' self-confidence taught by contextual learning model is higher than students taught by expository learning, (3) to know if there is…

Reimagining "English 1311: Expository English Composition" as "Introduction to Rhetoric and Writing Studies"

ERIC Educational Resources Information Center

Ruecker, Todd

2011-01-01

English 1311: Expository English Composition is the first semester course in a two-semester first-year composition (FYC) sequence. Both ENG 1311 and its second-semester counterpart, ENG 1312, are required for all students unless they have transfer credit covering this requirement or place out of one or both of the courses via the College-Level…

Expository Discourse in Children, Adolescents, and Adults: Development and Disorders. New Directions in Communication Disorders Research

ERIC Educational Resources Information Center

Nippold, Marilyn A., Ed.; Scott, Cheryl M., Ed.

2009-01-01

School success in the 21st century requires proficiency with expository discourse--the use and understanding of informative language in spoken and written modalities. This occurs, for example, when high school students read their textbooks and listen to their teachers' lectures, and later are asked to demonstrate their knowledge of this complex…

Examining the impact of the Guided Constructivist teaching method on students' misconceptions about concepts of Newtonian physics

NASA Astrophysics Data System (ADS)

Ibrahim, Hyatt Abdelhaleem

The effect of Guided Constructivism (Interactivity-Based Learning Environment) and Traditional Expository instructional methods on students' misconceptions about concepts of Newtonian Physics was investigated. Four groups of 79 of University of Central Florida students enrolled in Physics 2048 participated in the study. A quasi-experimental design of nonrandomized, nonequivalent control and experimental groups was employed. The experimental group was exposed to the Guided Constructivist teaching method, while the control group was taught using the Traditional Expository teaching approach. The data collection instruments included the Force Concept Inventory Test (FCI), the Mechanics Baseline Test (MBT), and the Maryland Physics Expectation Survey (MPEX). The Guided Constructivist group had significantly higher means than the Traditional Expository group on the criterion variables of: (1) conceptions of Newtonian Physics, (2) achievement in Newtonian Physics, and (3) beliefs about the content of Physics knowledge, beliefs about the role of Mathematics in learning Physics, and overall beliefs about learning/teaching/appropriate roles of learners and teachers/nature of Physics. Further, significant relationships were found between (1) achievement, conceptual structures, beliefs about the content of Physics knowledge, and beliefs about the role of Mathematics in learning Physics; (2) changes in misconceptions about the physical phenomena, and changes in beliefs about the content of Physics knowledge. No statistically significant difference was found between the two teaching methods on achievement of males and females. These findings suggest that differences in conceptual learning due to the nature of the teaching method used exist. Furthermore, greater conceptual learning is fostered when teachers use interactivity-based teaching strategies to train students to link everyday experience in the real physical world to formal school concepts. The moderate effect size and power of the study suggest that the effect may not be subtle, but reliable. Physics teachers can use these results to inform their decisions about structuring learning environment when conceptual learning is important.

Assessing the Reliability and Use of the Expository Scoring Scheme as a Measure of Developmental Change in Monolingual English and Bilingual French/English Children

ERIC Educational Resources Information Center

Bird, Elizabeth Kay-Raining; Joshi, Nila; Cleave, Patricia L.

2016-01-01

Purpose: The Expository Scoring Scheme (ESS) is designed to analyze the macrostructure of descriptions of a favorite game or sport. This pilot study examined inter- and intrarater reliability of the ESS and use of the scale to capture developmental change in elementary school children. Method: Twenty-four children in 2 language groups (monolingual…

Effects of Experiment Learning Strategy versus Expository and Cognitive Style for Physical Learning Result for Senior High School Student at Class XI of Senior High School

ERIC Educational Resources Information Center

Prayekti

2016-01-01

The research was aimed to know Effects of Experiment Learning Strategy versus Expository and Cognitive Style for Physical Learning Result of Senior High School Student at Class XI of Senior High School. Data was collected by test and observation. It is processed by ANCOVA and different test (t-test). (1) The result showed that all learning system…

Improving students’ understanding of mathematical concept using maple

NASA Astrophysics Data System (ADS)

Ningsih, Y. L.; Paradesa, R.

2018-01-01

This study aimed to improve students’ understanding of mathematical concept ability through implementation of using Maple in learning and expository learning. This study used a quasi-experimental research with pretest-posttest control group design. The sample on this study was 61 students in the second semester of Mathematics Education of Universitas PGRI Palembang, South Sumatera in academic year 2016/2017. The sample was divided into two classes, one class as the experiment class who using Maple in learning and the other class as a control class who received expository learning. Data were collective through the test of mathematical initial ability and mathematical concept understanding ability. Data were analyzed by t-test and two ways ANOVA. The results of this study showed (1) the improvement of students’ mathematical concept understanding ability who using Maple in learning is better than those who using expository learning; (2) there is no interaction between learning model and students’ mathematical initial ability toward the improvement of students’ understanding of mathematical concept ability.

Transformational Play as a Curricular Scaffold: Using Videogames to Support Science Education

NASA Astrophysics Data System (ADS)

Barab, Sasha A.; Scott, Brianna; Siyahhan, Sinem; Goldstone, Robert; Ingram-Goble, Adam; Zuiker, Steven J.; Warren, Scott

2009-08-01

Drawing on game-design principles and an underlying situated theoretical perspective, we developed and researched a 3D game-based curriculum designed to teach water quality concepts. We compared undergraduate student dyads assigned randomly to four different instructional design conditions where the content had increasingly level of contextualization: (a) expository textbook condition, (b) simplistic framing condition, (c) immersive world condition, and (d) a single-user immersive world condition. Results indicated that the immersive-world dyad and immersive-world single user conditions performed significantly better than the electronic textbook group on standardized items. The immersive-world dyad condition also performed significantly better than either the expository textbook or the descriptive framing condition on a performance-based transfer task, and performed significantly better than the expository textbook condition on standardized test items. Implications for science education, and consistent with the goals of this special issue, are that immersive game-based learning environments provide a powerful new form of curriculum for teaching and learning science.

Written cohesion in children with and without language learning disabilities.

PubMed

Koutsoftas, Anthony D; Petersen, Victoria

2017-09-01

Cohesion refers to the linguistic elements of discourse that contribute to its continuity and is an important element to consider as part of written language intervention, especially in children with language learning disabilities (LLD). There is substantial evidence that children with LLD perform more poorly than typically developing (TD) peers on measures of cohesion in spoken language and on written transcription measures; however, there is far less research comparing groups on cohesion as a measure of written language across genres. The current study addresses this gap through the following two aims. First, to describe and compare cohesion in narrative and expository writing samples of children with and without language learning disabilities. Second, to relate measures of cohesion to written transcription and translation measures, oral language, and writing quality. Fifty intermediate-grade children produced one narrative and one expository writing sample from which measures of written cohesion were obtained. These included the frequency, adequacy and complexity of referential and conjunctive ties. Expository samples resulted in more complex cohesive ties and children with TD used more complex ties than peers with LLD. Different relationships among cohesion measures and writing were observed for narrative verse expository samples. Findings from this study demonstrate cohesion as a discourse-level measure of written transcription and how the use of cohesion can vary by genre and group (LLD, TD). Clinical implications for assessment, intervention, and future research are provided. © 2016 Royal College of Speech and Language Therapists.

Modulation of cortical activity during comprehension of familiar and unfamiliar text topics in speed reading and speed listening

PubMed Central

Buchweitz, Augusto; Mason, Robert A.; Meschyan, Gayane; Keller, Timothy A.; Just, Marcel Adam

2014-01-01

Brain activation associated with normal and speeded comprehension of expository texts on familiar and unfamiliar topics was investigated in reading and listening. The goal was to determine how brain activation and the comprehension processes it reflects are modulated by comprehension speed and topic familiarity. Passages on more familiar topics differentially activated a set of areas in the anterior temporal lobe and medial frontal gyrus, areas often associated with text-level integration processes, which we interpret to reflect integration of previous knowledge with the passage content. Passages presented at the faster presentation resulted in more activation of a network of frontal areas associated with strategic and working-memory processes (as well as visual or auditory sensory-related regions), which we interpret to reflect maintenance of local coherence among briefly available passage segments. The implications of this research is to demonstrate how the brain system for text comprehension adapts to varying perceptual and knowledge conditions. PMID:25463816

Modulation of cortical activity during comprehension of familiar and unfamiliar text topics in speed reading and speed listening.

PubMed

Buchweitz, Augusto; Mason, Robert A; Meschyan, Gayane; Keller, Timothy A; Just, Marcel Adam

2014-12-01

Brain activation associated with normal and speeded comprehension of expository texts on familiar and unfamiliar topics was investigated in reading and listening. The goal was to determine how brain activation and the comprehension processes it reflects are modulated by comprehension speed and topic familiarity. Passages on more familiar topics differentially activated a set of areas in the anterior temporal lobe and medial frontal gyrus, areas often associated with text-level integration processes, which we interpret to reflect integration of previous knowledge with the passage content. Passages presented at the faster presentation resulted in more activation of a network of frontal areas associated with strategic and working-memory processes (as well as visual or auditory sensory-related regions), which we interpret to reflect maintenance of local coherence among briefly available passage segments. The implications of this research is that the brain system for text comprehension adapts to varying perceptual and knowledge conditions. Copyright © 2014 Elsevier Inc. All rights reserved.

Depending on My Mood: Mood-Driven Influences on Text Comprehension

PubMed Central

Bohn-Gettler, Catherine M.; Rapp, David N.

2011-01-01

Reading comprehension is a critical component of success in educational settings. To date, research on text processing in educational and cognitive psychological domains has focused predominantly on cognitive influences on comprehension, and in particular, those influences that might be derived from particular tasks or strategies. However, there is growing interest in documenting the influences of emotional factors on the processes and products of text comprehension, because these factors are less likely to be associated with explicit reading strategies. The present study examines this issue by evaluating the degree to which mood can influence readers’ processing of text. Participants in control, happy-induced, or sad-induced groups thought aloud while reading expository texts. Happy, sad, and neutral moods influenced the degree to which readers engaged in particular types of coherence-building processes in the service of comprehension. Although reading strategies clearly influence processing, understudied factors that are less explicitly goal-driven, such as mood, can similarly impact comprehension activity. These findings have important implications for the role of mood on reading instruction and evaluation. PMID:21927504

Task relevance induces momentary changes in the functional visual field during reading.

PubMed

Kaakinen, Johanna K; Hyönä, Jukka

2014-02-01

In the research reported here, we examined whether task demands can induce momentary tunnel vision during reading. More specifically, we examined whether the size of the functional visual field depends on task relevance. Forty participants read an expository text with a specific task in mind while their eye movements were recorded. A display-change paradigm with random-letter strings as preview masks was used to study the size of the functional visual field within sentences that contained task-relevant and task-irrelevant information. The results showed that orthographic parafoveal-on-foveal effects and preview benefits were observed for words within task-irrelevant but not task-relevant sentences. The results indicate that the size of the functional visual field is flexible and depends on the momentary processing demands of a reading task. The higher cognitive processing requirements experienced when reading task-relevant text rather than task-irrelevant text induce momentary tunnel vision, which narrows the functional visual field.

Cognitive coupling during reading.

PubMed

Mills, Caitlin; Graesser, Art; Risko, Evan F; D'Mello, Sidney K

2017-06-01

We hypothesize that cognitively engaged readers dynamically adjust their reading times with respect to text complexity (i.e., reading times should increase for difficult sections and decrease for easier ones) and failure to do so should impair comprehension. This hypothesis is consistent with theories of text comprehension but has surprisingly been untested. We tested this hypothesis by analyzing 4 datasets in which participants (N = 484) read expository texts using a self-paced reading paradigm. Participants self-reported mind wandering in response to pseudorandom thought-probes during reading and completed comprehension assessments after reading. We computed two measures of cognitive coupling by regressing each participant's paragraph-level reading times on two measures of text complexity: Flesch-Kincaid Grade Level and Word Concreteness scores. The two coupling measures yielded convergent findings: coupling was a negative predictor of mind wandering and a positive predictor of both text- and inference-level comprehension. Goodness-of-fit, measured with Akaike information criterion, also improved after adding coupling to the reading-time only models. Furthermore, cognitive coupling mediated the relationship between mind wandering and comprehension, supporting the hypothesis that mind wandering engenders a decoupling of attention from external stimuli. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Effects of the Integrated Online Advance Organizer Teaching Materials on Students' Science Achievement and Attitude

NASA Astrophysics Data System (ADS)

Korur, Fikret; Toker, Sacip; Eryılmaz, Ali

2016-08-01

This two-group quasi-experimental study investigated the effects of the Online Advance Organizer Concept Teaching Material (ONACOM) integrated with inquiry teaching and expository teaching methods. Grade 7 students' posttest performances on the light unit achievement and light unit attitude tests controlled for gender, previous semester science grade, and pretest scores were analyzed. No significant treatment effects were found between the inquiry and expository approaches. However, both groups demonstrated significant pretest-posttest gains in achievement and attitude. Independent from the method used, ONACOM was judged effective in both groups as students demonstrated increased achievement and attitude scores. ONACOM has a social and semantic network-aided infrastructure that can be adapted to both methods to increase students' achievement and improve their attitude.

Knowledge, its Application, and Attitudes Associated with the Reading of Diverse Genres of Science Texts

NASA Astrophysics Data System (ADS)

Gonçalves Nigro, Rogerio; Frateschi Trivelato, Silvia

2012-11-01

The purpose of this article is to assess the knowledge, application of knowledge, and attitudes associated with the reading of different genres of expository science texts. We assigned approximately half of a sample consisting of 220 students 14-15 years of age, chosen at random, to read an excerpt from a popular scientific text, and the other half to read an excerpt from a textbook addressing the same topic. Readers took knowledge and application tests immediately after the reading and again 15 days later. Students also took knowledge and reading proficiency pre-tests, and attitude tests related to the selected texts. Overall, girls scored higher than boys and readers of the popular scientific text scored higher than their colleagues who read the textbook excerpt. We noted interaction between 'reader gender' and 'genre of the text read' in terms of long-term learning based on the reading. Attitude regarding the text read appears as an important factor in explaining behavior of boys who read the popular scientific text. Surprisingly, knowledge and application test scores were not statistically different among girls with different degrees of reading proficiency who read the textbook excerpt. In addition, on the application tests, among the boys who read the popular scientific text, good readers scored lower than their colleagues who read the textbook excerpt. In our opinion, this study can serve to show that 'reading in science education' is not a trivial matter and we feel that the subject merits more in-depth investigation.

Social Impact Studies: An Expository Analysis

ERIC Educational Resources Information Center

Shields, Mark A.

1975-01-01

Analyzed are some selected studies on the social impact of resources development and construction projects including dams, highways, nuclear power plants and strip mines. The analytical and methodological problem of assessing differential impacts is stressed. (BT)

The Relative Effectiveness of Expository Methods of Teaching Science

ERIC Educational Resources Information Center

Babikian, Elijah

1973-01-01

Two methods of instruction (question-answer and question-incomplete-answer) are utilized in teaching a unit on thermal energy. Effectiveness, as measured by a posttest, confirmed significant differences in the two modes of instruction. (DF)

Geschlechtertausch II.

ERIC Educational Resources Information Center

Holschuh, Albrecht

1993-01-01

Describes how mental experiments can be used to turn expository writing into games and even self-exploration in an advanced language course. Through a class project on sex change, for example, learners acquire more knowledge about themselves as well as heightened language skills. (LET)

Students' Responses to Teacher Comments

ERIC Educational Resources Information Center

Gee, Thomas C.

1972-01-01

In an investigation of the effects of praise, negative comment and no comment on expository compositions of eleventh grade students, author hypothesized that praise might increase motivation more than criticism or no comment. He suggests an experiment to test this phypothesis. (NL)

Into the Curriculum.

ERIC Educational Resources Information Center

School Library Media Activities Monthly, 1991

1991-01-01

Provides fully developed library media activities that are designed to be used in connection with specific curriculum units, including foreign language (Spanish); reading and language arts (expository writing and use of a thesaurus); science and social studies (land biomes, state birds, and country's flags). (LRW)

Assessing Intercultural Training Designs

ERIC Educational Resources Information Center

Graf, Andrea

2004-01-01

Training designs are critical to the success of intercultural training programmes. A common typology for classifying intercultural training designs distinguishes among the following dimensions: experiential discovery versus didactic expository and culture-specific versus culture-general training. The purpose of this paper is to assess different…

Exercise and Self-esteem: Recommendations for Expository Research.

ERIC Educational Resources Information Center

Sonstroem, Robert J.

1981-01-01

A review of selected research in the area of exercise and self-esteem illustrates recommendations made for improving research in this area. Studies concerning self-esteem theory and static and dynamic relationships between exercise and self-esteem are reported. (CJ)

Successful ETV Teaching

ERIC Educational Resources Information Center

Cramer, Robert E.; Boehm, Richard G.

1971-01-01

Three series of eight fifteen-minute programs each were made conceptual and process oriented. Data was presented and divergent questions asked about it, but not answered. New ways of using traditional materials were demonstrated as was the adaptability of TV to non-expository teaching. (NH)

Does mood influence text processing and comprehension? Evidence from an eye-movement study.

PubMed

Scrimin, Sara; Mason, Lucia

2015-09-01

Previous research has indicated that mood influences cognitive processes. However, there is scarce data regarding the link between everyday emotional states and readers' text processing and comprehension. We aim to extend current research on the effects of mood induction on science text processing and comprehension, using eye-tracking methodology. We investigated whether a positive-, negative-, and neutral-induced mood influences online processing, as revealed by indices of visual behaviour during reading, and offline text comprehension, as revealed by post-test questions. We were also interested in the link between text processing and comprehension. Seventy-eight undergraduate students randomly assigned to three mood-induction conditions. Students were mood-induced by watching a video clip. They were then asked to read a scientific text while eye movements were registered. Pre- and post-reading knowledge was assessed through open-ended questions. Experimentally induced moods lead readers to process an expository text differently. Overall, students in a positive mood spent significantly longer on the text processing than students in the negative and neutral moods. Eye-movement patterns indicated more effective processing related to longer proportion of look-back fixation times in positive-induced compared with negative-induced readers. Students in a positive mood also comprehended the text better, learning more factual knowledge, compared with students in the negative group. Only for the positive-induced readers did the more purposeful second-pass reading positively predict text comprehension. New insights are given on the effects of normal mood variations and students' text processing and comprehension by the use of eye-tracking methodology. Important implications for the role of emotional states in educational settings are highlighted. © 2015 The British Psychological Society.

Do Active Learning Approaches in Recitation Sections Improve Student Performance? A Case Study from an Introductory Mechanics Course

NASA Astrophysics Data System (ADS)

Tobin, R. G.

2018-01-01

Abundant research leaves little question that pedagogical approaches involving active student engagement with the material, and opportunities for student-to-student discussions, lead to much better learning outcomes than traditional instructor-led, expository instructional formats, in physics and in many other fields. In introductory college physics classes, some departments have departed radically from conventional lecture-recitation-laboratory course structures, but many, including my own, retain the basic format of large-group classroom sessions (lectures) supplemented by smaller-group meetings focused on problem solving (recitations) and separate laboratory meetings. Active student engagement in the lectures is encouraged through approaches such as Peer Instruction and Interactive Lecture Demonstrations, and these approaches have been demonstrably successful.

Overview of the 1986--1987 atomic mass predictions

DOE Office of Scientific and Technical Information (OSTI.GOV)

Haustein, P.E.

1988-07-01

The need for a comprehensive update of earlier sets of atomic mass predictions is documented. A project that grew from this need and which resulted in the preparation of the 1986--1987 Atomic Mass Predictions is summarized. Ten sets of new mass predictions and expository text from a variety of types of mass models are combined with the latest evaluation of experimentally determined atomic masses. The methodology employed in constructing these mass predictions is outlined. The models are compared with regard to their reproduction of the experimental mass surface and their use of varying numbers of adjustable parameters. Plots are presented,more » for each set of predictions, of differences between model calculations and the measured masses. These plots may be used to estimate the reliability of the new mass predictions in unmeasured regions that border the experimetally known mass surface. copyright 1988 Academic Press, Inc.« less

And the dish ran away with the spoon: a hodgepodge of reflections, as rigorous as they are rambling, on the true subject.

PubMed

Mogenson, Greg

2018-02-01

In this article, the topic of 'the true subject' is explored in terms of a dialectical mode thinking which is in keeping with Jung's great insight concerning psychology's lack of an Archimedean vantage-point distinct from its topics and subject matters. Evocative and expository, the emphasis is upon the performative poetics of such thinking within the sphere of our soul-making. The interpretative mode of practice presented in the article is richly illustrated with examples from Biblical texts, literary images, and proverbial sayings, as well as from the sur-real of nursery rhyme and the genre of the murder mystery. Essential insights of Jung's concerning the infinite and the finite as dimensions of self are revisited in terms of that contemporary trend of Jungian thought known as psychology as the discipline of interiority. © 2018, The Society of Analytical Psychology.

Repeated readings and science: Fluency with expository passages

NASA Astrophysics Data System (ADS)

Kostewicz, Douglas E.

The current study investigated the effects of repeated readings to a fluency criterion (RRFC) for seven students with disabilities using science text. The study employed a single subject design, specifically, two multiple probe multiple baselines across subjects, to evaluate the effects of the RRFC intervention. Results indicated that students met criterion (200 or more correct words per minute with 2 or fewer errors) on four consecutive passages. A majority of students displayed accelerations to correct words per minute and decelerations to incorrect words per minute on successive initial, intervention readings suggesting reading transfer. Students' reading scores during posttest and maintenance out performed pre-test and baseline readings provided additional measures of reading transfer. For a relationship to comprehension, students scored higher on oral retell measures after meeting criterion as compared to initial readings. Overall, the research findings suggested that the RRFC intervention improves science reading fluency for students with disabilities, and may also indirectly benefit comprehension.

What Is Applied Linguistics?

ERIC Educational Resources Information Center

James, Carl

1993-01-01

Ostensive and expository definitions of applied linguistics are assessed. It is suggested that the key to a meaningful definition lies in the dual articulation of applied linguistics: it is an interface between linguistics and practicality. Its role as an "expert system" is suggested. (45 references) (Author/LB)

The effects of different types of text and individual differences on view complexity about genetically modified organisms

NASA Astrophysics Data System (ADS)

Dinsmore, Daniel L.; Zoellner, Brian P.; Parkinson, Meghan M.; Rossi, Anthony M.; Monk, Mary J.; Vinnachi, Jenelle

2017-05-01

View change about socio-scientific issues has been well studied in the literature, but the change in the complexity of those views has not. In the current study, the change in the complexity of views about a specific scientific topic (i.e. genetically modified organisms; GMOs) and use of evidence in explaining those views was examined in relation to individual factors and type of text (informational, persuasive, or narrative). Undergraduate students completed measures of their prior views about GMOs their epistemic beliefs about the nature of science, and activities related to food consumption. Participants then read either an informational, persuasive, or narrative passage about GMOs and again answered a question related to their views about GMOs. Participants who read the persuasive passage decreased in the complexity of their views, while those who read the narrative and expository passage increased in the complexity of their views. Additionally, while cultural activities related to the complexity of individuals' views during the pretest, these significant differences were not evident at posttest after the text intervention. These findings can be used to help scientists and teachers better understand how to communicate information critical to understanding complex science and environmental issues to the public and their students.

Communications for Engineers: A Multi-Dimensional Approach.

ERIC Educational Resources Information Center

Winkler, Victoria M.

The development and content of a freshman engineering program that stresses writing, speaking, and listening skills are described. In conjunction with writing expository essays and research reports, the students make demonstrations, deliver informative and persuasive speeches, and participate in panel discussions and debates. Videotaping,…

"Essential Principles of Economics:" A Hypermedia Textbook.

ERIC Educational Resources Information Center

McCain, Roger A.

2000-01-01

Discusses an electronic textbook called "Essential Principles of Economics." Explains that economic concepts are found by following links from the table of contents, while each chapter includes both expository information and interactive material including online multiple-choice drill questions. States that the textbook is a "work…

Teaching Writing Skills with Children's Literature.

ERIC Educational Resources Information Center

Dierking, Connie Campbell; Anderson-McElveen, Susan

Intended for teachers, this workbook uses 20 well-known children's books as models to teach expository and narrative writing skills. The workbook teaches students about brainstorming, focus, organization, elaboration, and writing conventions with readily-available quality children's literature, such as "When I Was Young in the…

CIL: Compiler Implementation Language

DOE Office of Scientific and Technical Information (OSTI.GOV)

Gries, David

1969-03-01

This report is a manual for the proposed Compiler Implementation Language, CIL. It is not an expository paper on the subject of compiler writing or compiler-compilers. The language definition may change as work progresses on the project. It is designed for writing compilers for the IBM 360 computers.

Rigorous Mathematical Thinking Approach to Enhance Students’ Mathematical Creative and Critical Thinking Abilities

NASA Astrophysics Data System (ADS)

Hidayat, D.; Nurlaelah, E.; Dahlan, J. A.

2017-09-01

The ability of mathematical creative and critical thinking are two abilities that need to be developed in the learning of mathematics. Therefore, efforts need to be made in the design of learning that is capable of developing both capabilities. The purpose of this research is to examine the mathematical creative and critical thinking ability of students who get rigorous mathematical thinking (RMT) approach and students who get expository approach. This research was quasi experiment with control group pretest-posttest design. The population were all of students grade 11th in one of the senior high school in Bandung. The result showed that: the achievement of mathematical creative and critical thinking abilities of student who obtain RMT is better than students who obtain expository approach. The use of Psychological tools and mediation with criteria of intentionality, reciprocity, and mediated of meaning on RMT helps students in developing condition in critical and creative processes. This achievement contributes to the development of integrated learning design on students’ critical and creative thinking processes.

Why risk is not variance: an expository note.

PubMed

Cox, Louis Anthony Tony

2008-08-01

Variance (or standard deviation) of return is widely used as a measure of risk in financial investment risk analysis applications, where mean-variance analysis is applied to calculate efficient frontiers and undominated portfolios. Why, then, do health, safety, and environmental (HS&E) and reliability engineering risk analysts insist on defining risk more flexibly, as being determined by probabilities and consequences, rather than simply by variances? This note suggests an answer by providing a simple proof that mean-variance decision making violates the principle that a rational decisionmaker should prefer higher to lower probabilities of receiving a fixed gain, all else being equal. Indeed, simply hypothesizing a continuous increasing indifference curve for mean-variance combinations at the origin is enough to imply that a decisionmaker must find unacceptable some prospects that offer a positive probability of gain and zero probability of loss. Unlike some previous analyses of limitations of variance as a risk metric, this expository note uses only simple mathematics and does not require the additional framework of von Neumann Morgenstern utility theory.

Science education in an urban elementary school: Case studies of teacher beliefs and classroom practices

NASA Astrophysics Data System (ADS)

King, Ken; Shumow, Lee; Lietz, Stephanie

2001-03-01

Through a case study approach, the state of science education in an urban elementary school was examined in detail. Observations made from the perspective of a science education specialist, an educational psychologist, and an expert elementary teacher were triangulated to provide a set of perspectives from which elementary science instruction could be examined. Findings revealed that teachers were more poorly prepared than had been anticipated, both in terms of science content knowledge and instructional skills, but also with respect to the quality of classroom pedagogical and management skills. Particularly significant, from a science education perspective, was the inconsistency between how they perceived their teaching practice (a hands-on, inquiry-based approach) and the investigator-observed expository nature of the lessons. Lessons were typically expository in nature, with little higher-level interaction of significance. Implications for practice and the associated needs for staff development among urban elementary teachers is discussed within the context of these findings.

The Use of Podcasts to Enhance Narrative Writing Skills

ERIC Educational Resources Information Center

Qaddour, Kinana

2017-01-01

This activity uses podcasts to model narrative writing techniques. The challenges students face when exercising narrative writing skills are unique when compared to those of persuasive and expository writing; my students have repeatedly expressed their qualms with articulating experiences that engage their audience. Although students have…

Who Benefits from Mastery Learning?

ERIC Educational Resources Information Center

Lai, Patrick; Biggs, John

1994-01-01

Data from 95 educationally disadvantaged Hong Kong students placed in mastery-learning classes were compared with 64 control students in expository-learning classes. Results indicate that under mastery learning, deep- and surface-biased learners increasingly diverge in performance and attitude, with surface learners doing better unit to unit, and…

Blended Course Design for Multi-Campus Technology Instruction: An Expository Study

ERIC Educational Resources Information Center

Thrasher, Evelyn; Coleman, Phillip; Willis, Jeffrey

2014-01-01

This manuscript shares the results of an experimental blended course design that combines online and synchronous technology instruction across four geographically dispersed computer classrooms using ITV technology. Lessons learned include equipment requirements, both in the main classroom and remote classrooms, taking insufficient bandwidth into…

Classroom Assessment of Reading Processes.

ERIC Educational Resources Information Center

Swearingen, Rebecca; Allen, Diane

For use by K-12 teachers or specialists, this book presents an informal classroom tool for assessing reading processes which is rooted in contemporary research and practice. The book features separate assessments for narrative and expository retelling, portfolio checklists to help analyze results, modeled "think-alouds," and an annotated…

The Effects of Differing Response Criteria on the Assessment of Writing Competence.

ERIC Educational Resources Information Center

Winters, Lynn

The purpose of this study was to investigate the relative validities of four essay scoring systems, reflecting alternative conceptualizations of the writing process, for identifying "competent" writers. Each rater was trained in two of the four scoring systems: General Impression Scoring (GI), Diederich Expository Scale (DES), CSE…

Reprint Series: Prime Numbers and Perfect Numbers. RS-2.

ERIC Educational Resources Information Center

Schaaf, William L., Ed.

This is one in a series of SMSG supplementary and enrichment pamphlets for high school students. This series makes available expository articles which appeared in a variety of mathematical periodicals. Topics covered include: (1) the prime numbers; (2) mathematical sieves; (3) the factorgram; and (4) perfect numbers. (MP)

A Lesson on Evolution & Natural Selection

ERIC Educational Resources Information Center

Curtis, Anthony D.

2010-01-01

I describe three activities that allow students to explore the ideas of evolution, natural selection, extinction, mass extinction, and rates of evolutionary change by engaging a simple model using paper, pens, chalk, and a chalkboard. As a culminating activity that supports expository writing in the sciences, the students write an essay on mass…

Listening to Narratives: An Experimental Examination of Storytelling in the Classroom

ERIC Educational Resources Information Center

Glonek, Katie L.; King, Paul E.

2014-01-01

In an age of PowerPoint, much everyday public communication is semantically organized as an expository presentation. This contrasts with traditional approaches such as storytelling that are episodically organized and presented as narratives. The constructivist theory of narrative comprehension, along with other theoretical perspectives, suggests…

Tools to Support Expository Video Capture and Access

ERIC Educational Resources Information Center

Carter, Scott; Cooper, Matthew; Adcock, John; Branham, Stacy

2014-01-01

Video tends to be imbalanced as a medium. Typically, content creators invest enormous effort creating work that is then watched passively. However, learning tasks require that users not only consume video but also engage, interact with, and repurpose content. Furthermore, to promote learning across domains where content creators are not…

The Write Brain: How to Educate and Entertain with Learner-Centered Writing

ERIC Educational Resources Information Center

Iverson, Kathleen M.

2009-01-01

This article presents a conceptual framework for the writing process to facilitate motivation, learning, retention, and knowledge transfer in readers of expository material. Drawing from four well-developed bodies of knowledge--cognitive science, learning theory, technical communication, and creative writing--the author creates a model that allows…

Instructional Strategies for Enhancing Learning Disabled Students' Reading Comprehension and Comprehension Test Performance.

ERIC Educational Resources Information Center

Wong, Bernice Y. L.

1986-01-01

Successful instructional strategies for enhancing the reading comprehension and comprehension test performance of learning disabled students are described. Students are taught to self-monitor their comprehension of expository materials and stories through recognition and analysis of recurrent elements and problem passages, content summarization,…

Environmental Service Learning: Outcomes of Innovative Pedagogy in Baja California Sur, Mexico

ERIC Educational Resources Information Center

Schneller, Andrew Jon

2008-01-01

This article reports on a longitudinal study of a two-semester middle school environmental learning course that departs from traditional Mexican expository pedagogies through the incorporation of experiential and service learning approaches. In the short term, course participants acquired a heightened awareness of environmental issues, augmented…

Extraordinary Animals and Expository Writing: Zoo in the Classroom

ERIC Educational Resources Information Center

Trainin, Guy; Wilson, Kathleen; Wickless, Mimi; Brooks, David

2005-01-01

A zoo outreach program led to placing animals in classrooms where those animals became foci for numerous learning activities such as writing, observing, and care. Systematic debriefings suggested uniqueness to learning outcomes connected to zoo animals. Subsequent analysis of student writing indicated that students responded to situational…

Children's Ability to Comprehend Main Ideas After Reading Expository Prose.

ERIC Educational Resources Information Center

Baumann, James F.

A study was conducted to evaluate children's ability to comprehend main ideas after reading connected discourse and to develop and validate a straightforward and intuitively simple system for identifying main ideas in prose. Three experimental passages were randomly selected from third and sixth grade social studies textbooks, and education…

Instructional and Learning Modes in Math. Module CMM:006:02.

ERIC Educational Resources Information Center

Rexroat, Melvin E.

This is the second module in a series on mathematics methods and materials for preservice elementary teachers. This module focuses on three instructional and learning modes: expository, guided discovery, and inquiry (pure discovery). Objectives for the module are listed, the prerequisites are stated, pre- and post-assessment standards are…

Listening versus Reading in Monitoring Comprehension.

ERIC Educational Resources Information Center

Yussen, Steven R.; And Others

Noting the differences in processing information by reading and by listening, two studies examined subjects' ability to detect errors in written and oral prose. In both experiments, college students were presented with four expository passages drawn from different written sources. All passages were approximately 300 words and 5 paragraphs long,…

The Role of Expository Writing in Mathematical Problem Solving

ERIC Educational Resources Information Center

Craig, Tracy S.

2016-01-01

Mathematical problem-solving is notoriously difficult to teach in a standard university mathematics classroom. The project on which this article reports aimed to investigate the effect of the writing of explanatory strategies in the context of mathematical problem solving on problem-solving behaviour. This article serves to describe the…

Lectura y Vida. Revista Latinoamericana de Lectura (Reading and Life. Latinamerican Reading Magazine). 1990-1995.

ERIC Educational Resources Information Center

International Reading Association, Newark, DE.

This series of 24 magazines offers readings in Spanish on literacy, education problems, psycholinguistics, expository writing, and reading behavior. The magazine's editorial committee includes representatives from Colombia, Brazil, Argentina, Chile, the United States, Uruguay, Mexico, Venezuela, and Spain. Articles concern literacy issues of both…

Finding Diego: A Bilingual Student Integrates School, Language, and Identity

ERIC Educational Resources Information Center

Danzak, Robin L.; Wilkinson, Louise C.

2017-01-01

This article presents a mixed-methods case study of Diego, a bilingual teen who completed public school in Florida. During adolescence, Diego negotiated multiple identities: successful student, Mexican American, bilingual, and typical U.S. teenager. Diego provided interviews and bilingual (English/Spanish) writing (narrative/expository) in 2008…

Mathematical Writing Errors in Expository Writings of College Mathematics Students

ERIC Educational Resources Information Center

Guce, Ivee K.

2017-01-01

Despite the efforts to confirm the effectiveness of writing in learning mathematics, analysis on common errors in mathematical writings has not received sufficient attention. This study aimed to provide an account of the students' procedural explanations in terms of their commonly committed errors in mathematical writing. Nine errors in…

The Undergraduate Case Research Study Model

ERIC Educational Resources Information Center

Vega, Gina

2010-01-01

Student-written cases are powerful pedagogical tools that can lead to improved understanding of business situations, more informed analysis, emphasis on reflection, and clearer expository writing, all of which are critical skills for business students. Cases provide an opportunity for students to enjoy an active learning experience and derive the…

Why Sketching May Aid Learning From Science Texts: Contrasting Sketching With Written Explanations.

PubMed

Scheiter, Katharina; Schleinschok, Katrin; Ainsworth, Shaaron

2017-10-01

The goal of this study was to explore two accounts for why sketching during learning from text is helpful: (1) sketching acts like other constructive strategies such as self-explanation because it helps learners to identify relevant information and generate inferences; or (2) that in addition to these general effects, sketching has more specific benefits due to the pictorial representation that is constructed. Seventy-three seventh-graders (32 girls, M = 12.82 years) were first taught how to either create sketches or self-explain while studying science texts. During a subsequent learning phase, all students were asked to read an expository text about the greenhouse effect. Finally, they were asked to write down everything they remembered and then answer transfer questions. Strategy quality during learning was assessed as the number of key concepts that had either been sketched or mentioned in the self-explanations. The results showed that at an overall performance level there were only marginal group differences. However, a more in-depth analysis revealed that whereas no group differences emerged for students implementing either strategy poorly, the sketching group clearly outperformed the self-explanation group for students who applied the strategies with higher quality. Furthermore, higher sketching quality was strongly related to better learning outcomes. Thus, the study's results are more in line with the second account: Sketching can have a beneficial effect on learning above and beyond generating written explanations; at least, if well deployed. Copyright © 2017 Cognitive Science Society, Inc.

Using Criterion in an English for Academic Purposes Course

ERIC Educational Resources Information Center

Cookson, Simon; Hunter, Simon; Jackson, Daniel; Sick, James

2005-01-01

English for Academic Purposes (EAP Writing) is a compulsory course for English literature and language students at Obirin University. The first semester focuses on expository writing, typical of the TOEFL[R] writing exam. The second semester focuses on writing about literature. To facilitate their writing all students are provided with a user…

Developing the Practising Model in Physical Education: An Expository Outline Focusing on Movement Capability

ERIC Educational Resources Information Center

Barker, D. M.; Aggerholm, K.; Standal, O.; Larsson, H.

2018-01-01

Background: Physical educators currently have a number of pedagogical (or curricular) models at their disposal. While existing models have been well-received in educational contexts, these models seek to extend students' capacities within a limited number of "human activities" (Arendt, 1958). The activity of "human practising,"…

Evaluating Fifth- and Sixth-Grade Students' Expository Writing: Task Development, Scoring, and Psychometric Issues

ERIC Educational Resources Information Center

Kulikowich, Jonna M.; Mason, Linda H.; Brown, Scott W.

2008-01-01

Drawing from multiple theoretical frameworks representing cognitive and educational psychology, we present a writing task and scoring system for measurement of students' informative writing. Participants in this study were 72 fifth- and sixth-grade students who wrote compositions describing real-world problems and how mathematics, science, and…

Trigonometry from a Different Angle

ERIC Educational Resources Information Center

Cavanagh, Michael

2008-01-01

The mathematics methodology subjects the author undertook in the early 1980s encouraged him to adopt a very expository style of teaching in which each new concept is introduced by its formal definition. The teacher should then explain a few carefully chosen examples for students to copy into their books, and then provide plenty of graded practice…

I.D.G. Bulletin 1979/80.

ERIC Educational Resources Information Center

Meijer, Henk, Comp.

This document focuses on the history and organization of physical planning in the Netherlands. It is part of a series of bulletins on the human and physical geography of the Netherlands. Information, presented in expository, tabular, photographic, and cartographic form, is arranged in four major sections. Section I, which contains the bulk of the…

The Effects of a Water Conservation Instructional Unit on the Values Held by Sixth Grade Students

ERIC Educational Resources Information Center

Aird, Andrew; Tomera, Audrey

1977-01-01

Sixth grade students were divided into two groups. Students in one group received instruction on water conservation using expository and discovery activities. The students in the control group received none. Results gave evidence that students' values could be changed by this mode of water conservation instruction. (MA)

Do Active Learning Approaches in Recitation Sections Improve Student Performance? A Case Study from an Introductory Mechanics Course

ERIC Educational Resources Information Center

Tobin, R. G.

2018-01-01

Abundant research leaves little question that pedagogical approaches involving active student engagement with the material, and opportunities for student-to-student discussions, lead to much better learning outcomes than traditional instructor-led, expository instructional formats, in physics and in many other fields. In introductory college…

Teaching Energy Awareness. Environmental Education Series.

ERIC Educational Resources Information Center

Gore, Patrick D.; And Others

The major objective of the 32 activities in this teaching guide is to make students aware of energy issues. Although the activities are designed for students in grades 4-12, they can be adapted for younger students and for adults. Departing from the standard expository approaches found in most curriculum materials, these teaching strategies…

Why Traditional Expository Teaching-Learning Approaches May Founder? An Experimental Examination of Neural Networks in Biology Learning

ERIC Educational Resources Information Center

Lee, Jun-Ki; Kwon, Yong-Ju

2011-01-01

Using functional magnetic resonance imaging (fMRI), this study investigates and discusses neurological explanations for, and the educational implications of, the neural network activations involved in hypothesis-generating and hypothesis-understanding for biology education. Two sets of task paradigms about biological phenomena were designed:…

The Application of Programmed Instruction in Fulfilling the Physiology Course Requirements

ERIC Educational Resources Information Center

Stanisavljevic, Jelena; Djuric, Dragan

2013-01-01

The aim of this study is to compare the effectiveness of models of programmed instruction and conventional (informative-illustrative) expository teaching in terms of fulfilling the aims of the course "Human anatomy and physiology" which is included in the physiology programme and designed for undergraduate students majoring in biology…

Exploring the Common Ground of Rhetoric and Logic.

ERIC Educational Resources Information Center

Lamb, Catherine E.

In teaching the principles of rational discourse in advanced expository writing, it is necessary to clarify the similarities and differences between the logic and rhetoric of Aristotle and to identify a common ground between the two. The study of logic within rhetoric focuses on the inductive standards used to support two kinds of argument: the…

The Effectiveness of Giving Rules in Forming Concepts.

ERIC Educational Resources Information Center

Shanlin, Norman T.

The value of verbal rules given to learners as an instructional aid in forming desired concepts was investigated in this study. Two programs dealing with the concept of conservation of energy in heat exchange between liquids were prepared in the form of self-instructional booklets. One presentation used a picture-rule or expository treatment, and…

Remarks on the Non-Linear Differential Equation the Second Derivative of Theta Plus A Sine Theta Equals 0.

ERIC Educational Resources Information Center

Fay, Temple H.; O'Neal, Elizabeth A.

1985-01-01

The authors draw together a variety of facts concerning a nonlinear differential equation and compare the exact solution with approximate solutions. Then they provide an expository introduction to the elliptic sine function suitable for presentation in undergraduate courses on differential equations. (MNS)

Some Analogies between Computer Programming and the Composing Process.

ERIC Educational Resources Information Center

Skulicz, Matthew

Since there are similarities between the process of writing computer programs and the process of writing successful expository prose, a student's knowledge of computer programing can contribute to the understanding of some principles of composition. The establishment of a clear objective is the first priority of both the writer and the programer,…

Effects of the Integrated Online Advance Organizer Teaching Materials on Students' Science Achievement and Attitude

ERIC Educational Resources Information Center

Korur, Fikret; Toker, Sacip; Eryilmaz, Ali

2016-01-01

This two-group quasi-experimental study investigated the effects of the Online Advance Organizer Concept Teaching Material (ONACOM) integrated with inquiry teaching and expository teaching methods. Grade 7 students' posttest performances on the light unit achievement and light unit attitude tests controlled for gender, previous semester science…

Beyond Motivation: Exploring Mathematical Modeling as a Context for Deepening Students' Understandings of Curricular Mathematics

ERIC Educational Resources Information Center

Zbiek, Rose Mary; Conner, Annamarie

2006-01-01

Views of mathematical modeling in empirical, expository, and curricular references typically capture a relationship between real-world phenomena and mathematical ideas from the perspective that competence in mathematical modeling is a clear goal of the mathematics curriculum. However, we work within a curricular context in which mathematical…

The High School Mathematics Library. Seventh Edition.

ERIC Educational Resources Information Center

Schaaf, William L.

This document was designed as a guide for the selection of library books for high school students of all levels of ability. It also contains materials dealing with the professional interests of students and teachers involved with mathematics in junior and community colleges. The material is categorized into: (1) Expository Mathematics; (2)…

Integrating Composition and Literature: Some Practical Suggestions.

ERIC Educational Resources Information Center

Daiker, Donald A.

This paper suggests that it is possible to construct a course that integrates the teaching of composition with the teaching of literature without allowing the secondary goal of heightened literary understanding to overwhelm the primary goal of improved expository writing. It presents a syllabus for a four-week unit on Ernest Hemingway's "The Sun…

Promoting Revision through Blogging in a Second Grade Classroom

ERIC Educational Resources Information Center

Young, Chase; Stover, Katie

2015-01-01

This study helped the researchers to determine if blogging as a revision strategy in a second grade classroom was beneficial. Nineteen second grade students wrote expository essays and made revisions and edits based on peer feedback in a blogging environment. Six elementary school teachers independently rated the students' writing samples using…

Predictions and the Limiting Effects of Prequestions.

ERIC Educational Resources Information Center

Shanahan, Timothy

A study examined the effects of teacher questioning and student prediction (purpose-setting procedures) upon the reading comprehension of 188 students in grades 3 through 6. Thirty-two constructed-answer questions were developed for use with an article about kangaroos, written in an expository style and approximately 900 words in length. Half of…

TeenACE for Science: Using Multimedia Tools and Scaffolds to Support Writing

ERIC Educational Resources Information Center

Hitchcock, Caryl H.; Rao, Kavita; Chang, Chuan Chinn; Yuen, Joann W. L.

2016-01-01

TeenACE for Science (TAS) is a writing intervention that combines components of Multimedia Technology, Universal Design for Learning (UDL), and Self-Regulated Strategy Development (SRSD) to help students develop expository writing skills in science. This developmental study examined the effect of the TAS intervention with two groups of culturally…

Problem-Based Learning and Creative Instructional Approaches for Laboratory Exercises in Introductory Crop Science

ERIC Educational Resources Information Center

Teplitski, Max; McMahon, Margaret J.

2006-01-01

The implementation of problem-based learning (PBL) and other inquiry-driven educational techniques is often resisted by both faculty and students, who may not be comfortable with this learning/instructional style. We present here a hybrid approach, which combines elements of expository education with inquiry-driven laboratory exercises and…

Educational Films: Writing, Directing, and Producing for Classroom, Television, and Industry.

ERIC Educational Resources Information Center

Herman, Lewis

Intended for beginning and nonprofessional film makers interested in making the educational film, this book explains the technical aspects of film making, the roles of the specialists responsible for it, the types of film treatments (expository, narrative, and dramatic), and the various types of educational films. Some of the technical aspects…

The Influence of National Culture toward Learner Interaction: Shanghai TV University and Wawasan Open University

ERIC Educational Resources Information Center

Bing, Wu; Ai-Ping, Teoh

2008-01-01

The authors conducted a comparative analysis to examine learners' interaction in the Web-based learning environment of 2 distance education institutions. The interaction was critically analyzed based on social, procedural, expository, explanatory, and cognitive dimensions, across 7 categories of exchanges between course coordinator to groups,…

A Glimpse into the Thinking of Young New Zealanders.

ERIC Educational Resources Information Center

Lamb, Hilary

In 1984, New Zealand tested 12- and 13- year-old and 15- and 16-year old students as part of the International Evaluation of Educational Achievement (IEA) tests. Although weaknesses appeared at both age levels in the organization of material, particularly in argumentative and expository writing, students could write functional letters competently…

Rewards: Knowledge and Liberation.

ERIC Educational Resources Information Center

Logan, Carolyn

Part of the reward for expository college English papers is, of course, letter grades, but careful writing offers two greater rewards: knowledge and liberation. Teachers can best motivate students to write by seeing to it that the writing they assign teaches and challenges, and by assigning topics that are important to students but ones that they…

James-Stein Estimation. Program Statistics Research, Technical Report No. 89-86.

ERIC Educational Resources Information Center

Brandwein, Ann Cohen; Strawderman, William E.

This paper presents an expository development of James-Stein estimation with substantial emphasis on exact results for nonnormal location models. The themes of the paper are: (1) the improvement possible over the best invariant estimator via shrinkage estimation is not surprising but expected from a variety of perspectives; (2) the amount of…

Educating Geographers in Spain: Geography Teaching Renewal by Implementing the European Higher Education Area

ERIC Educational Resources Information Center

de Miguel González, Rafael; de Lázaro y Torres, Maria Luisa

2016-01-01

This article discusses the current state of the geography discipline in Spanish Universities after putting into action the European Higher Education Area. After decades of geography teaching, following theoretical and expository discourse models, the so-called "Bologna Process" has been a great opportunity to reflect what geography…

Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4

PubMed Central

Kim, Grace Young-Suk; Schatschneider, Christopher; Wanzek, Jeanne; Gatlin, Brandy; Al Otaiba, Stephanie

2017-01-01

We examined how raters and tasks influence measurement error in writing evaluation and how many raters and tasks are needed to reach a desirable level of .90 and .80 reliabilities for children in Grades 3 and 4. A total of 211 children (102 boys) were administered three tasks in narrative and expository genres, respectively, and their written compositions were evaluated in widely used evaluation methods for developing writers: holistic scoring, productivity, and curriculum-based writing scores. Results showed that 54% and 52% of variance in narrative and expository compositions were attributable to true individual differences in writing. Students’ scores varied largely by tasks (30.44% and 28.61% of variance), but not by raters. To reach the reliability of .90, multiple tasks and raters were needed, and for the reliability of .80, a single rater and multiple tasks were needed. These findings offer important implications about reliably evaluating children’s writing skills, given that writing is typically evaluated by a single task and a single rater in classrooms and even in state accountability systems. PMID:29075050

Mathematics Literacy on Problem Based Learning with Indonesian Realistic Mathematics Education Approach Assisted E-Learning Edmodo

NASA Astrophysics Data System (ADS)

Wardono; Waluya, S. B.; Mariani, Scolastika; Candra D, S.

2016-02-01

This study aims to find out that there are differences in mathematical literacy ability in content Change and Relationship class VII Junior High School 19, Semarang by Problem Based Learning (PBL) model with an Indonesian Realistic Mathematics Education (called Pendidikan Matematika Realistik Indonesia or PMRI in Indonesia) approach assisted Elearning Edmodo, PBL with a PMRI approach, and expository; to know whether the group of students with learning PBL models with PMRI approach and assisted E-learning Edmodo can improve mathematics literacy; to know that the quality of learning PBL models with a PMRI approach assisted E-learning Edmodo has a good category; to describe the difficulties of students in working the problems of mathematical literacy ability oriented PISA. This research is a mixed methods study. The population was seventh grade students of Junior High School 19, Semarang Indonesia. Sample selection is done by random sampling so that the selected experimental class 1, class 2 and the control experiment. Data collected by the methods of documentation, tests and interviews. From the results of this study showed average mathematics literacy ability of students in the group PBL models with a PMRI approach assisted E-learning Edmodo better than average mathematics literacy ability of students in the group PBL models with a PMRI approach and better than average mathematics literacy ability of students in the expository models; Mathematics literacy ability in the class using the PBL model with a PMRI approach assisted E-learning Edmodo have increased and the improvement of mathematics literacy ability is higher than the improvement of mathematics literacy ability of class that uses the model of PBL learning with PMRI approach and is higher than the improvement of mathematics literacy ability of class that uses the expository models; The quality of learning using PBL models with a PMRI approach assisted E-learning Edmodo have very good category.

Reading, writing, and phonological processing skills of adolescents with 10 or more years of cochlear implant experience.

PubMed

Geers, Ann E; Hayes, Heather

2011-02-01

This study had three goals: (1) to document the literacy skills of deaf adolescents who received cochlear implants (CIs) as preschoolers; (2) to examine reading growth from elementary grades to high school; (3) to assess the contribution of early literacy levels and phonological processing skills, among other factors, to literacy levels in high school. A battery of reading, spelling, expository writing, and phonological processing assessments were administered to 112 high school (CI-HS) students, ages 15.5 to 18.5 yrs, who had participated in a reading assessment battery in early elementary grades (CI-E), ages 8.0 to 9.9 yrs. The CI-HS students' performance was compared with either a control group of hearing peers (N = 46) or hearing norms provided by the assessment developer. Many of the CI-HS students (47 to 66%) performed within or above the average range for hearing peers on reading tests. When compared with their CI-E performance, good early readers were also good readers in high school. Importantly, the majority of CI-HS students maintained their reading levels over time compared with hearing peers, indicating that the gap in performance was, at the very least, not widening for most students. Written expression and phonological processing tasks posed a great deal of difficulty for the CI-HS students. They were poorer spellers, poorer expository writers, and displayed poorer phonological knowledge than hearing age-mates. Phonological processing skills were a critical predictor of high school literacy skills (reading, spelling, and expository writing), accounting for 39% of variance remaining after controlling for child, family, and implant characteristics. Many children who receive CIs as preschoolers achieve age-appropriate literacy levels as adolescents. However, significant delays in spelling and written expression are evident compared with hearing peers. For children with CIs, the development of phonological processing skills is not just important for early reading skills, such as decoding, but is critical for later literacy success as well.

Examining the Association between Language, Expository Discourse and Offending Behaviour: An Investigation of Direction, Strength and Independence

ERIC Educational Resources Information Center

Hopkins, Thomas; Clegg, Judy; Stackhouse, Joy

2018-01-01

Background: A high prevalence of Developmental Language Disorder (DLD) is reported in the population of Young Offenders (YO). However, little is known about the extent of the association between language and offending behaviour relative to social disadvantage, education attendance and non-verbal intelligence (IQ), and neither has this association…

The Effects of Modality, Information Type, and Language Experience on Recall by Foreign Language Learners of Spanish.

ERIC Educational Resources Information Center

Mecartty, Frances H.

2001-01-01

Investigated the effects of modality, information type, and language experience on recall by foreign language learners of Spanish. Fifty-four intermediate and advanced level university students participated in the study by reading and listening to an expository passage, and then performing a recall task. The protocols were then statistically…

Two Approaches of Studying Singularity of Projective Conics

ERIC Educational Resources Information Center

Broyles, Chris; Muller, Lars; Tikoo, Mohan; Wang, Haohao

2010-01-01

The singularity of a projective conic can be determined via the associated matrix to the implicit equation of the projective conic. In this expository article, we will first derive a known result for determining the singularity of a projective conic via the associated matrix. Then we will introduce the concepts of [mu]-basis of the parametric…

Effects of GO 4 IT . . . NOW! Strategy Instruction on Expository Writing Skills for Students with Disabilities

ERIC Educational Resources Information Center

Konrad, Moira; Clark, Kelly A.; Test, David W.

2017-01-01

Students with disabilities trail behind their peers without disabilities while in school, as well as in post-secondary outcome areas. Given that self-determination and enhanced academic skills are associated with improved post-school outcomes, one possible solution is to identify interventions that teach self-determination and academic skills…

Affecting College English Placement Scores: College Readiness Remediation for High-School Seniors

ERIC Educational Resources Information Center

Olsen Rowland, Joyce Kay

2011-01-01

The purpose of the quantitative ex post facto study was to compare the English Placement Test (EPT) scores of students before and after the Expository Reading and Writing Curriculum (ERWC) remediation efforts had been employed and to determine the effectiveness of the ERWC in raising EPT scores. Using a Wilcoxon signed rank test, the researcher…

Reform in a General Chemistry Laboratory: How Do Students Experience Change in the Instructional Approach?

ERIC Educational Resources Information Center

Chopra, I.; O'Connor, J.; Pancho, R.; Chrzanowski, M.; Sandi-Urena, S.

2017-01-01

This qualitative study investigated the experience of a cohort of students exposed consecutively to two substantially different environments in their General Chemistry Laboratory programme. To this end, the first semester in a traditional expository programme was followed by a semester in a cooperative, problem-based, multi-week format. The focus…

Stochastic Estimation via Polynomial Chaos

DTIC Science & Technology

2015-10-01

AFRL-RW-EG-TR-2015-108 Stochastic Estimation via Polynomial Chaos Douglas V. Nance Air Force Research...COVERED (From - To) 20-04-2015 – 07-08-2015 4. TITLE AND SUBTITLE 5a. CONTRACT NUMBER Stochastic Estimation via Polynomial Chaos ...This expository report discusses fundamental aspects of the polynomial chaos method for representing the properties of second order stochastic

Creating a Science E-Book with Fifth Grade Students

ERIC Educational Resources Information Center

Encheff, Dana

2013-01-01

This article explains how one teacher used iBooks Author, a free digital textbook creation tool that makes iBooks for iPads, in an upper elementary classroom to improve students' expository writing skills and understanding of science content. The classroom teacher taught students pre-requisite writing and technology skills for two weeks, and…

Meta-Analysis of Inquiry-Based Learning: Effects of Guidance

ERIC Educational Resources Information Center

Lazonder, Ard W.; Harmsen, Ruth

2016-01-01

Research has consistently shown that inquiry-based learning can be more effective than other, more expository instructional approaches as long as students are supported adequately. But what type of guidance is adequate, and for whom? These questions are difficult to answer as most previous research has only focused on one type of guidance and one…

Using Modeled Writing to Support English-Only and English-Learner Second-Grade Students

ERIC Educational Resources Information Center

Mohr, Kathleen A. J.

2017-01-01

This study compared 70 English learners (ELs) and English-only (EO) second-grade students' writing samples before and after a yearlong writing program. The school utilized Write From the Beginning (J. Buckner, 2006) and focused on personal narratives. A subgroup of students also participated in an intervention supporting expository writing on…

Reprint Series: Nature and History of Pi. RS-6.

ERIC Educational Resources Information Center

Schaaf, William L., Ed.

This is one in a series of SMSG supplementary and enrichment pamphlets for high school students. This series makes available expository articles which appeared in a variety of mathematical periodicals. Topics covered include: (1) the history of the number pi; (2) what's new about pi; (3) the number pi; (4) pi and probability; and (5) from the…

Reprint Series: Computation of Pi. RS-7.

ERIC Educational Resources Information Center

Schaaf, William L., Ed.

This is one in a series of SMSG supplementary and enrichment pamphlets for high school students. This series makes available expository articles which appeared in a variety of mathematical periodicals. Topics covered include: (1) the latest about pi; (2) a series useful in the computation of pi; (3) an ENIAC determination of pi and e to more than…

Evaluating Learning Outcomes in Introductory Chemistry Using Virtual Laboratories to Support Inquiry Based Instruction

ERIC Educational Resources Information Center

Mallory, Cecile R.

2012-01-01

In the U.S., future economic viability is being challenged by an increasing inability to replace retiring engineers and scientists through the year 2020 due to declines in learner motivation and proficiency in science. The expository laboratory appears to be linked with non-engagement and is one possible contributing factor to this problem…

Unit 1003: The Language of Exposition.

ERIC Educational Resources Information Center

Minnesota Univ., Minneapolis. Center for Curriculum Development in English.

This language unit for grade 10 builds on a definition of the expository use of language developed in the two previous 10th-grade units. In a brief overview of report language, the referential language of Thomas Huxley is compared with the expressive language of Edgar Allan Poe. The writings of S. I. Hayakawa, Hans Guth, and others are examined…

Foundations for Creativity in the Writing Process: Rhetorical Representations of Ill-Defined Problems.

ERIC Educational Resources Information Center

Carey, L. J.; Flower, Linda

This report examines the composing processes of expert writers to determine which cognitive processes in expository writing produce an opportunity for a creative response. The first section considers how the ill-defined nature of many writing problems and the cognitive processes experts use to solve these problems interact to provide an…

Differences in Writers' Initial Task Representations. Technical Report No. 35.

ERIC Educational Resources Information Center

Carey, Linda; And Others

An exploratory study investigated how writers represent their task to themselves before beginning to write. Using data from verbal protocols, the initial plans of 12 writers (5 experts and 7 student writers) who were working on an expository writing task were examined. The protocols were coded for types of planning. Independent measures of the…

Teaching Students Who Struggle with Learning to Think before, while, and after Reading: Effects of Self-Regulated Strategy Development Instruction

ERIC Educational Resources Information Center

Mason, Linda H.

2013-01-01

Explicit strategy instruction combined with student-directed self-regulation in conjunction with cognitive strategies has proven effective in supporting low-achieving students' reading comprehension. Experts have extended 1 such approach, self-regulated strategy development (SRSD) for the expository reading comprehension Think before reading,…

Using Graphic Organizers to Teach Content Area Material to Students with Learning Disabilities

ERIC Educational Resources Information Center

Dexter, Douglas D.

2012-01-01

A pretest-posttest comparison group design was used to investigate the effects of a semantic mapping lesson plus visual display versus a semantic mapping lesson alone on adolescents' with learning disabilities (LD) ability to gain and maintain factual knowledge from expository social studies material. In addition, a posttest only comparison group…

A Review and Introduction to Higher Education Price Response Studies. Working Paper Series.

ERIC Educational Resources Information Center

Chisholm, Mark; Cohen, Bethaviva

Background information needed to understand the literature on the impact of price on college attendance (i.e. price-response literature) is provided. After briefly introducing price theory and its use in demand studies in higher education, the major expository articles are reviewed, and major analytical methods used by researchers are examined.…

Family Planning: Its Impact on the Health of Women and Children.

ERIC Educational Resources Information Center

Maine, Deborah

This document explores risks to the health and lives of women and children that can be avoided or reduced by family planning. Emphasis throughout is on case studies and statistics from developing nations. Data are presented in expository and chart form. Information is presented in four chapters. Chapter I, Child Health and Family Planning,…

The Relationship of Teacher-Personality Type to Grading Freshman Composition Essays: An Empirical Study.

ERIC Educational Resources Information Center

Covner, Thelma Crockin

To gain insight into the evaluation of college freshman compositions, a study explored the relationship between the personality type of the instructor and the grades assigned to essays written by freshman composition students. The sample comprised 23 college instructors who answered a short questionnaire, graded the same expository essay, and…

The Construct Validity of Higher Order Factors Emphasizing Symbolic and Semantic Content Abilities.

ERIC Educational Resources Information Center

Khattab, Ali-Maher

This study investigates the extent to which the higher order factors of symbolic and semantic content are differentiated. The main concern is an expository description of the use of confirmatory factor analysis in establishing factorial validity. Reanalyzed data originally collected in 1968 involved a sample of 197 tenth, eleventh and twelfth…

Understanding Fluorescence Measurements through a Guided-Inquiry and Discovery Experiment in Advanced Analytical Laboratory

ERIC Educational Resources Information Center

Wilczek-Vera, Grazyna; Salin, Eric Dunbar

2011-01-01

An experiment on fluorescence spectroscopy suitable for an advanced analytical laboratory is presented. Its conceptual development used a combination of the expository and discovery styles. The "learn-as-you-go" and direct "hands-on" methodology applied ensures an active role for a student in the process of visualization and discovery of concepts.…

How Does the Type of Task Influence the Performance and Social Regulation of Collaborative Learning?

ERIC Educational Resources Information Center

Acuña, Santiago Roger; López-Aymes, Gabriela; Acuña-Castillo, Silvia T.

2018-01-01

In this paper we analyze the effects of the type of collaborative task (elaboration of concept map vs elaboration of expository summary) on the performance and on the level of collaboration achieved by Mexican university students in the multimedia learning of a social sciences content (Communication Psychology). Likewise, the processes of social…

Recall and Intervening Mental Activities Involved in Listening to Expository Information.

ERIC Educational Resources Information Center

Aaronson, Shirley

A study was conducted to examine the various mental processes that occur during listening. Fifteen volunteers at an eastern United States college listened to a 14-minute taped lecture. The participants pressed a button, connected to a light hidden from their view, each time their minds wandered from the specifics of the lecture. They were then…

The Effects of Self-Regulated Strategy Development on the Writing of Expository Essays for Adults with Written Expression Difficulties: Preparing for the GED

ERIC Educational Resources Information Center

Berry, Ann Bassett; Mason, Linda H.

2012-01-01

A multiple-probe, multiple-baseline, across-subjects design was used to examine the writing performance of four low-achieving adult students with and without disabilities enrolled in general equivalency diploma (GED) preparatory classes. Students' writing was evaluated before instruction and after self-regulated strategy development (SRSD)…

Assiduous String-Savers: The Idea-Generating Strategies of Professional Expository Writers.

ERIC Educational Resources Information Center

Root, Robert L., Jr.

A study was conducted over a two-year period to investigate the idea-generating strategies of six professional writers and their implications for students. Because finding an idea that leads to a journal or newspaper column is so important to a writer, an attempt was made to learn ways professional writers establish working plans and develop a…

Sex, Death, and the Education of Children: Our Passion for Ignorance in the Age of AIDS. The Politics of Identity and Education Series.

ERIC Educational Resources Information Center

Silin, Jonathan G.

This book is a collection of expository essays examining the "silence" in early childhood classrooms concerning AIDS. The book also addresses questions of gender, sexuality, psychology, epistemology, and ethics in childhood and adolescent education. The introduction details how a gay, AIDS educator and advocate came to his current…

An Evaluation of Two Hands-On Lab Styles for Plant Biodiversity in Undergraduate Biology

ERIC Educational Resources Information Center

Basey, John M.; Maines, Anastasia P.; Francis, Clinton D.; Melbourne, Brett

2014-01-01

We compared learning cycle and expository formats for teaching about plant biodiversity in an inquiry-oriented university biology lab class (n = 465). Both formats had preparatory lab activities, a hands-on lab, and a postlab with reflection and argumentation. Learning was assessed with a lab report, a practical quiz in lab, and a multiple-choice…

Discourse on Discourse. Workshop Reports from the Macquarie Workshop on Discourse Analysis (Sydney, New South Wales, Australia, February 21-25, 1983). Occasional Papers Number 7.

ERIC Educational Resources Information Center

Hasan, Ruqaiya, Ed.

Four group summary papers from an Australian national workshop on discourse analysis discuss verbal and written discourse and the classroom. Papers reflect the four workshop discussion groups of casual conversation, classroom discourse, expository discourse, and literary narrative. They include: "On Casual Conversation" (M. A. K.…

Yes, There "Is" Room for Soup in the Curriculum: Achieving Accountability in a Collaboratively Planned Writing Program

ERIC Educational Resources Information Center

Engel, Trudie; Streich, Russell

2006-01-01

This article describes how one U.S. school district created a planned writing curriculum to provide strong, cohesive instruction for all students. Because of teacher preferences, some children received little instruction in expository writing, and scores on the state writing assessment fluctuated widely. The authors focus on how all teachers came…

Can Differences in Word Frequency Explain Why Narrative Fiction is a Better Predictor of Verbal Ability than Nonfiction?

ERIC Educational Resources Information Center

McCreath, Graham A.; Linehan, Cormac M. J.; Mar, Raymond A.

2017-01-01

Individuals who read more tend to have stronger verbal skills than those who read less. Interestingly, what you read may make a difference. Past studies have found that reading narrative fiction, but not expository nonfiction, predicts verbal ability. Why this difference exists is not known. Here we investigate one possibility: whether fiction…

The Effects of Browse Time on the Internet on Students' Essay Scores

ERIC Educational Resources Information Center

Doan, Kim; Bloomfield, Aaron

2014-01-01

This study examined how 30 minutes of search time on the Web affected students' essay scores in response to a writing prompt. Expository essays were obtained from 49 fourth- and fifth-grade students enrolled in an elementary school in Virginia, in the United States. Students were placed by random assignment into three groups with the same writing…

Effects of Four Instructional Sequences on Application and Transfer. IDD&E Working Paper No. 12

ERIC Educational Resources Information Center

Chao, Chun-I; And Others

Using the Component Display Theory as an analyzing tool, this study compared the effects of expository and discovery methods of instruction on two learning outcomes, application and transfer. One hundred ninth grade students in each of four earth science classes were randomly assigned to five groups--four experimental groups designed to test four…

From Thought to Words to Print: Early Literacy Development in Grade 2

ERIC Educational Resources Information Center

Roessingh, Hetty; Elgie, Susan

2014-01-01

This study examines the relationship of the underlying skills of printing, spelling and vocabulary choices as they influence the quality of writing at the end of Grade 2. Four classes of Grade 2 (N = 85) writing in response to an expository prompt were scored holistically on a trait based rubric, then scored for spelling accuracy and…

The Very Hungry Caterpillar Turned into a Butterfly: Children's and Parents' Enjoyment of Different Book Genres

ERIC Educational Resources Information Center

Robertson, Sarah-Jane L.; Reese, Elaine

2017-01-01

This study aimed to examine which genres parents are reading to children and for themselves. Furthermore, it aimed to examine mothers' and fathers' shared reading strategies for different book genres in relation to children's language and literacy development. Parents shared a narrative and an expository book with their preschool-aged children.…

The Increase of Critical Thinking Skills through Mathematical Investigation Approach

NASA Astrophysics Data System (ADS)

Sumarna, N.; Wahyudin; Herman, T.

2017-02-01

Some research findings on critical thinking skills of prospective elementary teachers, showed a response that is not optimal. On the other hand, critical thinking skills will lead a student in the process of analysis, evaluation and synthesis in solving a mathematical problem. This study attempts to perform an alternative solution with a focus on mathematics learning conditions that is held in the lecture room through mathematical investigation approach. This research method was Quasi-Experimental design with pre-test post-test design. Data analysis using a mixed method with Embedded design. Subjects were regular students enrolled in 2014 at the study program of education of primary school teachers. The number of research subjects were 111 students consisting of 56 students in the experimental group and 55 students in the control group. The results of the study showed that (1) there is a significant difference in the improvement of critical thinking ability of students who receive learning through mathematical investigation approach when compared with students studying through expository approach, and (2) there is no interaction effect between prior knowledge of mathematics and learning factors (mathematical investigation and expository) to increase of critical thinking skills of students.

Sherlock Holmes and the case of the plagiarised paper.

PubMed

Kennedy, David

2011-07-01

Narrative pedagogy has the power to explore issues in a way that expository teaching cannot match. Moon and Fowler (2008, p.236), for example, point out that fiction has much to offer in focusing creatively on issues, exploring subtleties and discussing related emotional dynamics. But they comment that in nurse education fiction is 'a relatively untapped' (though valuable) resource for teaching. 'Sherlock Holmes and the Case of the Plagiarised Paper' is a fictional account that responds to Moon and Fowler's challenge. It explores a controversial issue--student plagiarism. The narrative sets the discussion in a fictional context--an interaction between fictional characters and a real character. It explores difficulties that novice writers have in avoiding plagiarism. It debates how teachers may respond to student plagiarism. It contextualises student plagiarism in the wider world of academic plagiarism. Its purpose is to enable the reader to identify and act on these issues in a way that an expository examination of student plagiarism could not achieve. In response to suggestions from reviewers, the article has an Appendix which outlines some of the issues and techniques associated with the use of fiction in nursing education. Copyright © 2010 Elsevier Ltd. All rights reserved.

Learning nucleic acids solving by bioinformatics problems.

PubMed

Nunes, Rhewter; Barbosa de Almeida Júnior, Edivaldo; Pessoa Pinto de Menezes, Ivandilson; Malafaia, Guilherme

2015-01-01

The article describes the development of a new approach to teach molecular biology to undergraduate biology students. The 34 students who participated in this research belonged to the first period of the Biological Sciences teaching course of the Instituto Federal Goiano at Urutaí Campus, Brazil. They were registered in Cell Biology in the first semester of 2013. They received four 55 min-long expository/dialogued lectures that covered the content of "structure and functions of nucleic acids". Later the students were invited to attend four meetings (in a computer laboratory) in which some concepts of Bioinformatics were presented and some problems of the Rosalind platform were solved. The observations we report here are very useful as a broad groundwork to development new research. An interesting possibility is research into the effects of bioinformatics interventions that improve molecular biology learning. © 2015 The International Union of Biochemistry and Molecular Biology.

Writing for New Readers: Message-Making in Print. Workshop Series. Occasional Papers on Basic Education. Paper Nr. 1.

ERIC Educational Resources Information Center

Bhola, H. S.

At the heart of the enterprise of providing reading materials to new readers is the writer. The writer must write before the new literates can read and must write both effectively and interestingly. Although talent helps, acquired skills play an important part in writing, especially in expository writing. More important, to enable them to produce…

Effect of the Blended Learning Environment and the Application of Virtual Class upon the Achievement and the Attitude against the Geography Course

ERIC Educational Resources Information Center

Dikmenli, Yurdal; Unaldi, Ulku Eser

2013-01-01

This study involves the elucidation of the effect of the virtual classroom application and blended learning medium upon the academic achievement of the students and their attitudes against the geography curse compared to the face to face expository (traditional) method. The study was carried out according to pre-test--post-test experimental design…

One Sentence at a Time: The Need for Explicit Instruction in Teaching Students to Write Well

ERIC Educational Resources Information Center

Hochman, Judith C.; Wexler, Natalie

2017-01-01

Expository writing--the kind of writing that explains and informs--is essential for success in school and the workplace. Students who cannot write at a competent level struggle in college. With the advent of e-mail and the Internet, an increasing number of jobs require solid writing skills. No matter what path students choose in life, the ability…

Adults with mild intellectual disabilities: can their reading comprehension ability be improved?

PubMed

van den Bos, K P; Nakken, H; Nicolay, P G; van Houten, E J

2007-11-01

Adults with a mild intellectual disability (ID) often show poor decoding and reading comprehension skills. The goal of this study was to investigate the effects of teaching text comprehension strategies to these adults. Specific research goals were to determine (1) the effects of two instruction conditions, i.e. strategy instruction to individuals and strategy instruction in small groups in a reciprocal teaching context; (2) intervention programme effects on specific strategy tests (so-called direct effects), and possible differences between strategies; (3) (long-term) transfer effects of the programme on general reading comprehension ability; and (4) the regression of general text comprehension by the variables of technical reading, IQ, reading comprehension of sentences (RCS), and pretest and posttest scores on the strategies taught. In total, 38 adults (age range 20-72 years; mean age of 36 years) with ID participated in the study. IQs ranged from 45 to 69 with a mean IQ of 58. The intervention programme involved 15 weekly lessons of 1 h each, taught during 3 months. Blocks of lessons included each of Brown and Palincsar's strategies of summarizing, questioning, clarifying and predicting, as participants read and studied narrative and expository texts. Results indicated no significant difference between group and individual instruction conditions. Second, direct programme effects - as determined by posttest-pretest contrasts for strategy tests - were substantial, except for the questioning strategy. Third, even more substantial was the transfer effect to general text comprehension. Moreover, the results on this test were well maintained at a follow-up test. Finally, the variance of general reading comprehension ability was best explained by the test of RCS, and only moderately by the strategies trained. The presently used intervention programme provides a good starting point for adults with ID to become better readers.

Effects of Problem-Based Learning Model versus Expository Model and Motivation to Achieve for Student's Physic Learning Result of Senior High School at Class XI

ERIC Educational Resources Information Center

Prayekti

2016-01-01

"Problem-based learning" (PBL) is one of an innovative learning model which can provide an active learning to student, include the motivation to achieve showed by student when the learning is in progress. This research is aimed to know: (1) differences of physic learning result for student group which taught by PBL versus expository…

Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4

ERIC Educational Resources Information Center

Kim, Young-Suk Grace; Schatschneider, Christopher; Wanzek, Jeanne; Gatlin, Brandy; Al Otaiba, Stephanie

2017-01-01

We examined how raters and tasks influence measurement error in writing evaluation and how many raters and tasks are needed to reach a desirable level of 0.90 and 0.80 reliabilities for children in Grades 3 and 4. A total of 211 children (102 boys) were administered three tasks in narrative and expository genres, respectively, and their written…

UNC Collaboratory Project: Overview

DTIC Science & Technology

1990-11-01

technical, and other expository documents. Crucial to our success has been the selection of driving problems whose solutions have been of significance not...systems, and with the growing necessity for "team science", we believe the time is right to select a new driving problem -- support for multiple...the WE computer system. The WE system includes sensors imbedded within it that record each users’ action These records include each menu selection

Analysis of critical thinking ability of VII grade students based on the mathematical anxiety level through learning cycle 7E model

NASA Astrophysics Data System (ADS)

Widyaningsih, E.; Waluya, S. B.; Kurniasih, A. W.

2018-03-01

This study aims to know mastery learning of students’ critical thinking ability with learning cycle 7E, determine whether the critical thinking ability of the students with learning cycle 7E is better than students’ critical thinking ability with expository model, and describe the students’ critical thinking phases based on the mathematical anxiety level. The method is mixed method with concurrent embedded. The population is VII grade students of SMP Negeri 3 Kebumen academic year 2016/2017. Subjects are determined by purposive sampling, selected two students from each level of mathematical anxiety. Data collection techniques include test, questionnaire, interview, and documentation. Quantitative data analysis techniques include mean test, proportion test, difference test of two means, difference test of two proportions and for qualitative data used Miles and Huberman model. The results show that: (1) students’ critical thinking ability with learning cycle 7E achieve mastery learning; (2) students’ critical thinking ability with learning cycle 7E is better than students’ critical thinking ability with expository model; (3) description of students’ critical thinking phases based on the mathematical anxiety level that is the lower the mathematical anxiety level, the subjects have been able to fulfil all of the indicators of clarification, assessment, inference, and strategies phases.

Evaluation of use of reading comprehension strategies to improve reading comprehension of adult college students with acquired brain injury.

PubMed

Griffiths, Gina G; Sohlberg, McKay Moore; Kirk, Cecilia; Fickas, Stephen; Biancarosa, Gina

2016-01-01

Adults with mild to moderate acquired brain injury (ABI) often pursue post-secondary or professional education after their injuries in order to enter or re-enter the job market. An increasing number of these adults report problems with reading-to-learn. The problem is particularly concerning given the growing population of adult survivors of ABI. Despite the rising need, empirical evaluation of reading comprehension interventions for adults with ABI is scarce. This study used a within-subject design to evaluate whether adult college students with ABI with no more than moderate cognitive impairments benefited from using reading comprehension strategies to improve comprehension of expository text. Integrating empirical support from the cognitive rehabilitation and special education literature, the researchers designed a multi-component reading comprehension strategy package. Participants read chapters from an introductory-level college anthropology textbook in two different conditions: strategy and no-strategy. The results indicated that reading comprehension strategy use was associated with recall of more correct information units in immediate and delayed free recall tasks; more efficient recall in the delayed free recall task; and increased accuracy recognising statements from a sentence verification task designed to reflect the local and global coherence of the text. The findings support further research into using reading comprehension strategies as an intervention approach for the adult ABI population. Future research needs include identifying how to match particular reading comprehension strategies to individuals, examining whether reading comprehension performance improves further through the incorporation of systematic training, and evaluating texts from a range of disciplines and genres.

Learning the Cell Structures with Three-Dimensional Models: Students' Achievement by Methods, Type of School and Questions' Cognitive Level

NASA Astrophysics Data System (ADS)

Lazarowitz, Reuven; Naim, Raphael

2013-08-01

The cell topic was taught to 9th-grade students in three modes of instruction: (a) students "hands-on," who constructed three-dimensional cell organelles and macromolecules during the learning process; (b) teacher demonstration of the three-dimensional model of the cell structures; and (c) teaching the cell topic with the regular learning material in an expository mode (which use one- or two-dimensional cell structures as are presented in charts, textbooks and microscopic slides). The sample included 669, 9th-grade students from 25 classes who were taught by 22 Biology teachers. Students were randomly assigned to the three modes of instruction, and two tests in content knowledge in Biology were used. Data were treated with multiple analyses of variance. The results indicate that entry behavior in Biology was equal for all the study groups and types of schools. The "hands-on" learning group who build three-dimensional models through the learning process achieved significantly higher on academic achievements and on the high and low cognitive questions' levels than the other two groups. The study indicates the advantages students may have being actively engaged in the learning process through the "hands-on" mode of instruction/learning.

Organizing knowledge for tutoring fire loss prevention

NASA Astrophysics Data System (ADS)

Schmoldt, Daniel L.

1989-09-01

The San Bernardino National Forest in southern California has recently developed a systematic approach to wildfire prevention planning. However, a comprehensive document or other mechanism for teaching this process to other prevention personnel does not exist. An intelligent tutorial expert system is being constructed to provide a means for learning the process and to assist in the creation of specific prevention plans. An intelligent tutoring system (ITS) contains two types of knowledge—domain and tutoring. The domain knowledge for wildfire prevention is structured around several foci: (1) individual concepts used in prevention planning; (2) explicitly specified interrelationships between concepts; (3) deductive methods that contain subjective judgment normally unavailable to less-experienced users; (4) analytical models of fire behavior used for identification of hazard areas; (5) how-to guidance needed for performance of planning tasks; and (6) expository information that provides a rationale for planning steps and ideas. Combining analytical, procedure, inferential, conceptual, and expositional knowledge into a tutoring environment provides the student and/or user with a multiple perspective of the subject matter. A concept network provides a unifying framework for structuring and utilizing these diverse forms of prevention planning knowledge. This network structure borrows from and combines semantic networks and frame-based knowledge representations. The flexibility of this organization facilitates an effective synthesis and organization of multiple knowledge forms.

Equivariant Gromov-Witten Invariants of Algebraic GKM Manifolds

NASA Astrophysics Data System (ADS)

Liu, Chiu-Chu Melissa; Sheshmani, Artan

2017-07-01

An algebraic GKM manifold is a non-singular algebraic variety equipped with an algebraic action of an algebraic torus, with only finitely many torus fixed points and finitely many 1-dimensional orbits. In this expository article, we use virtual localization to express equivariant Gromov-Witten invariants of any algebraic GKM manifold (which is not necessarily compact) in terms of Hodge integrals over moduli stacks of stable curves and the GKM graph of the GKM manifold.

The everyday meets the academic: How bilingual Latino/a third graders use sociocultural resources to learn in science and social studies

NASA Astrophysics Data System (ADS)

McIntosh Ciechanowski, Kathryn E.

Driven by questions surrounding the documented "fourth-grade slump" in student test scores and about the content learning of English language learners, this dissertation examines the science and social studies literacy practices of third grade bilingual Latino/as in an urban school. Using qualitative and quantitative methods, I examined three questions: (a) What content area demands are evident in instruction and in the assigned texts that children read? (b) What sociocultural knowledge do students draw on in the reading and writing of content area texts? How does it shape their reading and writing? and (c) What linguistic knowledge do students draw on in the reading and writing of content area texts? How does it shape their reading and writing? These questions are premised on three key tenets from the extant research literature. First, research has documented that middle grade students struggle to make sense of content texts, which could be caused by not only a scarcity of expository texts in early grades but also by discipline-specific demands in the content texts. Second, although all students may struggle to read specialized texts, students from non-mainstream backgrounds may struggle more because they do not possess the social and linguistic capital valued in mainstream schools. Third, sociocultural research has documented the importance of social and cultural funds of knowledge in classroom learning and knowledge construction. Guided by these tenets, I observed for six months in 2 classes and recorded field notes, interviewed participants, collected artifacts, and conducted pre- and post-unit assessments. Analytic methods included quantitative evaluation of assessments and constant comparative and discourse analyses. Findings indicate that the textbooks posed linguistic and conceptual demands and represented multiple discourses including the discourses of the natural and social sciences. To make sense of texts, students drew from various sociocultural resources such as popular culture, family, and children's literature. The teacher was more likely to take up these resources (although briefly) when they tightly aligned with instructional goals. Bilingual students faced great complexity as they drew upon linguistic resources to learn technical language and content in two languages and within multiple academic and everyday discourses.

Multiple aspects of high school students' strategic processing on reading outcomes: The role of quantity, quality, and conjunctive strategy use.

PubMed

Parkinson, Meghan M; Dinsmore, Daniel L

2018-03-01

While the literature on strategy use is relatively mature, measures of strategy use overwhelmingly measure only one aspect of that use, frequency, when relating that strategy use to performance outcomes. While this might be one important attribute of strategy use, there is increasing evidence that quality and conditional use of cognitive and metacognitive strategies may also be important. This study examines how multiple aspects of strategy use, namely frequency, quality, and conjunctive use of strategies, influence task performance on both well- and ill-structured task outcomes in addition to other concomitant variables that may interact with strategic processing during reading. The sample consisted of 21 high school students enrolled in an upper-level biology class in a suburban school in the north-eastern United States. These participants completed measures of prior knowledge and interest, then read either an expository or persuasive text while thinking aloud. They then completed a passage recall and open-ended response following passage completion. In general, quantity was not positively related to the study outcomes and was negatively related to one of them. Quality of strategy use, on the other hand, was consistently related to positive reading outcomes. The influence of knowledge and interest in terms of strategies is also discussed as well as six cases which illustrate the relation of aspects of strategy use and the other concomitant variables. Evaluating strategy use by solely examining the frequency of strategy use did not explain differences in task performance as well as evaluating the quality and conjunctive use of strategies. Further, important relations between prior knowledge, interest, and the task outcomes appeared to be mediated and moderated by the aspects of strategy use investigated. © 2017 The British Psychological Society.

Combinatorial Dyson-Schwinger equations and inductive data types

NASA Astrophysics Data System (ADS)

Kock, Joachim

2016-06-01

The goal of this contribution is to explain the analogy between combinatorial Dyson-Schwinger equations and inductive data types to a readership of mathematical physicists. The connection relies on an interpretation of combinatorial Dyson-Schwinger equations as fixpoint equations for polynomial functors (established elsewhere by the author, and summarised here), combined with the now-classical fact that polynomial functors provide semantics for inductive types. The paper is expository, and comprises also a brief introduction to type theory.

Some limitations of frequency as a component of risk: an expository note.

PubMed

Cox, Louis Anthony

2009-02-01

Students of risk analysis are often taught that "risk is frequency times consequence" or, more generally, that risk is determined by the frequency and severity of adverse consequences. But is it? This expository note reviews the concepts of frequency as average annual occurrence rate and as the reciprocal of mean time to failure (MTTF) or mean time between failures (MTBF) in a renewal process. It points out that if two risks (represented as two (frequency, severity) pairs for adverse consequences) have identical values for severity but different values of frequency, then it is not necessarily true that the one with the smaller value of frequency is preferable-and this is true no matter how frequency is defined. In general, there is not necessarily an increasing relation between the reciprocal of the mean time until an event occurs, its long-run average occurrences per year, and other criteria, such as the probability or expected number of times that it will happen over a specific interval of interest, such as the design life of a system. Risk depends on more than frequency and severity of consequences. It also depends on other information about the probability distribution for the time of a risk event that can become lost in simple measures of event "frequency." More flexible descriptions of risky processes, such as point process models can avoid these limitations.

EnviroNET: An on-line environment data base for LDEF data

NASA Technical Reports Server (NTRS)

Lauriente, Michael

1992-01-01

EnviroNET is an on-line, free form data base intended to provide a centralized depository for a wide range of technical information on environmentally induced interactions of use to Space Shuttle customers and spacecraft designers. It provides a user friendly, menu driven format on networks that are connected globally and is available twenty-four hours a day, every day. The information updated regularly, includes expository text, tabular numerical data, charts and graphs, and models. The system pools space data collected over the years by NASA, USAF, other government facilities, industry, universities, and ESA. The models accept parameter input from the user and calculate and display the derived values corresponding to that input. In addition to the archive, interactive graphics programs are also available on space debris, the neutral atmosphere, radiation, magnetic field, and ionosphere. A user friendly informative interface is standard for all the models with a pop-up window, help window with information on inputs, outputs, and caveats. The system will eventually simplify mission analysis with analytical tools and deliver solution for computational intense graphical applications to do 'What if' scenarios. A proposed plan for developing a repository of LDEF information for a user group concludes the presentation.

Meaning Negotiated Through Independently-Written Summaries and Oral Academic Conversations: Enhancing Comprehension of Science Text by Ninth-Grade, English Learners

NASA Astrophysics Data System (ADS)

Burke, Edward Charles

English Learners experience challenges related to comprehension of science text particularly at the high school level. The language of science differs significantly from that of conversation and expository text. Students benefit from collaborative interpretation of readings. Additionally, there appears to be a need to train adolescents in the oral language skills requisite for academic discourse. This study employed a sample of high school physical science students (N = 75) whose first language was Spanish and who were currently developing English language proficiency. It used quasi-experimental methodology with treatment and comparison groups, during the normal operations of the public school classroom. It tested the effect of training with a textbook summarization method and with an academic conversation strategy on the comprehension of state-adopted science textbook readings. Posttest scores of both groups were analyzed using an ANOVA. Posttest scores of treatment group members were analyzed in relation to prior science knowledge, reading level, gender, and level of English proficiency using a factorial ANOVA. Findings suggest that the treatment had a positive impact on the achievement of students who had a low level of English language proficiency. In light of the at-risk nature of this population, given low socioeconomic status and that a high percentage of families are migrant workers, this in encouraging. The basic premise of the treatment appears promising. Evidence collected pertaining to its effect relative to students' general ESOL level, science background knowledge, literacy skills, and gender neither confirmed nor denied the viability of the strategy. The further significance of this study is that it adds to the body of research on strategies to support English Learners.

The use of a science experiment curriculum with mothers and their preschool children in an Even Start literacy setting: A case study

NASA Astrophysics Data System (ADS)

Cadou, Judith Ann

The purpose of this study was to explore systematically the use of a science experiment curriculum in an Even Start program setting through an in-depth description of the verbal and nonverbal interaction of preschool children and their mothers engaged in constructing knowledge through active science experiment exploration, representative notation, and related informational text experiences. It also sought to document the mothers' perceptions of science exploration as a facilitator for their children's literacy and their awareness of ways to support such growth. Two in-depth studies were presented to profile, in detail, the process of mother and child meaning making within the structure of a science explorations context. An additional eight mother-child dyads participated for purposes of adding breadth to the study. Behaviors were documented through (a) videotape transcriptions of the mother-child interaction in this science inquiry context, (b) observation, (c) field notes, and (d) open-ended interviews with the mothers. Data were analyzed using the constant comparative method. The findings of this naturalistic study suggest the use of a linked mother-child dyad learning and literacy development process using prediction, experimentation, observation, and reflection, combined with related meaning-making verbal interaction, documentation, and reading, facilitated the child's knowledge acquisition, learning interests, and learning methodologies. Specifically, (a) the initiating setup for prediction placed the child at the center of her or his own inquiry and initiated verbal communication; (b) mother and child used the scientific thinking routine of predict, act on objects and observe, discover, evaluate, and make decisions, to be documented in second-level notation, as a mental organizer and scaffolding for inquiry and communication between them; (c) the children showed development in conceptual understanding within the context of active science exploration and across science units; (d) the children used the representative drawing and labeling of the experiment experience for extended experimentation and meaning making, thus using second-level notation for functional purposes; (e) the children showed increased initiative with expository text related to the experiment experiences; and (f) the mothers voiced perception of their children's and their own learning and a sense of efficacy in facilitating their children's learning.

Tribal Resource Institute in Business, Engineering, and Science (T.R.I.B.E.S.). Part I, TRIBES Energy and Resource Management Simulation. Part II, Creative Writing--Essays submitted by the T.R.I.B.E.S. Students.

ERIC Educational Resources Information Center

Veirs, Val; And Others

The expository and creaive writing of Native American high school students enrolled in a summer program at Colorado College sponsored by TRIBES (Tribal Resource Institute in Business, Engineering, and Science) is featured in this document. Part 1 presents a simulation problem in energy and resource management followed by reports submitted by 28…

Another short and elementary proof of strong subadditivity of quantum entropy

NASA Astrophysics Data System (ADS)

Ruskai, Mary Beth

2007-08-01

A short and elementary proof of the joint convexity of relative entropy is presented, using nothing beyond linear algebra. The key ingredients are an easily verified integral representation and the strategy used to prove the Cauchy-Schwarz inequality in elementary courses. Several consequences are proved in a way which allows an elementary proof of strong subadditivity in a few more lines. Some expository material on Schwarz inequalities for operators and the Holevo bound for partial measurements is also included.

Calculation of transonic aileron buzz

NASA Technical Reports Server (NTRS)

Steger, J. L.; Bailey, H. E.

1979-01-01

An implicit finite-difference computer code that uses a two-layer algebraic eddy viscosity model and exact geometric specification of the airfoil has been used to simulate transonic aileron buzz. The calculated results, which were performed on both the Illiac IV parallel computer processor and the Control Data 7600 computer, are in essential agreement with the original expository wind-tunnel data taken in the Ames 16-Foot Wind Tunnel just after World War II. These results and a description of the pertinent numerical techniques are included.

Improved specific energy Ni-H2 cell

NASA Astrophysics Data System (ADS)

Miller, L.

1985-07-01

Design optimization activities which have evolved and validated the necessary technology to produce Ni-H2 battery cells exhibiting a specific energy of 75-80 Whr/Kg (energy density approximately 73 Whr/L are summarized. Final design validation is currently underway with the production of battery cells for qualification and life testing. The INTELSAT type Ni-H2 battery cell design has been chosen for expository purposes. However, it should be recognized portions of the improved technology could be applied to the Air Force type Ni-H2 battery cell design with equal benefit.

Improved Specific Energy Ni-h2 Cell

NASA Technical Reports Server (NTRS)

Miller, L.

1985-01-01

Design optimization activities which have evolved and validated the necessary technology to produce Ni-H2 battery cells exhibiting a specific energy of 75-80 Whr/Kg (energy density approximately 73 Whr/L are summarized. Final design validation is currently underway with the production of battery cells for qualification and life testing. The INTELSAT type Ni-H2 battery cell design has been chosen for expository purposes. However, it should be recognized portions of the improved technology could be applied to the Air Force type Ni-H2 battery cell design with equal benefit.

EnviroNET: On-line information for LDEF

NASA Technical Reports Server (NTRS)

Lauriente, Michael

1993-01-01

EnviroNET is an on-line, free-form database intended to provide a centralized repository for a wide range of technical information on environmentally induced interactions of use to Space Shuttle customers and spacecraft designers. It provides a user-friendly, menu-driven format on networks that are connected globally and is available twenty-four hours a day - every day. The information, updated regularly, includes expository text, tabular numerical data, charts and graphs, and models. The system pools space data collected over the years by NASA, USAF, other government research facilities, industry, universities, and the European Space Agency. The models accept parameter input from the user, then calculate and display the derived values corresponding to that input. In addition to the archive, interactive graphics programs are also available on space debris, the neutral atmosphere, radiation, magnetic fields, and the ionosphere. A user-friendly, informative interface is standard for all the models and includes a pop-up help window with information on inputs, outputs, and caveats. The system will eventually simplify mission analysis with analytical tools and deliver solutions for computationally intense graphical applications to do 'What if...' scenarios. A proposed plan for developing a repository of information from the Long Duration Exposure Facility (LDEF) for a user group is presented.

The Poincaré-Hopf Theorem for line fields revisited

NASA Astrophysics Data System (ADS)

Crowley, Diarmuid; Grant, Mark

2017-07-01

A Poincaré-Hopf Theorem for line fields with point singularities on orientable surfaces can be found in Hopf's 1956 Lecture Notes on Differential Geometry. In 1955 Markus presented such a theorem in all dimensions, but Markus' statement only holds in even dimensions 2 k ≥ 4. In 1984 Jänich presented a Poincaré-Hopf theorem for line fields with more complicated singularities and focussed on the complexities arising in the generalized setting. In this expository note we review the Poincaré-Hopf Theorem for line fields with point singularities, presenting a careful proof which is valid in all dimensions.

Interactive analysis and evaluation of ERTS data for regional planning and urban development: A Los Angeles Basin case study

NASA Technical Reports Server (NTRS)

Raje, S.; Economy, R.; Willoughby, G.; Mcknight, J.

1974-01-01

The progression endemic to the ERTS Data Use Experiment SR 124 in data quality, analysis sophistication and applications responsiveness is reviewed. The roles of the variety of ERTS products, including the supporting underflight aircraft imagery at various scales, are discussed in the context of this investigation. The versatility of interpretation techniques and outputs developed and implemented via the General Electric Multispectral Information Extraction Systems is described and exemplified by both system-expository and applications-explanatory products. The wide-ranging and in-depth applications studied in the course of this experiment can be characterized as community-oriented and agency-directed. In the former, generic category, which is primarily data-contextual, problems analyzed dealt with agricultural systems, surface water bodies, snow cover, brush fire burns, forestry, grass growth, parks - golf courses - cemeteries, dust storms, grading sites, geological features and coastal water structure. The ERTS MSS band selectivity and measurements thresholds were of primary interest here. The agency-directed application areas have been user-evaluational in nature. Beginning with overall urbanized regional analysis of land cover density-development intensity, residential areas were analyzed for ascertaining if housing types could be aggregated with any degree of reliability.

Analysis of creative mathematic thinking ability in problem based learning model based on self-regulation learning

NASA Astrophysics Data System (ADS)

Munahefi, D. N.; Waluya, S. B.; Rochmad

2018-03-01

The purpose of this research identified the effectiveness of Problem Based Learning (PBL) models based on Self Regulation Leaning (SRL) on the ability of mathematical creative thinking and analyzed the ability of mathematical creative thinking of high school students in solving mathematical problems. The population of this study was students of grade X SMA N 3 Klaten. The research method used in this research was sequential explanatory. Quantitative stages with simple random sampling technique, where two classes were selected randomly as experimental class was taught with the PBL model based on SRL and control class was taught with expository model. The selection of samples at the qualitative stage was non-probability sampling technique in which each selected 3 students were high, medium, and low academic levels. PBL model with SRL approach effectived to students’ mathematical creative thinking ability. The ability of mathematical creative thinking of low academic level students with PBL model approach of SRL were achieving the aspect of fluency and flexibility. Students of academic level were achieving fluency and flexibility aspects well. But the originality of students at the academic level was not yet well structured. Students of high academic level could reach the aspect of originality.

An evaluation of two hands-on lab styles for plant biodiversity in undergraduate biology.

PubMed

Basey, John M; Maines, Anastasia P; Francis, Clinton D; Melbourne, Brett

2014-01-01

We compared learning cycle and expository formats for teaching about plant biodiversity in an inquiry-oriented university biology lab class (n = 465). Both formats had preparatory lab activities, a hands-on lab, and a postlab with reflection and argumentation. Learning was assessed with a lab report, a practical quiz in lab, and a multiple-choice exam in the concurrent lecture. Attitudes toward biology and treatments were also assessed. We used linear mixed-effect models to determine impacts of lab style on lower-order cognition (LO) and higher-order cognition (HO) based on Bloom's taxonomy. Relative to the expository treatment, the learning cycle treatment had a positive effect on HO and a negative effect on LO included in lab reports; a positive effect on transfer of LO from the lab report to the quiz; negative impacts on LO quiz performance and on attitudes toward the lab; and a higher degree of perceived difficulty. The learning cycle treatment had no influence on transfer of HO from lab report to quiz or exam; quiz performance on HO questions; exam performance on LO and HO questions; and attitudes toward biology as a science. The importance of LO as a foundation for HO relative to these lab styles is addressed. © 2014 J. M. Basey et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Analysis of endomorphisms

NASA Astrophysics Data System (ADS)

Conti, Roberto; Hong, Jeong Hee; Szymański, Wojciech

2012-02-01

In this expository article, we discuss the recent progress in the study of endomorphisms and automorphisms of the Cuntz algebras and, more generally graph C* -algebras (or Cuntz-Krieger algebras). In particular, we discuss the definition and properties of both the full and the restricted Weyl group of such an algebra. Then we outline a powerful combinatorial approach to analysis of endomorphisms arising from permutation unitaries. The restricted Weyl group consists of automorphisms of this type. We also discuss the action of the restricted Weyl group on the diagonal MASA and its relationship with the automorphism group of the full two-sided n-shift. Finally, several open problems are presented.

Solar cell array design handbook, volume 1

NASA Technical Reports Server (NTRS)

Rauschenbach, H. S.

1976-01-01

Twelve chapters discuss the following: historical developments, the environment and its effects, solar cells, solar cell filters and covers, solar cell and other electrical interconnections, blocking and shunt diodes, substrates and deployment mechanisms, material properties, design synthesis and optimization, design analysis, procurement, production and cost aspects, evaluation and test, orbital performance, and illustrative design examples. A comprehensive index permits rapid locating of desired topics. The handbook consists of two volumes: Volume 1 is of an expository nature while Volume 2 contains detailed design data in an appendix-like fashion. Volume 2 includes solar cell performance data, applicable unit conversion factors and physical constants, and mechanical, electrical, thermal optical, magnetic, and outgassing material properties. Extensive references are provided.

Access, engagement, networks, and norms: Dimensions of social capital at work in a first grade classroom

NASA Astrophysics Data System (ADS)

Wexler-Robock, Stephanie

Social capital refers to access and use of resources available through one's networks to solve problems, and the norms that reflect inclusive or exclusive access to those networks and resources. Research has found positive relationships between social capital, academic achievement, and attainment. Studies, however, have generally examined social capital through factors that occur outside the classroom; students who have social capital, acquired through their family and community relationships, seem to be more successful academically. Limited research has explored what if any factors within the classroom might impact the production, and nature of social capital, or its workings in a classroom. The purpose of this study was to explore the workings and nature of classroom social capital, including its possible relationships to engagement and cognition among 5 student participants. Using methods of qualitative data collection, mixed methods were used to analyze information resources, participants' networking, student work, and classroom discourse. Eight interdependent networking factors and 3 overarching patterns of norms were discovered. The networking factors reflected the structure, content, processes, purposes, and acceptability of participants' networking. The norms, also working interdependently, appeared to promote or inhibit among other things, engagement in networking, help seeking, access, sharing, and intertextual use of diverse, often complex sources of information. Through interaction of the 8 factors and 3 overarching norms, ongoing outcomes of networking appeared to include the creation of bridging (inclusive) and bonding (exclusive) forms of social capital, and depth of scientific conceptual understanding, in this case, about birds. Bridging social capital appeared related to willingness to engage in strong and weak tie networking, help seeking, intertextuality, and possibly to mastery goal orientation for all participants, regardless of reading level. Expository sources more so than narrative texts generated intertextually dense, social and cognitive networks, often between members with weak ties. Together the networking factors and norms shed light on the way discourse, resources, and practice might impact social capital, suggesting that forms of social capital may be produced, accumulated, and depleted by factors and norms that are open to variation and occur within the classroom.

Feel, imagine and learn! - Haptic augmented simulation and embodied instruction in physics learning

NASA Astrophysics Data System (ADS)

Han, In Sook

The purpose of this study was to investigate the potentials and effects of an embodied instructional model in abstract concept learning. This embodied instructional process included haptic augmented educational simulation as an instructional tool to provide perceptual experiences as well as further instruction to activate those previous experiences with perceptual simulation. In order to verify the effectiveness of this instructional model, haptic augmented simulation with three different haptic levels (force and kinesthetic, kinesthetic, and non-haptic) and instructional materials (narrative and expository) were developed and their effectiveness tested. 220 fifth grade students were recruited to participate in the study from three elementary schools located in lower SES neighborhoods in Bronx, New York. The study was conducted for three consecutive weeks in regular class periods. The data was analyzed using ANCOVA, ANOVA, and MANOVA. The result indicates that haptic augmented simulations, both the force and kinesthetic and the kinesthetic simulations, was more effective than the non-haptic simulation in providing perceptual experiences and helping elementary students to create multimodal representations about machines' movements. However, in most cases, force feedback was needed to construct a fully loaded multimodal representation that could be activated when the instruction with less sensory modalities was being given. In addition, the force and kinesthetic simulation was effective in providing cognitive grounding to comprehend a new learning content based on the multimodal representation created with enhanced force feedback. Regarding the instruction type, it was found that the narrative and the expository instructions did not make any difference in activating previous perceptual experiences. These findings suggest that it is important to help students to make a solid cognitive ground with perceptual anchor. Also, sequential abstraction process would deepen students' understanding by providing an opportunity to practice their mental simulation by removing sensory modalities used one by one and to gradually reach abstract level of understanding where students can imagine the machine's movements and working mechanisms with only abstract language without any perceptual supports.

The influence of the guided constructivist instructional model on attitudes toward secondary-level physics

NASA Astrophysics Data System (ADS)

Dallal, Kamel Salim

The effect of guided constructivism (bridging analogies) and expository instructional methods on the attitudes of students toward physics was investigated. A nonrandomize nonequivalent pretest-posttest control group quasi- experimental design was employed. The sample consisted of 127 eleventh-grade and twelfth-grade students from five selected classes from two private high schools in Beirut, Lebanon. Two intact classes were assigned to the control group and three classes to the experimental group. The experimental group was exposed to the bridging analogies instructional method, and the control group was taught using the traditional expository method. A Likert-type instrument, the Physics Attitude Index, was used to measure attitudes on four dimensions. The 40-item Physics Attitude Index (PAI) is a questionnaire using a five response scale. Performance in the assigned topics in physics, cognitive developmental levels, and gender were used as covariants and to examine interaction effects. The experimental groups had significantly higher means than the control groups on all criterion variables. A significant interaction was found between groups and performance levels in the following cases: (a) criterion variable of attitude toward physics; (b) views toward physics learning; and (c) enjoyment of physics. This result indicated that the low performing students among the experimental group had greater gain in attitude toward physics than the high performing students in same group. On the other hand, no interaction occurred between treatment groups and gender, which shows that in this study gender has no significant effect on attitude toward physics. Significant interactions between the treatment groups and cognitive levels were found on the criterion variable of beliefs about physics as a process of learning and enjoyment of physics. In both cases, the difference between the group means were widely different among students at the concrete and transitional levels, but narrowly different among students at the formal level.

The knowledge in astronomy of the students of technology in industrial automation

NASA Astrophysics Data System (ADS)

Voelzke, Marcos Rincon; Capasso Moraes, Ataliba

2016-07-01

This work is part of a research of the academic Masters in Science in Education at the Cruzeiro do Sul University, in Brazil. It seeks to present the results of the survey conducted among students of the technology course in industrial automation at the Federal Institute São Paulo at the Campus Cubatão. In the first step, the students' lack of knowledge to the related primary concepts of Astronomy turned out. Correcting these deficiencies found, external to the program content, a Basic Course in Astronomy, containing dialogued or expository lectures with the aid of audiovisual resources and access to textbooks. Analysed the responses of this second step, it was found that students had a significant improvement in learning.

Analysis of knowledge in astronomy of the students of technology in industrial automation

NASA Astrophysics Data System (ADS)

Voelzke, Marcos Rincon; Capasso Moraes, Ataliba

2015-08-01

This work is part of a research of the academic Masters in Science in Education at the Cruzeiro do Sul University, in Brazil. It seeks to present the results of the survey conducted among students of the technology course in industrial automation at the Federal Institute São Paulo at the Campus Cubatão. In the first step, the students’ lack of knowledge to the related primary concepts of Astronomy turned out. Correcting these deficiencies found, external to the program content, a Basic Course in Astronomy, containing dialogued or expository lectures with the aid of audiovisual resources and access to textbooks. Analysed the responses of this second step, it was found that students had a significant improvement in learning.

On the role of dealing with quantum coherence in amplitude amplification

NASA Astrophysics Data System (ADS)

Rastegin, Alexey E.

2018-07-01

Amplitude amplification is one of primary tools in building algorithms for quantum computers. This technique generalizes key ideas of the Grover search algorithm. Potentially useful modifications are connected with changing phases in the rotation operations and replacing the intermediate Hadamard transform with arbitrary unitary one. In addition, arbitrary initial distribution of the amplitudes may be prepared. We examine trade-off relations between measures of quantum coherence and the success probability in amplitude amplification processes. As measures of coherence, the geometric coherence and the relative entropy of coherence are considered. In terms of the relative entropy of coherence, complementarity relations with the success probability seem to be the most expository. The general relations presented are illustrated within several model scenarios of amplitude amplification processes.

Analysis of knowledge in astronomy of the students of technology in industrial automation at the Federal Institute Sao Paulo at the campus Cubatao

NASA Astrophysics Data System (ADS)

Voelzke, Marcos Rincon; Capasso Moraes, Ataliba

This work is part of a research of the academic Masters in Science in Education in its final stages. It seeks to present the results of the survey conducted among students of the technology course in industrial automation at the Federal Institute São Paulo at the Campus Cubatão. In the first step, the students’ lack of knowledge to the related primary concepts of Astronomy turned out. Correcting these deficiencies found, external to the program content, a Basic Course in Astronomy, containing dialogued or expository lectures with the aid of audiovisual resources and access to textbooks. Analyzed the responses of this second step, it was found that students had a significant improvement in learning.

The development and validation of Science Learning Inventory (SLI): A conceptual change framework

NASA Astrophysics Data System (ADS)

Seyedmonir, Mehdi

2000-12-01

A multidimensional theoretical model, Conceptual Change Science Learning (CCSL), was developed based on Standard Model of Conceptual Change and Cognitive Reconstruction of Knowledge Model. The model addresses three main components of science learning, namely the learner's conceptual ecology, the message along with its social context, and the cognitive engagement. A learner's conceptual ecology is organized around three clusters, including epistemological beliefs, existing conceptions, and motivation. Learner's cognitive engagement is represented by a continuum from peripheral processing involving shallow cognitive engagement to central processing involving deep cognitive engagement. Through reciprocal, non-sequential interactions of such constructs, the learners' conceptual change is achieved. Using a quantitative empirical approach, three studies were conducted to investigate the theoretical constructs based on the CCSL Model. The first study reports the development and validation of the hypothesized and factor-analytic scales comprising the instrument, Science Learning Inventory (SLI) intended for college students. The self-report instrument was designed in two parts, SLI-A (conceptual ecology and cognitive engagement) with 48 initial items, and SLI-B (science epistemology) with 49 initial items. The items for SLI-B were based on the tenets of Nature of Science as reflected in the recent reform documents, Science for All Americans (Project 2061) and National Science Education Standards. The results of factor analysis indicated seven factors for SLI-A and four factors for SLI-B. The second study investigated the criterion-related (conceptual change) predictive validity of the SLI in an instructional setting (a college-level physics course). The findings suggested the possibility of different interplay of factors and dynamics depending on the nature of the criterion (gain scores from a three-week intervention versus final course grade). Gain scores were predicted by "self-reflective study behavior" and "science self-efficacy" scales of SLI, whereas the course grade was predicted by "metacognitive engagement" and "dynamic scientific truth," (a factor from science epistemology). The third study investigated the effects of text-based conceptual-change strategy (Enhanced Refutational Text; ERT) on Newtonian Laws of Motion, and the efficacy of the SLI scales in a controlled setting. Also, initial divergent and convergent validity procedures are reported in the study. The results provided partial support for the superiority of ERT over expository text. The ERT was an effective intervention for students with no prior physics background but not for students with prior physics background.

Science-Technology-Society literacy in college non-majors biology: Comparing problem/case studies based learning and traditional expository methods of instruction

NASA Astrophysics Data System (ADS)

Peters, John S.

This study used a multiple response model (MRM) on selected items from the Views on Science-Technology-Society (VOSTS) survey to examine science-technology-society (STS) literacy among college non-science majors' taught using Problem/Case Studies Based Learning (PBL/CSBL) and traditional expository methods of instruction. An initial pilot investigation of 15 VOSTS items produced a valid and reliable scoring model which can be used to quantitatively assess student literacy on a variety of STS topics deemed important for informed civic engagement in science related social and environmental issues. The new scoring model allows for the use of parametric inferential statistics to test hypotheses about factors influencing STS literacy. The follow-up cross-institutional study comparing teaching methods employed Hierarchical Linear Modeling (HLM) to model the efficiency and equitability of instructional methods on STS literacy. A cluster analysis was also used to compare pre and post course patterns of student views on the set of positions expressed within VOSTS items. HLM analysis revealed significantly higher instructional efficiency in the PBL/CSBL study group for 4 of the 35 STS attitude indices (characterization of media vs. school science; tentativeness of scientific models; cultural influences on scientific research), and more equitable effects of traditional instruction on one attitude index (interdependence of science and technology). Cluster analysis revealed generally stable patterns of pre to post course views across study groups, but also revealed possible teaching method effects on the relationship between the views expressed within VOSTS items with respect to (1) interdependency of science and technology; (2) anti-technology; (3) socioscientific decision-making; (4) scientific/technological solutions to environmental problems; (5) usefulness of school vs. media characterizations of science; (6) social constructivist vs. objectivist views of theories; (7) impact of cultural religious/ethical views on science; (8) tentativeness of scientific models, evidence and predictions; (9) civic control of technological developments. This analysis also revealed common relationships between student views which would not have been revealed under the original unique response model (URM) of VOSTS and also common viewpoint patterns that warrant further qualitative exploration.

Regression models for linking patterns of growth to a later outcome: infant growth and childhood overweight.

PubMed

Wills, Andrew K; Strand, Bjørn Heine; Glavin, Kari; Silverwood, Richard J; Hovengen, Ragnhild

2016-04-08

Regression models are widely used to link serial measures of anthropometric size or changes in size to a later outcome. Different parameterisations of these models enable one to target different questions about the effect of growth, however, their interpretation can be challenging. Our objective was to formulate and classify several sets of parameterisations by their underlying growth pattern contrast, and to discuss their utility using an expository example. We describe and classify five sets of model parameterisations in accordance with their underlying growth pattern contrast (conditional growth; being bigger v being smaller; becoming bigger and staying bigger; growing faster v being bigger; becoming and staying bigger versus being bigger). The contrasts are estimated by including different sets of repeated measures of size and changes in size in a regression model. We illustrate these models in the setting of linking infant growth (measured on 6 occasions: birth, 6 weeks, 3, 6, 12 and 24 months) in weight-for-height-for-age z-scores to later childhood overweight at 8y using complete cases from the Norwegian Childhood Growth study (n = 900). In our expository example, conditional growth during all periods, becoming bigger in any interval and staying bigger through infancy, and being bigger from birth were all associated with higher odds of later overweight. The highest odds of later overweight occurred for individuals who experienced high conditional growth or became bigger in the 3 to 6 month period and stayed bigger, and those who were bigger from birth to 24 months. Comparisons between periods and between growth patterns require large sample sizes and need to consider how to scale associations to make comparisons fair; with respect to the latter, we show one approach. Studies interested in detrimental growth patterns may gain extra insight from reporting several sets of growth pattern contrasts, and hence an approach that incorporates several sets of model parameterisations. Co-efficients from these models require careful interpretation, taking account of the other variables that are conditioned on.

Newton's method

DOE Office of Scientific and Technical Information (OSTI.GOV)

More, J. J.; Sorensen, D. C.

1982-02-01

Newton's method plays a central role in the development of numerical techniques for optimization. In fact, most of the current practical methods for optimization can be viewed as variations on Newton's method. It is therefore important to understand Newton's method as an algorithm in its own right and as a key introduction to the most recent ideas in this area. One of the aims of this expository paper is to present and analyze two main approaches to Newton's method for unconstrained minimization: the line search approach and the trust region approach. The other aim is to present some of themore » recent developments in the optimization field which are related to Newton's method. In particular, we explore several variations on Newton's method which are appropriate for large scale problems, and we also show how quasi-Newton methods can be derived quite naturally from Newton's method.« less

Analysis of knowledge in Astronomy of the students of the technology course in industrial automation at the Federal Institute São Paulo at the Campus Cubatão

NASA Astrophysics Data System (ADS)

Moraes, Ataliba Capasso; Voelzke, Marcos Rincon

2014-05-01

This work is part of a research of the academic Masters in Science in Education in its final stages. It seeks to present the results of the survey conducted among students of the technology course in industrial automation at the Federal Institute São Paulo at the Campus Cubatão. In the first step, the students' lack of knowledge to the related primary concepts of Astronomy turned out. Correcting these deficiencies found, external to the program content, a Basic Course in Astronomy, containing dialogued or expository lectures with the aid of audiovisual resources and access to textbooks. Analysed the responses of this second step, it was found that students had a significant improvement in learning.

Experiential environmental learning: A case study of innovative pedagogy in Baja Sur, Mexico

NASA Astrophysics Data System (ADS)

Schneller, Andrew Jon

This mixed methods case study describes an innovative two-semester middle school environmental learning course that departs from traditional Mexican expository pedagogy through the incorporation of experiential and service learning. This research takes place in a small middle school in Pescadero, Baja California Sur, Mexico. The research approach utilized in the study adds to the handful of studies in this cross-disciplinary field by employing quantitative methodologies to measure course outcomes on student environmental knowledge, perceptions, and actions, while simultaneously qualitatively describing the behavioral, educational, environmental, and social experiences of students. This research employs Dewey's theories of experience---as well as those of more contemporary authenticity theorists---in order to identify the philosophies that advocate incorporating experiential pedagogy within the curriculum. Implications for Mexican educational policy, practical pedagogical applications, and theory are discussed.

The Azimuth Project: an Open-Access Educational Resource

NASA Astrophysics Data System (ADS)

Baez, J. C.

2012-12-01

The Azimuth Project is an online collaboration of scientists, engineers and programmers who are volunteering their time to do something about a wide range of environmental problems. The project has several aspects: 1) a wiki designed to make reliable, sourced information easy to find and accessible to a technically literate nonexperts, 2) a blog featuring expository articles and news items, 3) a project to write programs that explain basic concepts of climate physics and illustrate principles of good open-source software design, and 4) a project to develop mathematical tools for studying complex networked systems. We discuss the progress so far and some preliminary lessons. For example, enlisting the help of experts outside academia highlights the problems with pay-walled journals and the benefits of open access, as well as differences between how software development is done commercially, in the free software community, and in academe.

Fifty psychological and psychiatric terms to avoid: a list of inaccurate, misleading, misused, ambiguous, and logically confused words and phrases.

PubMed

Lilienfeld, Scott O; Sauvigné, Katheryn C; Lynn, Steven Jay; Cautin, Robin L; Latzman, Robert D; Waldman, Irwin D

2015-01-01

The goal of this article is to promote clear thinking and clear writing among students and teachers of psychological science by curbing terminological misinformation and confusion. To this end, we present a provisional list of 50 commonly used terms in psychology, psychiatry, and allied fields that should be avoided, or at most used sparingly and with explicit caveats. We provide corrective information for students, instructors, and researchers regarding these terms, which we organize for expository purposes into five categories: inaccurate or misleading terms, frequently misused terms, ambiguous terms, oxymorons, and pleonasms. For each term, we (a) explain why it is problematic, (b) delineate one or more examples of its misuse, and (c) when pertinent, offer recommendations for preferable terms. By being more judicious in their use of terminology, psychologists and psychiatrists can foster clearer thinking in their students and the field at large regarding mental phenomena.

Teaching Text Structure: Examining the Affordances of Children's Informational Texts

ERIC Educational Resources Information Center

Jones, Cindy D.; Clark, Sarah K.; Reutzel, D. Ray

2016-01-01

This study investigated the affordances of informational texts to serve as model texts for teaching text structure to elementary school children. Content analysis of a random sampling of children's informational texts from top publishers was conducted on text structure organization and on the inclusion of text features as signals of text…

Using elaborative interrogation to induce characteristics of polar and nonpolar solvents from animations of their molecular structures

NASA Astrophysics Data System (ADS)

Ems-Wilson, Janice

This study concerned (a) how general chemistry students learn to classify solvent polarity from animated molecules, (b) whether peer interaction increases the number of correct classifications, and (c) whether language, academic ability, logical thinking ability, or prior knowledge interact with rate of learning or posttest performance. Two types of interaction were compared, group discussion and elaborative interrogation. The study rested on three assumptions: (a) animated molecules are appropriate for learning the concept of solvent polarity, (b) question stems and a guided interrogation enhance learning of a visual concept, (c) general chemistry students can induce the concept of solvent polarity from animated molecules when no guiding cues, either visual or verbal, are given. After a review of molecular geometry and bonding theories, students were presented with four trials of ten animated molecular structures. Ten three-to-five minute discussions were distributed among the four trials. Prior to the trials the experimental group received a 45-minute training session on elaborative interrogation; the topic was what happens on the molecular level when a carbonated beverage is opened. The control group received a 45-minute expository lecture on the same carbonated beverage topic. Participants were given a four-part posttest immediately following the trials. Results of the study suggest that most students tend to classify the solvent polarity of animated molecules based on certain structural features using a prototype or feature-frequency categorization strategy. Elaborative interrogation did not show a significant effect on the rate of learning or on the performance of learners on posttest measures of recall and comprehension. The experimental group noted a significantly greater number and range of types of features, and offered higher quality generalizations and explanations of their polarity classification procedure. Finally, the results implied that learning from animations depends more on prior knowledge of relevant concepts than on academic ability, logical thinking ability, or preferred language. Although some benefits may arise from accompanying computer animation with an interactive discussion, additional visual and verbal, cueing may be necessary for optimal outcomes.

The Informational Text Structure Survey (ITS[superscript 2]): An Exploration of Primary Grade Teachers' Sensitivity to Text Structure in Young Children's Informational Texts

ERIC Educational Resources Information Center

Reutzel, D. Ray; Jones, Cindy D.; Clark, Sarah K.; Kumar, Tamara

2016-01-01

There has been no research reported about if or how well primary grade teachers can identify information text structures in children's authentic informational texts. The ability to do so accurately and reliably is a prerequisite for teachers to be able to teach students how to recognize and use text structures to assist them in comprehending…

Carbon nanotube scaffolds as emerging nanoplatform for myocardial tissue regeneration: A review of recent developments and therapeutic implications.

PubMed

Gorain, Bapi; Choudhury, Hira; Pandey, Manisha; Kesharwani, Prashant; Abeer, Muhammad Mustafa; Tekade, Rakesh Kumar; Hussain, Zahid

2018-08-01

Myocardial infarction (cardiac tissue death) is among the most prevalent causes of death among the cardiac patients due to the inability of self-repair in cardiac tissues. Myocardial tissue engineering is regarded as one of the most realistic strategies for repairing damaged cardiac tissue. However, hindrance in transduction of electric signals across the cardiomyocytes due to insulating properties of polymeric materials worsens the clinical viability of myocardial tissue engineering. Aligned and conductive scaffolds based on Carbon nanotubes (CNT) have gained remarkable recognition due to their exceptional attributes which provide synthetic but viable microenvironment for regeneration of engineered cardiomyocytes. This review presents an overview and critical analysis of pharmaceutical implications and therapeutic feasibility of CNT based scaffolds in improving the cardiac tissue regeneration and functionality. The expository analysis of the available evidence revealed that inclusion of single- or multi-walled CNT into fibrous, polymeric, and elastomeric scaffolds results in significant improvement in electrical stimulation and signal transduction through cardiomyocytes. Moreover, incorporation of CNT in engineering scaffolds showed a greater potential of augmenting cardiomyocyte proliferation, differentiation, and maturation and has improved synchronous beating of cardiomyocytes. Despite promising ability of CNT in promoting functionality of cardiomyocytes, their presence in scaffolds resulted in substantial improvement in mechanical properties and structural integrity. Conclusively, this review provides new insight into the remarkable potential of CNT aligned scaffolds in improving the functionality of engineered cardiac tissue and signifies their feasibility in cardiac tissue regenerative medicines and stem cell therapy. Copyright © 2018 Elsevier Masson SAS. All rights reserved.

The Reading-Writing Connection II: Text Structure and Reading Comprehension.

ERIC Educational Resources Information Center

Schatzberg-Smith, Kathleen

1987-01-01

Distinguishes between macrostructures and microstructures in text, reviews research on the comprehension of text structures, and concludes that both theory and research support the presence of a link between text structure and reading comprehension. (DMM)

Adaptation of Educational Text to an Open Interactive Learning System: A Case Study for ReTuDiS

ERIC Educational Resources Information Center

Samarakou, M.; Fylladitakis, E. D.; Tsaganou, G.; Gelegenis, J.; Karolidis, D.; Prentakis, P.

2013-01-01

Theoretical education is mainly based on university text-books, which usually include texts not structured according to any theory of text comprehension. Structuring a text is a demanding process. Text should be organized and structured in order to include descriptions on micro and macro-level representation of the knowledge domain. Since this is…

Text Extraction from Scene Images by Character Appearance and Structure Modeling

PubMed Central

Yi, Chucai; Tian, Yingli

2012-01-01

In this paper, we propose a novel algorithm to detect text information from natural scene images. Scene text classification and detection are still open research topics. Our proposed algorithm is able to model both character appearance and structure to generate representative and discriminative text descriptors. The contributions of this paper include three aspects: 1) a new character appearance model by a structure correlation algorithm which extracts discriminative appearance features from detected interest points of character samples; 2) a new text descriptor based on structons and correlatons, which model character structure by structure differences among character samples and structure component co-occurrence; and 3) a new text region localization method by combining color decomposition, character contour refinement, and string line alignment to localize character candidates and refine detected text regions. We perform three groups of experiments to evaluate the effectiveness of our proposed algorithm, including text classification, text detection, and character identification. The evaluation results on benchmark datasets demonstrate that our algorithm achieves the state-of-the-art performance on scene text classification and detection, and significantly outperforms the existing algorithms for character identification. PMID:23316111

Web-Based Text Structure Strategy Instruction Improves Seventh Graders' Content Area Reading Comprehension

ERIC Educational Resources Information Center

Wijekumar, Kausalai; Meyer, Bonnie J. F.; Lei, Puiwa

2017-01-01

Reading comprehension in the content areas is a challenge for many middle grade students. Text structure-based instruction has yielded positive outcomes in reading comprehension at all grade levels in small and large studies. The text structure strategy delivered via the web, called Intelligent Tutoring System for the Text Structure Strategy…

The Reader Effect (Instruction/Awareness of Text Structure) and Text Effect (Well-Structured vs. Bad-Structured Texts) on First and Second/Foreign Language Reading Comprehension and Recall--What Does Research Teach Us?

ERIC Educational Resources Information Center

Chang, Carrie

This paper first gives a brief chronological overview of reading theory development and a short introduction to schema theory, and then comprehensively reviews, comments, and synthesizes research-based studies, published between 1980 and 2002, that examined the effect of text structure (reader effect and text effect) on L1 and L2 reading…

Use of electronic health record structured text and its payoffs. The approach and barriers to using structured text in EHR to document care encounters.

PubMed

Benge, James; Beach, Thomas; Gladding, Connie; Maestas, Gail

2008-01-01

The Military Health System (MHS) deployed its electronic health record (EHR), AHLTA to Military Treatment Facilities (MTFs) around the world. This paper focuses on the approach and barriers to using structured text in AHLTA to document care encounters and illustrates the direct correlation between the use of structured text and achievement of expected benefits. AHLTA uses commercially available products, a health data dictionary and standardized medical terminology, enabling the capture of structured computable data. With structured text stored in the AHLTA Clinical Data Repository (CDR), the MHS has seen a return on its EHR investment with improvements in the accuracy and completeness of coding and the documentation of care provided. Determining the aspects of documentation where structured text is most beneficial, as well as the degree of structured text needed has been a significant challenge. This paper describes how the economic value framework aligns the enterprise strategic objectives with the EHR investment features, performance metrics and expected benefits. The framework analyses focus on return on investment calculations, baseline assessment and post-implementation benefits validation. Cost avoidance, revenue enhancements and operational improvements, such as evidence-based medicine and medical surveillance can be directly attributed to use structured text.

Nasa university program review conference. summary report, mar. 1 - 3, 1965

NASA Technical Reports Server (NTRS)

Montgomery, D. J.

1965-01-01

The purpose of the NASA University Program Review Conference was to describe the nature of the Program, the manner in which it is being conducted, the results that it is producing, and the impact it may be having. The presentations, except for some expository papers by NASA offi- cials, were made by members of the university and nonprofit community. ference message as it has come to me, a university professor spending a year in making a study of NASA-University relations under a NASA contract with my institution. In preparing the report, my guiding principle has been to try to maximize its usefulness by making it accurate, brief, and prompt. These qualities are largely incompatible, and I am sure that the result of my search for an optimum compromise will please no one. Open editorializing is mainly confined to a brief section constituting my Evaluation of Program. The complete transcript will shortly be available, to stand as the authoritative source for statements that anyone may wish to attribute to the speakers.

Two-Dimensional Anisotropic Random Walks: Fixed Versus Random Column Configurations for Transport Phenomena

NASA Astrophysics Data System (ADS)

Csáki, Endre; Csörgő, Miklós; Földes, Antónia; Révész, Pál

2018-04-01

We consider random walks on the square lattice of the plane along the lines of Heyde (J Stat Phys 27:721-730, 1982, Stochastic processes, Springer, New York, 1993) and den Hollander (J Stat Phys 75:891-918, 1994), whose studies have in part been inspired by the so-called transport phenomena of statistical physics. Two-dimensional anisotropic random walks with anisotropic density conditions á la Heyde (J Stat Phys 27:721-730, 1982, Stochastic processes, Springer, New York, 1993) yield fixed column configurations and nearest-neighbour random walks in a random environment on the square lattice of the plane as in den Hollander (J Stat Phys 75:891-918, 1994) result in random column configurations. In both cases we conclude simultaneous weak Donsker and strong Strassen type invariance principles in terms of appropriately constructed anisotropic Brownian motions on the plane, with self-contained proofs in both cases. The style of presentation throughout will be that of a semi-expository survey of related results in a historical context.

Fifty psychological and psychiatric terms to avoid: a list of inaccurate, misleading, misused, ambiguous, and logically confused words and phrases

PubMed Central

Lilienfeld, Scott O.; Sauvigné, Katheryn C.; Lynn, Steven Jay; Cautin, Robin L.; Latzman, Robert D.; Waldman, Irwin D.

2015-01-01

The goal of this article is to promote clear thinking and clear writing among students and teachers of psychological science by curbing terminological misinformation and confusion. To this end, we present a provisional list of 50 commonly used terms in psychology, psychiatry, and allied fields that should be avoided, or at most used sparingly and with explicit caveats. We provide corrective information for students, instructors, and researchers regarding these terms, which we organize for expository purposes into five categories: inaccurate or misleading terms, frequently misused terms, ambiguous terms, oxymorons, and pleonasms. For each term, we (a) explain why it is problematic, (b) delineate one or more examples of its misuse, and (c) when pertinent, offer recommendations for preferable terms. By being more judicious in their use of terminology, psychologists and psychiatrists can foster clearer thinking in their students and the field at large regarding mental phenomena. PMID:26284019

Two-Dimensional Anisotropic Random Walks: Fixed Versus Random Column Configurations for Transport Phenomena

NASA Astrophysics Data System (ADS)

Csáki, Endre; Csörgő, Miklós; Földes, Antónia; Révész, Pál

2018-06-01

We consider random walks on the square lattice of the plane along the lines of Heyde (J Stat Phys 27:721-730, 1982, Stochastic processes, Springer, New York, 1993) and den Hollander (J Stat Phys 75:891-918, 1994), whose studies have in part been inspired by the so-called transport phenomena of statistical physics. Two-dimensional anisotropic random walks with anisotropic density conditions á la Heyde (J Stat Phys 27:721-730, 1982, Stochastic processes, Springer, New York, 1993) yield fixed column configurations and nearest-neighbour random walks in a random environment on the square lattice of the plane as in den Hollander (J Stat Phys 75:891-918, 1994) result in random column configurations. In both cases we conclude simultaneous weak Donsker and strong Strassen type invariance principles in terms of appropriately constructed anisotropic Brownian motions on the plane, with self-contained proofs in both cases. The style of presentation throughout will be that of a semi-expository survey of related results in a historical context.

TV as storyteller: how exposure to television narratives impacts at-risk preschoolers' story knowledge and narrative skills.

PubMed

Linebarger, Deborah L; Piotrowski, Jessica Taylor

2009-03-01

Educational media serve as informal educators within the home by supplementing young children's development. Substantial evidence documents the contributions of educational television to preschoolers' acquisition of a variety of skills; however, television's natural capacity as storyteller and the role it plays in preschoolers' early literacy development has been largely overlooked. This study examined the effects of viewing different TV program types on 311 at-risk preschoolers' story knowledge and narrative skills. Children were assigned to one of 4 viewing conditions (i.e. watching up to 40 episodes of a particular program type): no viewing; expository; embedded narrative; or traditional narrative. Story knowledge scores were higher for those viewing either narrative type. In contrast, viewing specific narrative types differentially affected the component skills of narrative competence. Story retelling and identification of explicit story events were higher after repeat viewing of embedded narratives while generating implicit story content was higher after repeat viewing of traditional narratives.

What's wrong with hazard-ranking systems? An expository note.

PubMed

Cox, Louis Anthony Tony

2009-07-01

Two commonly recommended principles for allocating risk management resources to remediate uncertain hazards are: (1) select a subset to maximize risk-reduction benefits (e.g., maximize the von Neumann-Morgenstern expected utility of the selected risk-reducing activities), and (2) assign priorities to risk-reducing opportunities and then select activities from the top of the priority list down until no more can be afforded. When different activities create uncertain but correlated risk reductions, as is often the case in practice, then these principles are inconsistent: priority scoring and ranking fails to maximize risk-reduction benefits. Real-world risk priority scoring systems used in homeland security and terrorism risk assessment, environmental risk management, information system vulnerability rating, business risk matrices, and many other important applications do not exploit correlations among risk-reducing opportunities or optimally diversify risk-reducing investments. As a result, they generally make suboptimal risk management recommendations. Applying portfolio optimization methods instead of risk prioritization ranking, rating, or scoring methods can achieve greater risk-reduction value for resources spent.

Text Generation: The Problem of Text Structure.

ERIC Educational Resources Information Center

Mann, William C.

One of the major problems in artificial intelligence (AI) text generation is text organization; a poorly organized text can be unreadable or even misleading. A comparison of two AI approaches to text organization--McKeown's TEXT system and Rhetorical Structure Theory (RST)--shows that, although they share many assumptions about the nature of text,…

Automatic Text Decomposition and Structuring.

ERIC Educational Resources Information Center

Salton, Gerard; And Others

1996-01-01

Text similarity measurements are used to determine relationships between natural-language texts and text excerpts. The resulting linked hypertext maps can be broken down into text segments and themes used to identify different text types and structures, leading to improved information access and utilization. Examples are provided for text…

Multiscale geometric modeling of macromolecules I: Cartesian representation

NASA Astrophysics Data System (ADS)

Xia, Kelin; Feng, Xin; Chen, Zhan; Tong, Yiying; Wei, Guo-Wei

2014-01-01

This paper focuses on the geometric modeling and computational algorithm development of biomolecular structures from two data sources: Protein Data Bank (PDB) and Electron Microscopy Data Bank (EMDB) in the Eulerian (or Cartesian) representation. Molecular surface (MS) contains non-smooth geometric singularities, such as cusps, tips and self-intersecting facets, which often lead to computational instabilities in molecular simulations, and violate the physical principle of surface free energy minimization. Variational multiscale surface definitions are proposed based on geometric flows and solvation analysis of biomolecular systems. Our approach leads to geometric and potential driven Laplace-Beltrami flows for biomolecular surface evolution and formation. The resulting surfaces are free of geometric singularities and minimize the total free energy of the biomolecular system. High order partial differential equation (PDE)-based nonlinear filters are employed for EMDB data processing. We show the efficacy of this approach in feature-preserving noise reduction. After the construction of protein multiresolution surfaces, we explore the analysis and characterization of surface morphology by using a variety of curvature definitions. Apart from the classical Gaussian curvature and mean curvature, maximum curvature, minimum curvature, shape index, and curvedness are also applied to macromolecular surface analysis for the first time. Our curvature analysis is uniquely coupled to the analysis of electrostatic surface potential, which is a by-product of our variational multiscale solvation models. As an expository investigation, we particularly emphasize the numerical algorithms and computational protocols for practical applications of the above multiscale geometric models. Such information may otherwise be scattered over the vast literature on this topic. Based on the curvature and electrostatic analysis from our multiresolution surfaces, we introduce a new concept, the polarized curvature, for the prediction of protein binding sites.

Information Structures and Pedagogic Applications.

ERIC Educational Resources Information Center

Chambers, F.

The underlying structure of meaning in a text is to a certain extent belied by the surface structure, or sequential organization, of the text. The underlying information structures (IS) organize information according to cognitive and cultural factors. It may be demonstrated that just three major IS with various subvarieties can describe any text:…

A comparison of literature-based and content-based guided reading materials on elementary student reading and science achievement

NASA Astrophysics Data System (ADS)

Guns, Christine

Guided reading, as developed by Fountas and Pinnell (2001), has been a staple of elementary reading programs for the past decade. Teachers in the elementary school setting utilize this small group, tailored instruction in order to differentiate and meet the instructional needs of the students. The literature shows academic benefit for students who have special needs, such as learning disabilities, autism, and hearing impairments but consideration of academic impact has not been investigated for regular education students. The purpose of this quasi-experimental study was to investigate the academic impact of the use of content-related (Group C) and the traditional literature-based (Group L) reading materials. During the Living Systems and Life Processes unit in science, two teachers self-selected to utilized science-related materials for guided reading instruction while the other three teacher participants utilized their normal literature-based guided reading materials. The two groups were compared using an ANCOVA in this pre-test/post-test design. The dependent variables included the Reading for Application and Instruction assessment (RAI) and a Living Systems and Life Processes assessment (LSA). Further analysis compared students of different reading levels and gender. The data analyses revealed a practical but not statistical significance for students in science performance. It was discovered that below level male and female students performed better on the LSA when provided with content-related guided reading materials. As far as reading achievement is concerned, students in both groups had comparable results. The teachers provided guided reading instruction to their students with fidelity and made adjustments to their practices due to the needs of their students. The content-related teachers utilized a larger number of expository texts than the literature-based teachers. These teachers expressed the desire to continue the practice of providing the students with content-related materials.

Global Climate Change for Kids: Making Difficult Ideas Accessible and Exciting

NASA Astrophysics Data System (ADS)

Fisher, D. K.; Leon, N.; Greene, M. P.

2009-12-01

NASA has recently launched its Global Climate Change web site (http://climate.nasa.gov), and it has been very well received. It has now also launched in preliminary form an associated site for children and educators, with a plan for completion in the near future. The goals of the NASA Global Climate Change Education site are: To increase awareness and understanding of climate change science in upper-elementary and middle-school students, reinforcing and building upon basic concepts introduced in the formal science education curriculum for these grades; To present, insofar as possible, a holistic picture of climate change science and current evidence of climate change, describing Earth as a system of interconnected processes; To be entertaining and motivating; To be clear and easy to understand; To be easy to navigate; To address multiple learning styles; To describe and promote "green" careers; To increase awareness of NASA's contributions to climate change science; To provide valuable resources for educators; To be compliant with Section 508 of the Americans with Disabilities Act. The site incorporates research findings not only on climate change, but also on effective web design for children. It is envisioned that most of the content of the site will ultimately be presented in multimedia forms. These will include illustrated and narrated "slide shows," animated expositions, interactive concept-rich games and demonstrations, videos, animated fictionalized stories, and printable picture galleries. In recognition of the attention span of the audience, content is presented in short, modular form, with a suggested, but not mandatory order of access. Empathetic animal and human cartoon personalities are used to explain concepts and tell stories. Expository, fiction, game, video, text, and image modules are interlinked for reinforcement of similar ideas. NASA's Global Climate Change Education web site addresses the vital need to impart and emphasize Earth system science concepts at or near the beginning of the education pipeline.

Atomic and electronic structures of Si(1 1 1)-(√3 x √3)R30°-Au and (6 × 6)-Au surfaces.

PubMed

Patterson, C H

2015-12-02

Si(1 1 1)-Au surfaces with around one monolayer of Au exhibit many ordered structures and structures containing disordered domain walls. Hybrid density functional theory (DFT) calculations presented here reveal the origin of these complex structures and tendency to form domain walls. The conjugate honeycomb chain trimer (CHCT) structure of the [Formula: see text]-Au phase contains Si atoms with non-bonding surface states which can bind Au atoms in pairs in interstices of the CHCT structure and make this surface metallic. Si adatoms adsorbed on the [Formula: see text]-Au surface induce a gapped surface through interaction with the non-bonding states. Adsorption of extra Au atoms in interstitial sites of the [Formula: see text]-Au surface is stabilized by interaction with the non-bonding orbitals and leads to higher coverage ordered structures including the [Formula: see text]-Au phase. Extra Au atoms bound in interstitial sites of the [Formula: see text]-Au surface result in top layer Si atoms with an SiAu4 butterfly wing configuration. The structure of a [Formula: see text]-Au phase, whose in-plane top atomic layer positions were previously determined by an electron holography technique (Grozea et al 1998 Surf. Sci. 418 32), is calculated using total energy minimization. The Patterson function for this structure is calculated and is in good agreement with data from an in-plane x-ray diffraction study (Dornisch et al 1991 Phys. Rev. B 44 11221). Filled and empty state scanning tunneling microscopy (STM) images are calculated for domain walls and the [Formula: see text]-Au structure. The [Formula: see text]-Au phase is 2D chiral and this is evident in computed and actual STM images. [Formula: see text]-Au and domain wall structures contain the SiAu4 motif with a butterfly wing shape. Chemical bonding within the Si-Au top layers of the [Formula: see text]-Au and [Formula: see text]-Au surfaces is analyzed and an explanation for the SiAu4 motif structure is given.

Multi-Character Tries for Text Searching.

ERIC Educational Resources Information Center

Cooper, Lorraine K. D.; Tharp, Alan L.

1993-01-01

Introduces the multicharacter trie as an index structure that can improve the time needed for retrieving full-text materials stored on CD-ROMs. The advantages of this structure compared to other structures are described, and experimental results comparing it to the widely used B+ tree and other structures used for full-text retrieval are…

From atomic structure to excess entropy: a neutron diffraction and density functional theory study of CaO-Al2O3-SiO2 melts

NASA Astrophysics Data System (ADS)

Liu, Maoyuan; Jacob, Aurélie; Schmetterer, Clemens; Masset, Patrick J.; Hennet, Louis; Fischer, Henry E.; Kozaily, Jad; Jahn, Sandro; Gray-Weale, Angus

2016-04-01

Calcium aluminosilicate \\text{CaO}-\\text{A}{{\\text{l}}2}{{\\text{O}}3}-\\text{Si}{{\\text{O}}2} (CAS) melts with compositions {{≤ft(\\text{CaO}-\\text{Si}{{\\text{O}}2}\\right)}x}{{≤ft(\\text{A}{{\\text{l}}2}{{\\text{O}}3}\\right)}1-x} for x  <  0.5 and {{≤ft(\\text{A}{{\\text{l}}2}{{\\text{O}}3}\\right)}x}{{≤ft(\\text{Si}{{\\text{O}}2}\\right)}1-x} for x≥slant 0.5 are studied using neutron diffraction with aerodynamic levitation and density functional theory molecular dynamics modelling. Simulated structure factors are found to be in good agreement with experimental structure factors. Local atomic structures from simulations reveal the role of calcium cations as a network modifier, and aluminium cations as a non-tetrahedral network former. Distributions of tetrahedral order show that an increasing concentration of the network former Al increases entropy, while an increasing concentration of the network modifier Ca decreases entropy. This trend is opposite to the conventional understanding that increasing amounts of network former should increase order in the network liquid, and so decrease entropy. The two-body correlation entropy S 2 is found to not correlate with the excess entropy values obtained from thermochemical databases, while entropies including higher-order correlations such as tetrahedral order, O-M-O or M-O-M bond angles and Q N environments show a clear linear correlation between computed entropy and database excess entropy. The possible relationship between atomic structures and excess entropy is discussed.

Planning and Revising Written Arguments: The Effects of Two Text Structure-Based Interventions on Persuasiveness of 8th-Grade Students' Essays

ERIC Educational Resources Information Center

Midgette, Ekaterina; Haria, Priti

2016-01-01

The purpose of the study was to investigate the effects of two comprehensive argumentative writing interventions--Text Structure Instruction (TSI) and Text Structure Revision Instruction (TSRI)--on the eighth-grade students' ability to compose convincing essays that include structural elements of argumentative discourse. Both treatment groups…

Phase diagram of hard squares in slit confinement.

PubMed

Bautista-Carbajal, Gustavo; Gurin, Péter; Varga, Szabolcs; Odriozola, Gerardo

2018-06-11

This work shows a complete phase diagram of hard squares of side length σ in slit confinement for H < 4.5, H being the wall to wall distance measured in σ units, including the maximal packing fraction limit. The phase diagram exhibits a transition between a single-row parallel 1-[Formula: see text] and a zigzag 2-[Formula: see text] structures for H c (2) = (2[Formula: see text] - 1) < H < 2, and also another one involving the 1-[Formula: see text] and 2-[Formula: see text] structures (two parallel rows) for 2 < H < H c (3) (H c (n) = n - 1 + [Formula: see text]/n is the critical wall-to-wall distance for a (n - 1)-[Formula: see text] to n-[Formula: see text] transition and where n-[Formula: see text] represents a structure formed by tilted rectangles, each one clustering n stacked squares), and a triple point for H t  [Formula: see text] 2.005. In this triple point there coexists the 1-[Formula: see text], 2-[Formula: see text], and 2-[Formula: see text] structures. For regions H c (3) < H < H c (4) and H c (4) < H < H c (5), very similar pictures arise. There is a (n - 1)-[Formula: see text] to a n-[Formula: see text] strong transition for H c (n) < H < n, followed by a softer (n - 1)-[Formula: see text] to n-[Formula: see text] transition for n < H < H c (n + 1). Again, at H [Formula: see text] n there appears a triple point, involving the (n - 1)-[Formula: see text], n-[Formula: see text], and n-[Formula: see text] structures. The similarities found for n = 2, 3 and 4 lead us to propose a tentative phase diagram for H c (n) < H < H c (n + 1) (n ∈ [Formula: see text], n > 2), where structures (n - 1)-[Formula: see text], n-[Formula: see text], and n-[Formula: see text] fill the phase diagram. Simulation and Onsager theory results are qualitatively consistent.

Managing Training Materials with Structured Text Design.

ERIC Educational Resources Information Center

Streit, Les D.; And Others

1986-01-01

Describes characteristics of structured text design; benefits of its use in training; benefits for developers of training materials and steps in preparing training materials. A case study illustrating how the structured text design process solved the sales training needs of the Mercedes-Benz Truck Company is presented. (MBR)

Effects of manganese doping on the structure evolution of small-sized boron clusters

NASA Astrophysics Data System (ADS)

Zhao, Lingquan; Qu, Xin; Wang, Yanchao; Lv, Jian; Zhang, Lijun; Hu, Ziyu; Gu, Guangrui; Ma, Yanming

2017-07-01

Atomic doping of clusters is known as an effective approach to stabilize or modify the structures and properties of resulting doped clusters. We herein report the effect of manganese (Mn) doping on the structure evolution of small-sized boron (B) clusters. The global minimum structures of both neutral and charged Mn doped B cluster \\text{MnB}nQ (n  =  10-20 and Q  =  0, ±1) have been proposed through extensive first-principles swarm-intelligence based structure searches. It is found that Mn doping has significantly modified the grow behaviors of B clusters, leading to two novel structural transitions from planar to tubular and then to cage-like B structures in both neutral and charged species. Half-sandwich-type structures are most favorable for small \\text{MnB}n-/0/+ (n  ⩽  13) clusters and gradually transform to Mn-centered double-ring tubular structures at \\text{MnB}16-/0/+ clusters with superior thermodynamic stabilities compared with their neighbors. Most strikingly, endohedral cages become the ground-state structures for larger \\text{MnB}n-/0/+ (n  ⩾  19) clusters, among which \\text{MnB}20+ adopts a highly symmetric structure with superior thermodynamic stability and a large HOMO-LUMO gap of 4.53 eV. The unique stability of the endohedral \\text{MnB}\\text{20}+ cage is attributed to the geometric fit and formation of 18-electron closed-shell configuration. The results significantly advance our understanding about the structure and bonding of B-based clusters and strongly suggest transition-metal doping as a viable route to synthesize intriguing B-based nanomaterials.

A structured population model with diffusion in structure space.

PubMed

Pugliese, Andrea; Milner, Fabio

2018-05-09

A structured population model is described and analyzed, in which individual dynamics is stochastic. The model consists of a PDE of advection-diffusion type in the structure variable. The population may represent, for example, the density of infected individuals structured by pathogen density x, [Formula: see text]. The individuals with density [Formula: see text] are not infected, but rather susceptible or recovered. Their dynamics is described by an ODE with a source term that is the exact flux from the diffusion and advection as [Formula: see text]. Infection/reinfection is then modeled moving a fraction of these individuals into the infected class by distributing them in the structure variable through a probability density function. Existence of a global-in-time solution is proven, as well as a classical bifurcation result about equilibrium solutions: a net reproduction number [Formula: see text] is defined that separates the case of only the trivial equilibrium existing when [Formula: see text] from the existence of another-nontrivial-equilibrium when [Formula: see text]. Numerical simulation results are provided to show the stabilization towards the positive equilibrium when [Formula: see text] and towards the trivial one when [Formula: see text], result that is not proven analytically. Simulations are also provided to show the Allee effect that helps boost population sizes at low densities.

Lagrangian averaging, nonlinear waves, and shock regularization

NASA Astrophysics Data System (ADS)

Bhat, Harish S.

In this thesis, we explore various models for the flow of a compressible fluid as well as model equations for shock formation, one of the main features of compressible fluid flows. We begin by reviewing the variational structure of compressible fluid mechanics. We derive the barotropic compressible Euler equations from a variational principle in both material and spatial frames. Writing the resulting equations of motion requires certain Lie-algebraic calculations that we carry out in detail for expository purposes. Next, we extend the derivation of the Lagrangian averaged Euler (LAE-alpha) equations to the case of barotropic compressible flows. The derivation in this thesis involves averaging over a tube of trajectories etaepsilon centered around a given Lagrangian flow eta. With this tube framework, the LAE-alpha equations are derived by following a simple procedure: start with a given action, expand via Taylor series in terms of small-scale fluid fluctuations xi, truncate, average, and then model those terms that are nonlinear functions of xi. We then analyze a one-dimensional subcase of the general models derived above. We prove the existence of a large family of traveling wave solutions. Computing the dispersion relation for this model, we find it is nonlinear, implying that the equation is dispersive. We carry out numerical experiments that show that the model possesses smooth, bounded solutions that display interesting pattern formation. Finally, we examine a Hamiltonian partial differential equation (PDE) that regularizes the inviscid Burgers equation without the addition of standard viscosity. Here alpha is a small parameter that controls a nonlinear smoothing term that we have added to the inviscid Burgers equation. We show the existence of a large family of traveling front solutions. We analyze the initial-value problem and prove well-posedness for a certain class of initial data. We prove that in the zero-alpha limit, without any standard viscosity, solutions of the PDE converge strongly to weak solutions of the inviscid Burgers equation. We provide numerical evidence that this limit satisfies an entropy inequality for the inviscid Burgers equation. We demonstrate a Hamiltonian structure for the PDE.

Using the Text Structures of Information Books to Teach Writing in the Primary Grades

ERIC Educational Resources Information Center

Clark, Sarah K.; Jones, Cindy D.; Reutzel, D. Ray

2013-01-01

Teaching children in the primary grades the text structures and features used by authors of information text has been shown to improve comprehension of information texts and provide the scaffolding and support these children need in order to write their own information texts. As teachers implement the "English Language Arts Common Core State…

On the role of words in the network structure of texts: Application to authorship attribution

NASA Astrophysics Data System (ADS)

Akimushkin, Camilo; Amancio, Diego R.; Oliveira, Osvaldo N.

2018-04-01

Well-established automatic analyses of texts mainly consider frequencies of linguistic units, e.g. letters, words, and bigrams. In a recent, alternative approach, medium and large-scale text structures were used in opposition to the belief that text structure is dominated by the language features. In this paper, we introduce a generalized similarity measure to compare texts which accounts for both the network structure of texts and the role of individual words in the networks. The similarity measure is used for authorship attribution of three collections of books, each composed of 8 authors and 10 books per author. High accuracy rates were obtained with typical values between 90% and 98 . 75%, much higher than with the traditional term frequency-inverse document frequency (tf-idf) approach for the same collections. These accuracies are also higher than those obtained solely with the topology of networks. We conclude that the different properties of specific words on the macroscopic scale structure of a whole text are as relevant as their frequency of appearance; conversely, considering the identity of nodes brings further knowledge about a piece of text represented as a network.

Condensed Representation of Sentences in Graphic Displays of Text Structures.

ERIC Educational Resources Information Center

Craven, Timothy C.

1990-01-01

Discusses ways in which sentences may be represented in a condensed form in graphic displays of a sentence dependency structure. A prototype of a text structure management system, TEXNET, is described; a quantitative evaluation of automatic abbreviation schemes is presented; full-text compression is discussed; and additional research is suggested.…

Representing nested semantic information in a linear string of text using XML.

PubMed

Krauthammer, Michael; Johnson, Stephen B; Hripcsak, George; Campbell, David A; Friedman, Carol

2002-01-01

XML has been widely adopted as an important data interchange language. The structure of XML enables sharing of data elements with variable degrees of nesting as long as the elements are grouped in a strict tree-like fashion. This requirement potentially restricts the usefulness of XML for marking up written text, which often includes features that do not properly nest within other features. We encountered this problem while marking up medical text with structured semantic information from a Natural Language Processor. Traditional approaches to this problem separate the structured information from the actual text mark up. This paper introduces an alternative solution, which tightly integrates the semantic structure with the text. The resulting XML markup preserves the linearity of the medical texts and can therefore be easily expanded with additional types of information.

Representing nested semantic information in a linear string of text using XML.

PubMed Central

Krauthammer, Michael; Johnson, Stephen B.; Hripcsak, George; Campbell, David A.; Friedman, Carol

2002-01-01

XML has been widely adopted as an important data interchange language. The structure of XML enables sharing of data elements with variable degrees of nesting as long as the elements are grouped in a strict tree-like fashion. This requirement potentially restricts the usefulness of XML for marking up written text, which often includes features that do not properly nest within other features. We encountered this problem while marking up medical text with structured semantic information from a Natural Language Processor. Traditional approaches to this problem separate the structured information from the actual text mark up. This paper introduces an alternative solution, which tightly integrates the semantic structure with the text. The resulting XML markup preserves the linearity of the medical texts and can therefore be easily expanded with additional types of information. PMID:12463856

Determination of the hydrogen-bond network and the ferrimagnetic structure of a rockbridgeite-type compound, [Formula: see text].

PubMed

Röska, B; Park, S-H; Behal, D; Hess, K-U; Günther, A; Benka, G; Pfleiderer, C; Hoelzel, M; Kimura, T

2018-06-13

Applying neutron powder diffraction, four unique hydrogen positions were determined in a rockbridgeite-type compound, [Formula: see text] [Formula: see text]. Its honeycomb-like H-bond network running without interruption along the crystallographic [Formula: see text] axis resembles those in alkali sulphatic and arsenatic oxyhydroxides. They provide the so-called dynamically disordered H-bond network over which protons are superconducting in a vehicle mechanism. This is indicated by dramatic increases of dielectric constant and loss factor at room temperature. The relevance of static and dynamic disorder of OH and HOH groups are explained in terms of a high number of structural defects at octahedral chains alternatingly half-occupied by [Formula: see text] cations. The structure is built up by unusual octahedral doublet, triplet, and quartet clusters of aliovalent 3d transition metal cations, predicting complicate magnetic ordering and interaction. The ferrimagnetic structure below the Curie temperature [Formula: see text]-83 K could be determined from the structure analysis with neutron diffraction data at 25 K.

Evaluating the Effectiveness of Physlet-Based Materials in Supporting Conceptual Learning About Electricity

NASA Astrophysics Data System (ADS)

Ülen, Simon; Gerlič, Ivan; Slavinec, Mitja; Repnik, Robert

2017-04-01

To provide a good understanding of many abstract concepts in the field of electricity above that of their students is often a major challenge for secondary school teachers. Many educational researchers promote conceptual learning as a teaching approach that can help teachers to achieve this goal. In this paper, we present Physlet-based materials for supporting conceptual learning about electricity. To conduct research into the effectiveness of these materials, we designed two different physics courses: one group of students, the experimental group, was taught using Physlet-based materials and the second group of students, the control group, was taught using expository instruction without using Physlets. After completion of the teaching, we assessed students' thinking skills and analysed the materials with an independent t test, multiple regression analyses and one-way analysis of covariance. The test scores were significantly higher in the experimental group than in the control group ( p < 0.05). The results of this study confirmed the effectiveness of conceptual learning about electricity with the help of Physlet-based materials.

ISDN at NASA Lewis Research Center

NASA Technical Reports Server (NTRS)

Bakes, Catherine Murphy; Goldberg, Fredric; Eubanks, Steven W.

1992-01-01

An expository investigation of the potential impact of the Integrated Services Digital Network (ISDN) at NASA Lewis Research Center is described. To properly frame the subject, the paper contains a detailed survey of the components of Narrowband ISDN. The principles and objectives are presented as decreed by the Consultative Committee for International Telephone and Telegraph (CCITT). The various channel types are delineated and their associated service combinations are described. The subscriber-access network functions are explained pictorially via the ISDN reference configuration. A section on switching techniques is presented to enable the reader to understand the emergence of the concept of fast packet switching. This new technology is designed to operate over the high bandwidth, low error rate transmission media that characterizes the LeRC environment. A brief introduction to the next generation of networks is covered with sections on Broadband ISDM (B-ISDN), Asynchronous Transfer Mode (ATM), and Synchronous Optical Networks (SONET). Applications at LeRC are presented, first in terms of targets of opportunity, then in light of compatibility constraints. In-place pilot projects and testing are described that demonstrate actual usage at LeRC.

Verbal redundancy aids memory for filmed entertainment dialogue.

PubMed

Hinkin, Michael P; Harris, Richard J; Miranda, Andrew T

2014-01-01

Three studies investigated the effects of presentation modality and redundancy of verbal content on recognition memory for entertainment film dialogue. U.S. participants watched two brief movie clips and afterward answered multiple-choice questions about information from the dialogue. Experiment 1 compared recognition memory for spoken dialogue in the native language (English) with subtitles in English, French, or no subtitles. Experiment 2 compared memory for material in English subtitles with spoken dialogue in English, French, or no sound. Experiment 3 examined three control conditions with no spoken or captioned material in the native language. All participants watched the same video clips and answered the same questions. Performance was consistently good whenever English dialogue appeared in either the subtitles or sound, and best of all when it appeared in both, supporting the facilitation of verbal redundancy. Performance was also better when English was only in the subtitles than when it was only spoken. Unexpectedly, sound or subtitles in an unfamiliar language (French) modestly improved performance, as long as there was also a familiar channel. Results extend multimedia research on verbal redundancy for expository material to verbal information in entertainment media.

Relationships between Translation and Transcription Processes during fMRI Connectivity Scanning and Coded Translation and Transcription in Writing Products after Scanning in Children with and without Transcription Disabilities

PubMed Central

Wallis, Peter; Richards, Todd; Boord, Peter; Abbott, Robert; Berninger, Virginia

2018-01-01

Students with transcription disabilities (dysgraphia/impaired handwriting, n = 13 or dyslexia/impaired word spelling, n = 16) or without transcription disabilities (controls) completed transcription and translation (idea generating, planning, and creating) writing tasks during fMRI connectivity scanning and compositions after scanning, which were coded for transcription and translation variables. Compositions in both groups showed diversity in genre beyond usual narrative-expository distinction; groups differed in coded transcription but not translation variables. For the control group specific transcription or translation tasks during scanning correlated with corresponding coded transcription or translation skills in composition, but connectivity during scanning was not correlated with coded handwriting during composing in dysgraphia group and connectivity during translating was not correlated with any coded variable during composing in dyslexia group. Results are discussed in reference to the trend in neuroscience to use connectivity from relevant seed points while performing tasks and trends in education to recognize the generativity (creativity) of composing at both the genre and syntax levels. PMID:29600113

A Cybernetic Approach to the Modeling of Agent Communities

NASA Technical Reports Server (NTRS)

Truszkowski, Walt; Karlin, Jay

2000-01-01

In an earlier paper [1] examples of agent technology in a NASA context were presented. Both groundbased and space-based applications were addressed. This paper continues the discussion of one aspect of the Goddard Space Flight Center's continuing efforts to develop a community of agents that can support both ground-based and space-based systems autonomy. The paper focuses on an approach to agent-community modeling based on the theory of viable systems developed by Stafford Beer. It gives the status of an initial attempt to capture some of the agent-community behaviors in a viable system context. This paper is expository in nature and focuses on a discussion of the modeling of some of the underlying concepts and infrastructure that will serve as the basis of more detailed investigative work into the behavior of agent communities. The paper is organized as follows. First, a general introduction to agent community requirements is presented. Secondly, a brief introduction to the cybernetic concept of a viable system is given. This concept forms the foundation of the modeling approach. Then the concept of an agent community is modeled in the cybernetic context.

A quantitative perspective on ethics in large team science.

PubMed

Petersen, Alexander M; Pavlidis, Ioannis; Semendeferi, Ioanna

2014-12-01

The gradual crowding out of singleton and small team science by large team endeavors is challenging key features of research culture. It is therefore important for the future of scientific practice to reflect upon the individual scientist's ethical responsibilities within teams. To facilitate this reflection we show labor force trends in the US revealing a skewed growth in academic ranks and increased levels of competition for promotion within the system; we analyze teaming trends across disciplines and national borders demonstrating why it is becoming difficult to distribute credit and to avoid conflicts of interest; and we use more than a century of Nobel prize data to show how science is outgrowing its old institutions of singleton awards. Of particular concern within the large team environment is the weakening of the mentor-mentee relation, which undermines the cultivation of virtue ethics across scientific generations. These trends and emerging organizational complexities call for a universal set of behavioral norms that transcend team heterogeneity and hierarchy. To this end, our expository analysis provides a survey of ethical issues in team settings to inform science ethics education and science policy.

Evaluation of a computer-based prompting intervention to improve essay writing in undergraduates with cognitive impairment after acquired brain injury.

PubMed

Ledbetter, Alexander K; Sohlberg, McKay Moore; Fickas, Stephen F; Horney, Mark A; McIntosh, Kent

2017-11-06

This study evaluated a computer-based prompting intervention for improving expository essay writing after acquired brain injury (ABI). Four undergraduate participants aged 18-21 with mild-moderate ABI and impaired fluid cognition at least 6 months post-injury reported difficulty with the writing process after injury. The study employed a non-concurrent multiple probe across participants, in a single-case design. Outcome measures included essay quality scores and number of revisions to writing counted then coded by type using a revision taxonomy. An inter-scorer agreement procedure was completed for quality scores for 50% of essays, with data indicating that agreement exceeded a goal of 85%. Visual analysis of results showed increased essay quality for all participants in intervention phase compared with baseline, maintained 1 week after. Statistical analyses showed statistically significant results for two of the four participants. The authors discuss external cuing for self-monitoring and tapping of existing writing knowledge as possible explanations for improvement. The study provides preliminary evidence that computer-based prompting has potential to improve writing quality for undergraduates with ABI.

Hydrogen-induced structural transition in single layer ReS2

NASA Astrophysics Data System (ADS)

Yagmurcukardes, M.; Bacaksiz, C.; Senger, R. T.; Sahin, H.

2017-09-01

By performing density functional theory-based calculations, we investigate how structural, electronic and mechanical properties of single layer ReS2 can be tuned upon hydrogenation of its surfaces. It is found that a stable, fully hydrogenated structure can be obtained by formation of strong S-H bonds. The optimized atomic structure of ReS2H2 is considerably different than that of the monolayer ReS2 which has a distorted-1T phase. By performing phonon dispersion calculations, we also predict that the Re2-dimerized 1T structure (called 1T {{}\\text{R{{\\text{e}}2}}} ) of the ReS2H2 is dynamically stable. Unlike the bare ReS2 the 1T {{}\\text{R{{\\text{e}}2}}} -ReS2H2 structure which is formed by breaking the Re4 clusters into separated Re2 dimers, is an indirect-gap semiconductor. Furthermore, mechanical properties of the 1T {{}\\text{R{{\\text{e}}2}}} phase in terms of elastic constants, in-plane stiffness (C) and Poisson ratio (ν) are investigated. It is found that full hydrogenation not only enhances the flexibility of the single layer ReS2 crystal but also increases anisotropy of the elastic constants.

Graphic Display of Larger Sentence Dependency Structures.

ERIC Educational Resources Information Center

Craven, Timothy C.

1991-01-01

Outlines desirable qualities for graphic representation of sentence dependency structures in texts more than a few sentences in length. Several different display formats prototyped in the TEXNET experimental text structure management system are described, illustrated, and compared, and automatic structure manipulations are discussed. (36…

The Distribution of the Informative Intensity of the Text in Terms of its Structure (On Materials of the English Texts in the Mining Sphere)

NASA Astrophysics Data System (ADS)

Znikina, Ludmila; Rozhneva, Elena

2017-11-01

The article deals with the distribution of informative intensity of the English-language scientific text based on its structural features contributing to the process of formalization of the scientific text and the preservation of the adequacy of the text with derived semantic information in relation to the primary. Discourse analysis is built on specific compositional and meaningful examples of scientific texts taken from the mining field. It also analyzes the adequacy of the translation of foreign texts into another language, the relationships between elements of linguistic systems, the degree of a formal conformance, translation with the specific objectives and information needs of the recipient. Some key words and ideas are emphasized in the paragraphs of the English-language mining scientific texts. The article gives the characteristic features of the structure of paragraphs of technical text and examples of constructions in English scientific texts based on a mining theme with the aim to explain the possible ways of their adequate translation.

Extracting and connecting chemical structures from text sources using chemicalize.org.

PubMed

Southan, Christopher; Stracz, Andras

2013-04-23

Exploring bioactive chemistry requires navigating between structures and data from a variety of text-based sources. While PubChem currently includes approximately 16 million document-extracted structures (15 million from patents) the extent of public inter-document and document-to-database links is still well below any estimated total, especially for journal articles. A major expansion in access to text-entombed chemistry is enabled by chemicalize.org. This on-line resource can process IUPAC names, SMILES, InChI strings, CAS numbers and drug names from pasted text, PDFs or URLs to generate structures, calculate properties and launch searches. Here, we explore its utility for answering questions related to chemical structures in documents and where these overlap with database records. These aspects are illustrated using a common theme of Dipeptidyl Peptidase 4 (DPPIV) inhibitors. Full-text open URL sources facilitated the download of over 1400 structures from a DPPIV patent and the alignment of specific examples with IC50 data. Uploading the SMILES to PubChem revealed extensive linking to patents and papers, including prior submissions from chemicalize.org as submitting source. A DPPIV medicinal chemistry paper was completely extracted and structures were aligned to the activity results table, as well as linked to other documents via PubChem. In both cases, key structures with data were partitioned from common chemistry by dividing them into individual new PDFs for conversion. Over 500 structures were also extracted from a batch of PubMed abstracts related to DPPIV inhibition. The drug structures could be stepped through each text occurrence and included some converted MeSH-only IUPAC names not linked in PubChem. Performing set intersections proved effective for detecting compounds-in-common between documents and merged extractions. This work demonstrates the utility of chemicalize.org for the exploration of chemical structure connectivity between documents and databases, including structure searches in PubChem, InChIKey searches in Google and the chemicalize.org archive. It has the flexibility to extract text from any internal, external or Web source. It synergizes with other open tools and the application is undergoing continued development. It should thus facilitate progress in medicinal chemistry, chemical biology and other bioactive chemistry domains.

Structural and magnetic phase transitions in Cs2[FeCl5(H2O)].

PubMed

Fröhlich, Tobias; Stein, Jonas; Bohatý, Ladislav; Becker, Petra; Gukasov, Arsen; Braden, Markus

2018-06-05

The compound [Formula: see text] is magnetoelectric but not multiferroic with an erythrosiderite-related structure. We present a comprehensive investigation of its structural and antiferromagnetic phase transitions by polarization microscopy, pyroelectric measurements, x-ray diffraction and neutron diffraction. At about [Formula: see text] K, the compound changes its symmetry from Cmcm to I2/c, with a doubling of the original c-axis. This transformation is associated with rotations of the [Formula: see text] octahedra and corresponds to an ordering of the [Formula: see text] molecules and of the related [Formula: see text] bonds. A significant ferroelectric polarization can be excluded for this transition by precise pyrocurrent measurements. The antiferromagnetic phase transition occurring at [Formula: see text] results in the magnetic space group [Formula: see text], which perfectly agrees with previous measurements of the linear magnetoelectric effect and magnetization.

The network of concepts in written texts

NASA Astrophysics Data System (ADS)

Caldeira, S. M. G.; Petit Lobão, T. C.; Andrade, R. F. S.; Neme, A.; Miranda, J. G. V.

2006-02-01

Complex network theory is used to investigate the structure of meaningful concepts in written texts of individual authors. Networks have been constructed after a two phase filtering, where words with less meaning contents are eliminated and all remaining words are set to their canonical form, without any number, gender or time flexion. Each sentence in the text is added to the network as a clique. A large number of written texts have been scrutinised, and it is found that texts have small-world as well as scale-free structures. The growth process of these networks has also been investigated, and a universal evolution of network quantifiers have been found among the set of texts written by distinct authors. Further analyses, based on shuffling procedures taken either on the texts or on the constructed networks, provide hints on the role played by the word frequency and sentence length distributions to the network structure.

Kanye West versus Kris Allen: Teaching Rhetorical Structure via Music

ERIC Educational Resources Information Center

Kaylor, Brian T.

2012-01-01

One important aspect of analyzing a rhetorical text is through consideration of the text or artifact's structure, which is why rhetorical criticism textbooks often devote a chapter to issues of structure, form, or genre. Such an emphasis should not be surprising since understanding rhetorical structure remains a foundational concept for rhetorical…

First-principles investigations into the thermodynamics of cation disorder and its impact on electronic structure and magnetic properties of spinel Co(Cr1-x Mn x )2O4

NASA Astrophysics Data System (ADS)

Das, Debashish; Ghosh, Subhradip

2017-02-01

Cation disorder over different crystallographic sites in spinel oxides is known to affect their properties. Recent experiments on Mn doped multiferroic \\text{CoC}{{\\text{r}}2}{{\\text{O}}4} indicate that a possible distribution of Mn atoms among tetrahedrally and octahedrally coordinated sites in the spinel lattice give rise to different variations in the structural parameters and saturation magnetisations in different concentration regimes of Mn atoms substituting the Cr. A composition dependent magnetic compensation behaviour points to the role conversions of the magnetic constituents. In this work, we have investigated the thermodynamics of cation disorder in \\text{Co}{{≤ft(\\text{C}{{\\text{r}}1-x}\\text{M}{{\\text{n}}x}\\right)}2}{{\\text{O}}4} system and its consequences on the structural, electronic and magnetic properties, using results from first-principles electronic structure calculations. We have computed the variations in the cation-disorder as a function of Mn concentration and the temperature and found that at the annealing temperature of the experiment many of the systems exhibit cation disorder. Our results support the interpretations of the experimental results regarding the qualitative variations in the sub-lattice occupancies and the associated magnetisation behaviour, with composition. We have analysed the variations in structural, magnetic and electronic properties of this system with variations in the compositions and the degree of cation disorder from the variations in their electronic structures and by using the ideas from crystal field theory. Our study provides a complete microscopic picture of the effects that are responsible for composition dependent behavioural differences of the properties of this system. This work lays down a general framework, based upon results from first-principles calculations, to understand and analyse the substitutional magnetic spinel oxides A{{≤ft({{B}1-x}{{C}x}\\right)}2}{{\\text{O}}4} in presence of cation disorder.

Sub-diffusive scattering parameter maps recovered using wide-field high-frequency structured light imaging.

PubMed

Kanick, Stephen Chad; McClatchy, David M; Krishnaswamy, Venkataramanan; Elliott, Jonathan T; Paulsen, Keith D; Pogue, Brian W

2014-10-01

This study investigates the hypothesis that structured light reflectance imaging with high spatial frequency patterns [Formula: see text] can be used to quantitatively map the anisotropic scattering phase function distribution [Formula: see text] in turbid media. Monte Carlo simulations were used in part to establish a semi-empirical model of demodulated reflectance ([Formula: see text]) in terms of dimensionless scattering [Formula: see text] and [Formula: see text], a metric of the first two moments of the [Formula: see text] distribution. Experiments completed in tissue-simulating phantoms showed that simultaneous analysis of [Formula: see text] spectra sampled at multiple [Formula: see text] in the frequency range [0.05-0.5] [Formula: see text] allowed accurate estimation of both [Formula: see text] in the relevant tissue range [0.4-1.8] [Formula: see text], and [Formula: see text] in the range [1.4-1.75]. Pilot measurements of a healthy volunteer exhibited [Formula: see text]-based contrast between scar tissue and surrounding normal skin, which was not as apparent in wide field diffuse imaging. These results represent the first wide-field maps to quantify sub-diffuse scattering parameters, which are sensitive to sub-microscopic tissue structures and composition, and therefore, offer potential for fast diagnostic imaging of ultrastructure on a size scale that is relevant to surgical applications.

Reading in the Australian Curriculum English: Describing the Effects of Structure and Organisation on Multimodal Texts

ERIC Educational Resources Information Center

Exley, Beryl; Cottrell, Amber

2012-01-01

The recently introduced "Australian Curriculum: English" (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2012) requires students to "read" multimodal text and describe the effects of structure and organisation. We begin this article by tracing the variable understandings of what reading multimodal text might…

Text Structure and Retention of Prose.

ERIC Educational Resources Information Center

Zimmer, John W.

1985-01-01

The effects of text structure were studied using two kinds of reading materials: a standard text with headings and illustrations, as well as a nonstructured manuscript. The manuscript readers scored higher on delayed tests, generated more relevant ideas, and wrote better essays both immediately and after a delay. (Author/GDC)

Instructional Text: The Transition from Page to Screen.

ERIC Educational Resources Information Center

Kerr, Stephen T.

1986-01-01

Discusses the types of problems that arise when text is presented in electronic form: (1) surface design, which involves typography, layout, graphics and illustrations, and the quality of language; and (2) interface design, which is manifested on the levels of immediate surface of the text, internal structure, and external structure. (SKC)

Status of teaching elementary science for English learners in science, mathematics and technology centered magnet schools

NASA Astrophysics Data System (ADS)

Han, Alyson Kim

According to the California Commission on Teacher Credentialing (2001), one in three students speaks a language other than English. Additionally, the Commission stated that a student is considered to be an English learner if the second language acquisition is English. In California more than 1.4 million English learners enter school speaking a variety of languages, and this number continues to rise. There is an imminent need to promote instructional strategies that support this group of diverse learners. Although this was not a California study, the results derived from the nationwide participants' responses provided a congruent assessment of the basic need to provide effective science teaching strategies to all English learners. The purpose of this study was to examine the status of elementary science teaching practices used with English learners in kindergarten through fifth grade in public mathematics, science, and technology-centered elementary magnet schools throughout the country. This descriptive research was designed to provide current information and to identify trends in the areas of curriculum and instruction for English learners in science themed magnet schools. This report described the status of elementary (grades K-5) school science instruction for English learners based on the responses of 116 elementary school teachers: 59 grade K-2, and 57 grade 3-5 teachers. Current research-based approaches support incorporating self-directed learning strategy, expository teaching strategy, active listening strategies, questioning strategies, wait time strategy, small group strategy, peer tutoring strategy, large group learning strategy, demonstrations strategy, formal debates strategy, review sessions strategy, mediated conversation strategy, cooperative learning strategy, and theme-based instruction into the curriculum to assist English learners in science education. Science Technology Society (STS) strategy, problem-based learning strategy, discovery learning strategy, constructivist learning strategy, learning cycle strategy, SCALE technique strategy, conceptual change strategy, inquiry-based strategy, cognitive academic language learning approach (CALLA) strategy, and learning from text strategy provide effective science teaching instruction to English learners. These science instructional strategies assist elementary science teachers by providing additional support to make science instruction more comprehensible for English learners.

Examining the Effects of Text Genre and Structure on Fourth-and Fifth-Grade Students' High-Level Comprehension as Evidenced in Small-Group Discussions

ERIC Educational Resources Information Center

Li, Mengyi; Murphy, P. Karen; Firetto, Carla M.

2014-01-01

Although there is a rich literature on the role of text genre and structure on students' literal comprehension, more research is needed regarding the role of these text features on students' high-level comprehension as evidenced in their small-group discussions. As such, the present study examined the effects of text genre (i.e., narrative and…

An Automatic Measure of Cross-Language Text Structures

ERIC Educational Resources Information Center

Kim, Kyung

2018-01-01

In order to further validate and extend the application of "GIKS" (Graphical Interface of Knowledge Structure) beyond English, this investigation applies the "GIKS" to capture, visually represent, and compare text structures inherent in two "contrasting" languages. The English and parallel Korean versions of 50…

The effect of the H-1 scaling factors τ and ω on the structure of H in the single-step procedure.

PubMed

Martini, Johannes W R; Schrauf, Matias F; Garcia-Baccino, Carolina A; Pimentel, Eduardo C G; Munilla, Sebastian; Rogberg-Muñoz, Andres; Cantet, Rodolfo J C; Reimer, Christian; Gao, Ning; Wimmer, Valentin; Simianer, Henner

2018-04-13

The single-step covariance matrix H combines the pedigree-based relationship matrix [Formula: see text] with the more accurate information on realized relatedness of genotyped individuals represented by the genomic relationship matrix [Formula: see text]. In particular, to improve convergence behavior of iterative approaches and to reduce inflation, two weights [Formula: see text] and [Formula: see text] have been introduced in the definition of [Formula: see text], which blend the inverse of a part of [Formula: see text] with the inverse of [Formula: see text]. Since the definition of this blending is based on the equation describing [Formula: see text], its impact on the structure of [Formula: see text] is not obvious. In a joint discussion, we considered the question of the shape of [Formula: see text] for non-trivial [Formula: see text] and [Formula: see text]. Here, we present the general matrix [Formula: see text] as a function of these parameters and discuss its structure and properties. Moreover, we screen for optimal values of [Formula: see text] and [Formula: see text] with respect to predictive ability, inflation and iterations up to convergence on a well investigated, publicly available wheat data set. Our results may help the reader to develop a better understanding for the effects of changes of [Formula: see text] and [Formula: see text] on the covariance model. In particular, we give theoretical arguments that as a general tendency, inflation will be reduced by increasing [Formula: see text] or by decreasing [Formula: see text].

Polarized-neutron investigation of magnetic ordering and spin dynamics in BaCo2(AsO4)2 frustrated honeycomb-lattice magnet.

PubMed

Regnault, L-P; Boullier, C; Lorenzo, J E

2018-01-01

The magnetic properties of the cobaltite BaCo 2 (AsO 4 ) 2 , a good realization of the quasi two-dimensional frustrated honeycomb-lattice system with strong planar anisotropy, have been reinvestigated by means of spherical neutron polarimetry with CRYOPAD. From accurate measurements of polarization matrices both on elastic and inelastic contributions as a function of the scattering vector Q , we have been able to determine the low-temperature magnetic structure of BaCo 2 (AsO 4 ) 2 and reveal its puzzling in-plane spin dynamics. Surprisingly, the ground-state structure (described by an incommensurate propagation vector [Formula: see text], with [Formula: see text] and [Formula: see text]) appears to be a quasi-collinear structure, and not a simple helix, as previously determined. In addition, our results have revealed the existence of a non-negligible out-of-plane moment component [Formula: see text]/Co 2+ , representing about 10% of the in-plane component, as demonstrated by the presence of finite off-diagonal elements [Formula: see text] and [Formula: see text] of the polarization matrix, both on elastic and inelastic magnetic contributions. Despite a clear evidence of the existence of a slightly inelastic contribution of structural origin superimposed to the magnetic excitations at the scattering vectors [Formula: see text] and [Formula: see text] (energy transfer [Formula: see text] meV), no strong inelastic nuclear-magnetic interference terms could be detected so far, meaning that the nuclear and magnetic degrees of freedom have very weak cross-correlations. The strong inelastic [Formula: see text] and [Formula: see text] matrix elements can be understood by assuming that the magnetic excitations in BaCo 2 (AsO 4 ) 2 are spin waves associated with trivial anisotropic precessions of the magnetic moments involved in the canted incommensurate structure.

Detoxification of aflatoxins on prospective approach: effect on structural, mechanical, and optical properties under pressures.

PubMed

Wei, Yong-Kai; Zhao, Xiao-Miao; Li, Meng-Meng; Yu, Jing-Xin; Gurudeeban, Selvaraj; Hu, Yan-Fei; Ji, Guang-Fu; Wei, Dong-Qing

2018-06-01

Aflatoxins are sequential of derivatives of coumarin and dihydrofuran with similar chemical structures and well-known carcinogenic agent. Many studies performed to detoxify aflatoxins, but the result is not ideal. Therefore, we studied structural, infrared spectrum, mechanical, and optical properties of these compounds in the aim of perspective physics. Mulliken charge distributions and infrared spectral analysis performed to understand the structural difference between the basic types of aflatoxins. In addition, the effect of pressure, different polarized, and incident directions on their structural changes was determined. It is found that AFB 1 is most stable structure among four basic types aflatoxins (AFB 1 , AFB 2 , AFG 1 , and AFG 2 ), and IR spectra are analyzed to exhibit the difference on structures of them. The mechanical properties of AFB 1 indicate that the structure of this toxin can be easily changed by pressure. The real [Formula: see text] and imaginary [Formula: see text] parts of the dielectric function, and the absorption coefficient [Formula: see text] and energy loss spectrum [Formula: see text] were also obtained under different polarized and incident directions. Furthermore, biological experiments needed to support the toxic level of AFB 1 using optical technologies.

Equilibrium structure of δ-Bi(2)O(3) from first principles.

PubMed

Music, Denis; Konstantinidis, Stephanos; Schneider, Jochen M

2009-04-29

Using ab initio calculations, we have systematically studied the structure of δ-Bi(2)O(3) (fluorite prototype, 25% oxygen vacancies) probing [Formula: see text] and combined [Formula: see text] and [Formula: see text] oxygen vacancy ordering, random distribution of oxygen vacancies with two different statistical descriptions as well as local relaxations. We observe that the combined [Formula: see text] and [Formula: see text] oxygen vacancy ordering is the most stable configuration. Radial distribution functions for these configurations can be classified as discrete (ordered configurations) and continuous (random configurations). This classification can be understood on the basis of local structural relaxations. Up to 28.6% local relaxation of the oxygen sublattice is present in the random configurations, giving rise to continuous distribution functions. The phase stability obtained may be explained with the bonding analysis. Electron lone-pair charges in the predominantly ionic Bi-O matrix may stabilize the combined [Formula: see text] and [Formula: see text] oxygen vacancy ordering.

Automatic target validation based on neuroscientific literature mining for tractography

PubMed Central

Vasques, Xavier; Richardet, Renaud; Hill, Sean L.; Slater, David; Chappelier, Jean-Cedric; Pralong, Etienne; Bloch, Jocelyne; Draganski, Bogdan; Cif, Laura

2015-01-01

Target identification for tractography studies requires solid anatomical knowledge validated by an extensive literature review across species for each seed structure to be studied. Manual literature review to identify targets for a given seed region is tedious and potentially subjective. Therefore, complementary approaches would be useful. We propose to use text-mining models to automatically suggest potential targets from the neuroscientific literature, full-text articles and abstracts, so that they can be used for anatomical connection studies and more specifically for tractography. We applied text-mining models to three structures: two well-studied structures, since validated deep brain stimulation targets, the internal globus pallidus and the subthalamic nucleus and, the nucleus accumbens, an exploratory target for treating psychiatric disorders. We performed a systematic review of the literature to document the projections of the three selected structures and compared it with the targets proposed by text-mining models, both in rat and primate (including human). We ran probabilistic tractography on the nucleus accumbens and compared the output with the results of the text-mining models and literature review. Overall, text-mining the literature could find three times as many targets as two man-weeks of curation could. The overall efficiency of the text-mining against literature review in our study was 98% recall (at 36% precision), meaning that over all the targets for the three selected seeds, only one target has been missed by text-mining. We demonstrate that connectivity for a structure of interest can be extracted from a very large amount of publications and abstracts. We believe this tool will be useful in helping the neuroscience community to facilitate connectivity studies of particular brain regions. The text mining tools used for the study are part of the HBP Neuroinformatics Platform, publicly available at http://connectivity-brainer.rhcloud.com/. PMID:26074781

Rhetorical structure theory and text analysis

NASA Astrophysics Data System (ADS)

Mann, William C.; Matthiessen, Christian M. I. M.; Thompson, Sandra A.

1989-11-01

Recent research on text generation has shown that there is a need for stronger linguistic theories that tell in detail how texts communicate. The prevailing theories are very difficult to compare, and it is also very difficult to see how they might be combined into stronger theories. To make comparison and combination a bit more approachable, we have created a book which is designed to encourage comparison. A dozen different authors or teams, all experienced in discourse research, are given exactly the same text to analyze. The text is an appeal for money by a lobbying organization in Washington, DC. It informs, stimulates and manipulates the reader in a fascinating way. The joint analysis is far more insightful than any one team's analysis alone. This paper is our contribution to the book. Rhetorical Structure Theory (RST), the focus of this paper, is a way to account for the functional potential of text, its capacity to achieve the purposes of speakers and produce effects in hearers. It also shows a way to distinguish coherent texts from incoherent ones, and identifies consequences of text structure.

Linguistic pattern analysis of misspellings of typically developing writers in grades 1-9.

PubMed

Bahr, Ruth Huntley; Sillian, Elaine R; Berninger, Virginia W; Dow, Michael

2012-12-01

A mixed-methods approach, evaluating triple word-form theory, was used to describe linguistic patterns of misspellings. Spelling errors were taken from narrative and expository writing samples provided by 888 typically developing students in Grades 1-9. Errors were coded by category (phonological, orthographic, and morphological) and specific linguistic feature affected. Grade-level effects were analyzed with trend analysis. Qualitative analyses determined frequent error types and how use of specific linguistic features varied across grades. Phonological, orthographic, and morphological errors were noted across all grades, but orthographic errors predominated. Linear trends revealed developmental shifts in error proportions for the orthographic and morphological categories between Grades 4 and 5. Similar error types were noted across age groups, but the nature of linguistic feature error changed with age. Triple word-form theory was supported. By Grade 1, orthographic errors predominated, and phonological and morphological error patterns were evident. Morphological errors increased in relative frequency in older students, probably due to a combination of word-formation issues and vocabulary growth. These patterns suggest that normal spelling development reflects nonlinear growth and that it takes a long time to develop a robust orthographic lexicon that coordinates phonology, orthography, and morphology and supports word-specific, conventional spelling.

Riding the Wave to Reach the Masses: Natural Events in Early Twentieth Century Portuguese Daily Press

NASA Astrophysics Data System (ADS)

Simões, Ana; Carneiro, Ana; Diogo, Maria Paula

2012-03-01

This paper brings together science communicated in newspapers in Portugal by looking at how news on natural events were communicated in two different newspapers—the capital newspaper Diário de Notícias ( Daily News) and the Diário dos Açores ( Azores Daily). In particular, we look at how the 1900 solar eclipse, a hot topic throughout Europe, was reported by the capital newspaper, and how news on seismology were conveyed in the period 1907-1910 in the newspaper published in Azores, an archipelago with a significant seismic and volcanic activity. We argue that the importance conceded to these scientific news was related to their overwhelming features, that their dissimilar presentation stemmed from their local relevance allied to their different nature, predictable in the case of eclipses, and unpredictable in the case of earthquakes, and that behind these two instances of science journalism laid an attempt by the scientific and political communities to gain the support of the general public to such an extent that these two specific instances of science journalism transcended their usual features to become successful forms of expository science.

Instructional Experiences of Graduate Assistants Implementing Explicit and Reflective Introductory Biology Laboratories

NASA Astrophysics Data System (ADS)

Bautista, Nazan Uludag; Schussler, Elisabeth E.; Rybczynski, Stephen M.

2014-05-01

Science education reform documents identify nature of science (NOS) as a critical component of scientific literacy and call for universities, colleges, and K-12 schools to explicitly integrate NOS learning into science curricula. In response to these calls, this study investigated the classroom practices of nine graduate assistants (GAs) who taught expository and inquiry laboratories that implemented an explicit and reflective (ER) pedagogy to teach NOS. The purpose of this qualitative study was to better understand the experiences that enabled or inhibited GA implementation of an ER strategy in a college setting. The findings revealed that achieving quality implementation in this setting was very difficult. Factors such as GAs' ability to foster meaningful classroom discussions, laboratory logistics (e.g. lack of time and supplies), and the value undergraduates and GAs saw in learning about NOS were identified by GAs and observed by the researchers as barriers to the technique maximizing its potential. Thus, for meaningful infusion of NOS into science curricula, pedagogical support for GAs to manage meaningful classroom discussions in support of NOS or other complex topics is recommended for an ER approach to NOS learning to be successful in college settings.

Vortex reconnection rate, and loop birth rate, for a random wavefield

NASA Astrophysics Data System (ADS)

Hannay, J. H.

2017-04-01

A time dependent, complex scalar wavefield in three dimensions contains curved zero lines, wave ‘vortices’, that move around. From time to time pairs of these lines contact each other and ‘reconnect’ in a well studied manner, and at other times tiny loops of new line appear from nowhere (births) and grow, or the reverse, existing loops shrink and disappear (deaths). These three types are known to be the only generic events. Here the average rate of their occurrences per unit volume is calculated exactly for a Gaussian random wavefield that has isotropic, stationary statistics, arising from a superposition of an infinity of plane waves in different directions. A simplifying ‘axis fixing’ technique is introduced to achieve this. The resulting formulas are proportional to the standard deviation of angular frequencies, and depend in a simple way on the second and fourth moments of the power spectrum of the plane waves. Reconnections turn out to be more common than births and deaths combined. As an expository preliminary, the case of two dimensions, where the vortices are points, is studied and the average rate of pair creation (and likewise destruction) per unit area is calculated.

The evolutionary ecology of molecular replicators

PubMed Central

2016-01-01

By reasonable criteria, life on the Earth consists mainly of molecular replicators. These include viruses, transposons, transpovirons, coviruses and many more, with continuous new discoveries like Sputnik Virophage. Their study is inherently multidisciplinary, spanning microbiology, genetics, immunology and evolutionary theory, and the current view is that taking a unified approach has great power and promise. We support this with a new, unified, model of their evolutionary ecology, using contemporary evolutionary theory coupling the Price equation with game theory, studying the consequences of the molecular replicators' promiscuous use of each others' gene products for their natural history and evolutionary ecology. Even at this simple expository level, we can make a firm prediction of a new class of replicators exploiting viruses such as lentiviruses like SIVs, a family which includes HIV: these have been explicitly stated in the primary literature to be non-existent. Closely connected to this departure is the view that multicellular organism immunology is more about the management of chronic infections rather than the elimination of acute ones and new understandings emerging are changing our view of the kind of theatre we ourselves provide for the evolutionary play of molecular replicators. This study adds molecular replicators to bacteria in the emerging field of sociomicrobiology. PMID:27853598

The evolutionary ecology of molecular replicators.

PubMed

Nee, Sean

2016-08-01

By reasonable criteria, life on the Earth consists mainly of molecular replicators. These include viruses, transposons, transpovirons, coviruses and many more, with continuous new discoveries like Sputnik Virophage. Their study is inherently multidisciplinary, spanning microbiology, genetics, immunology and evolutionary theory, and the current view is that taking a unified approach has great power and promise. We support this with a new, unified, model of their evolutionary ecology, using contemporary evolutionary theory coupling the Price equation with game theory, studying the consequences of the molecular replicators' promiscuous use of each others' gene products for their natural history and evolutionary ecology. Even at this simple expository level, we can make a firm prediction of a new class of replicators exploiting viruses such as lentiviruses like SIVs, a family which includes HIV: these have been explicitly stated in the primary literature to be non-existent. Closely connected to this departure is the view that multicellular organism immunology is more about the management of chronic infections rather than the elimination of acute ones and new understandings emerging are changing our view of the kind of theatre we ourselves provide for the evolutionary play of molecular replicators. This study adds molecular replicators to bacteria in the emerging field of sociomicrobiology.

A discussion on velocity-speed and their instruction

NASA Astrophysics Data System (ADS)

Yıldız, Ali

2016-04-01

This study was conducted to investigate how to teach velocity and speed effectively, with which activities and examples. Although they are different quantities, they are generally used in the same meaning. Study data and the quantities discussed were obtained from the examination of documents such as scientific articles and books about the instruction and they were examined by descriptive analysis approach. Expository instruction was supported with writing to learn activities and an approach actualized in seven stages was suggested so that velocity and speed could be understood at an anticipated level. At each stage, possible practices were explained; and especially at the fifth stage of the study, a detailed example on distance, displacement, velocity and speed promoted the understanding of presented quantities much more easily and correctly with their critical properties, thus students would be able to associate it with their prior knowledge. Moreover, it was anticipated based on these reasons that the example could be used as a tool to actualize permanent learning. At the last stage of the study, it was considered that having students write a letter and a summary to young respondents could support the practices in the previous stages, and also it would help promoting long-term retention of the learned concepts.

Algebra Word Problem Solving Approaches in a Chemistry Context: Equation Worked Examples versus Text Editing

ERIC Educational Resources Information Center

Ngu, Bing Hiong; Yeung, Alexander Seeshing

2013-01-01

Text editing directs students' attention to the problem structure as they classify whether the texts of word problems contain sufficient, missing or irrelevant information for working out a solution. Equation worked examples emphasize the formation of a coherent problem structure to generate a solution. Its focus is on the construction of three…

Representing Medical Knowledge in the Form of Structured Text: The Development of Current Disease Descriptions*

PubMed Central

Nelson, Stuart J.; Sherertz, David D.; Erlbaum, Mark S.; Tuttle, Mark S.

1989-01-01

As part of the Unified Medical Language System (UMLS) initiative, some 900 diseases have been described using “structured text.” Structured text is words and short phrases entered under labelled contexts. Vocabulary is not controlled. The contexts comprise a template for the disease description. The structured text is both manipulable by machine and readable by humans. Use of the template was natural, and only a few problems arose in using the template. Instructions to disease description composers must be explicit in definitions of the contexts. Diseases to be described are chosen, after clustering related diseases, according to the distinctions that physicians practicing in the area under question believe are important. Limiting disease descriptions to primitive observations and to entities otherwise described within the corpus appears to be both feasible and desirable.

Learning the Structure of Biomedical Relationships from Unstructured Text

PubMed Central

Percha, Bethany; Altman, Russ B.

2015-01-01

The published biomedical research literature encompasses most of our understanding of how drugs interact with gene products to produce physiological responses (phenotypes). Unfortunately, this information is distributed throughout the unstructured text of over 23 million articles. The creation of structured resources that catalog the relationships between drugs and genes would accelerate the translation of basic molecular knowledge into discoveries of genomic biomarkers for drug response and prediction of unexpected drug-drug interactions. Extracting these relationships from natural language sentences on such a large scale, however, requires text mining algorithms that can recognize when different-looking statements are expressing similar ideas. Here we describe a novel algorithm, Ensemble Biclustering for Classification (EBC), that learns the structure of biomedical relationships automatically from text, overcoming differences in word choice and sentence structure. We validate EBC's performance against manually-curated sets of (1) pharmacogenomic relationships from PharmGKB and (2) drug-target relationships from DrugBank, and use it to discover new drug-gene relationships for both knowledge bases. We then apply EBC to map the complete universe of drug-gene relationships based on their descriptions in Medline, revealing unexpected structure that challenges current notions about how these relationships are expressed in text. For instance, we learn that newer experimental findings are described in consistently different ways than established knowledge, and that seemingly pure classes of relationships can exhibit interesting chimeric structure. The EBC algorithm is flexible and adaptable to a wide range of problems in biomedical text mining. PMID:26219079

The role of readability in effective health communication: an experiment using a Japanese health information text on chronic suppurative otitis media.

PubMed

Sakai, Yukiko

2013-09-01

This study identifies the most significant readability factors and examines ways of improving and evaluating Japanese health information text in terms of ease of reading and understanding. Six different Japanese texts were prepared based on an original short text written by a medical doctor for a hospital web site intended for laypersons regarding chronic suppurative otitis media. Four were revised for single readability factor (syntax, vocabulary, or text structure) and two were modified in all three factors. Using a web-based survey, 270 high school students read one of the seven texts, including the original, completed two kinds of comprehension tests, and answered questions on their impressions of the text's readability. Significantly higher comprehension test scores were shown in the true or false test for a mixed text that presented important information first for better text structure. They were also found in the cloze test for a text using common vocabulary and a cohesive mixed text. Vocabulary could be a critical single readability factor when presumably combined with better text structure. Using multiple evaluation methods can help assess comprehensive readability. The findings on improvement and evaluation methods of readability can be applied to support effective health communication. © 2013 The authors. Health Information and Libraries Journal © 2013 Health Libraries Group Health Information and Libraries Journal.

Chapter 16: text mining for translational bioinformatics.

PubMed

Cohen, K Bretonnel; Hunter, Lawrence E

2013-04-01

Text mining for translational bioinformatics is a new field with tremendous research potential. It is a subfield of biomedical natural language processing that concerns itself directly with the problem of relating basic biomedical research to clinical practice, and vice versa. Applications of text mining fall both into the category of T1 translational research-translating basic science results into new interventions-and T2 translational research, or translational research for public health. Potential use cases include better phenotyping of research subjects, and pharmacogenomic research. A variety of methods for evaluating text mining applications exist, including corpora, structured test suites, and post hoc judging. Two basic principles of linguistic structure are relevant for building text mining applications. One is that linguistic structure consists of multiple levels. The other is that every level of linguistic structure is characterized by ambiguity. There are two basic approaches to text mining: rule-based, also known as knowledge-based; and machine-learning-based, also known as statistical. Many systems are hybrids of the two approaches. Shared tasks have had a strong effect on the direction of the field. Like all translational bioinformatics software, text mining software for translational bioinformatics can be considered health-critical and should be subject to the strictest standards of quality assurance and software testing.

Effects of Structure Strategy Training and Signaling on Recall of Text.

ERIC Educational Resources Information Center

Meyer, Bonnie J. F.; Poon, Leonard W.

2001-01-01

Younger and older adults participated in nine hours of either strategy training, interest strategy training, or no training. Both trained groups reported positive changes in reading, but only the structure strategy group showed increased total recall from a variety of texts and informative video. Structure strategy training increased the amount of…

Good initialization model with constrained body structure for scene text recognition

NASA Astrophysics Data System (ADS)

Zhu, Anna; Wang, Guoyou; Dong, Yangbo

2016-09-01

Scene text recognition has gained significant attention in the computer vision community. Character detection and recognition are the promise of text recognition and affect the overall performance to a large extent. We proposed a good initialization model for scene character recognition from cropped text regions. We use constrained character's body structures with deformable part-based models to detect and recognize characters in various backgrounds. The character's body structures are achieved by an unsupervised discriminative clustering approach followed by a statistical model and a self-build minimum spanning tree model. Our method utilizes part appearance and location information, and combines character detection and recognition in cropped text region together. The evaluation results on the benchmark datasets demonstrate that our proposed scheme outperforms the state-of-the-art methods both on scene character recognition and word recognition aspects.

Typography for Graphic Communication [and] Typographic Access Structures for Educational Texts [and] Graphic Aspects of Complex Texts: Typography as Macropunctuation.

ERIC Educational Resources Information Center

Waller, Robert

The three papers included in this report address typography for graphic communication, typographic access structures for educational texts, and typography as macropunctuation. The first paper considers the consequences of an aesthetic bias in the literature of typography, and identifies two misleading assumptions about textbooks; i.e., that print…

CDOCKER and λ-dynamics for prospective prediction in D₃R Grand Challenge 2.

PubMed

Ding, Xinqiang; Hayes, Ryan L; Vilseck, Jonah Z; Charles, Murchtricia K; Brooks, Charles L

2018-01-01

The opportunity to prospectively predict ligand bound poses and free energies of binding to the Farnesoid X Receptor in the D3R Grand Challenge 2 provided a useful exercise to evaluate CHARMM based docking (CDOCKER) and [Formula: see text]-dynamics methodologies for use in "real-world" applications in computer aided drug design. In addition to measuring their current performance, several recent methodological developments have been analyzed retrospectively to highlight best procedural practices in future applications. For pose prediction with CDOCKER, when the protein structure used for rigid receptor docking was close to the crystallographic holo structure, reliable poses were obtained. Benzimidazoles, with a known holo receptor structure, were successfully docked with an average RMSD of 0.97 [Formula: see text]. Other non-benzimidazole ligands displayed less accuracy largely because the receptor structures we chose for docking were too different from the experimental holo structures. However, retrospective analysis has shown that when these ligands were re-docked into their holo structures, the average RMSD dropped to 1.18 [Formula: see text] for all ligands. When sulfonamides and spiros were docked with the apo structure, which agrees more with their holo structure than the structures we chose, five out of six ligands were correctly docked. These docking results emphasize the need for flexible receptor docking approaches. For [Formula: see text]-dynamics techniques, including multisite [Formula: see text]-dynamics (MS[Formula: see text]D), reasonable agreement with experiment was observed for the 33 ligands investigated; root mean square errors of 2.08 and 1.67 kcal/mol were obtained for free energy sets 1 and 2, respectively. Retrospectively, soft-core potentials, adaptive landscape flattening, and biasing potential replica exchange (BP-REX) algorithms were critical to model large substituent perturbations with sufficient precision and within restrictive timeframes, such as was required with participation in Grand Challenge 2. These developments, their associated benefits, and proposed procedures for their use in future applications are discussed.

Structure and Ferroelectric Properties of High Tc BiScO3-PbTiO3 Epitaxial Thin Films.

PubMed

Wasa, Kiyotaka; Yoshida, Shinya; Hanzawa, Hiroaki; Adachi, Hideaki; Matsunaga, Toshiyuki; Tanaka, Shuji

2016-10-01

Piezoelectric ceramics of new composition with higher Curie temperature T c are extensively studied for better piezoelectric microelectromechanical systems (MEMS). Apart from the compositional research, enhanced T c could be achieved in a modified structure. We have considered that a designed laminated structure of Pb(Zr, Ti)O 3 (PZT)-based thin film, i.e., relaxed heteroepitaxial epitaxial thin film, is one of the promising modified structures to enhance T c . This structure exhibits an extraordinarily high T c , i.e., [Formula: see text] (bulk [Formula: see text]). In this paper, we have fabricated the designed laminated structure of high T c (1-x)BiScO 3 -xPbTiO 3 . T c of BS-0.8PT thin films was found to be extraordinarily high, i.e., [Formula: see text] (bulk T c , [Formula: see text]). Their ferroelectric performances were comparable to those of PZT-based thin films. The present BS-xPT thin films have a high potential for fabrication of high-temperature-stable piezoelectric MEMS. The mechanism of the enhanced T c is probably the presence of the mechanically stable interface to temperature in the laminated structure. We believe this designed laminated structure can extract fruitful properties of bulk ferroelectric ceramics.

Using Medical Text Extraction, Reasoning and Mapping System (MTERMS) to Process Medication Information in Outpatient Clinical Notes

PubMed Central

Zhou, Li; Plasek, Joseph M; Mahoney, Lisa M; Karipineni, Neelima; Chang, Frank; Yan, Xuemin; Chang, Fenny; Dimaggio, Dana; Goldman, Debora S.; Rocha, Roberto A.

2011-01-01

Clinical information is often coded using different terminologies, and therefore is not interoperable. Our goal is to develop a general natural language processing (NLP) system, called Medical Text Extraction, Reasoning and Mapping System (MTERMS), which encodes clinical text using different terminologies and simultaneously establishes dynamic mappings between them. MTERMS applies a modular, pipeline approach flowing from a preprocessor, semantic tagger, terminology mapper, context analyzer, and parser to structure inputted clinical notes. Evaluators manually reviewed 30 free-text and 10 structured outpatient clinical notes compared to MTERMS output. MTERMS achieved an overall F-measure of 90.6 and 94.0 for free-text and structured notes respectively for medication and temporal information. The local medication terminology had 83.0% coverage compared to RxNorm’s 98.0% coverage for free-text notes. 61.6% of mappings between the terminologies are exact match. Capture of duration was significantly improved (91.7% vs. 52.5%) from systems in the third i2b2 challenge. PMID:22195230

Development of a full-text information retrieval system

DOE Office of Scientific and Technical Information (OSTI.GOV)

Keizo Oyama; AKira Miyazawa, Atsuhiro Takasu; Kouji Shibano

The authors have executed a project to realize a full-text information retrieval system. The system is designed to deal with a document database comprising full text of a large number of documents such as academic papers. The document structures are utilized in searching and extracting appropriate information. The concept of structure handling and the configuration of the system are described in this paper.

The structural phases and vibrational properties of Mo1-xWxTe2 alloys

NASA Astrophysics Data System (ADS)

Oliver, Sean M.; Beams, Ryan; Krylyuk, Sergiy; Kalish, Irina; Singh, Arunima K.; Bruma, Alina; Tavazza, Francesca; Joshi, Jaydeep; Stone, Iris R.; Stranick, Stephan J.; Davydov, Albert V.; Vora, Patrick M.

2017-12-01

The structural polymorphism in transition metal dichalcogenides (TMDs) provides exciting opportunities for developing advanced electronics. For example, MoTe2 crystallizes in the 2H semiconducting phase at ambient temperature and pressure, but transitions into the 1T‧ semimetallic phase at high temperatures. Alloying MoTe2 with WTe2 reduces the energy barrier between these two phases, while also allowing access to the T d Weyl semimetal phase. The \\text{M}{{\\text{o}}1-\\text{x}} WxTe2 alloy system is therefore promising for developing phase change memory technology. However, achieving this goal necessitates a detailed understanding of the phase composition in the MoTe2-WTe2 system. We combine polarization-resolved Raman spectroscopy with x-ray diffraction (XRD) and scanning transmission electron microscopy (STEM) to study bulk \\text{M}{{\\text{o}}1-\\text{x}} WxTe2 alloys over the full compositional range x from 0 to 1. We identify Raman and XRD signatures characteristic of the 2H, 1T‧, and T d structural phases that agree with density-functional theory (DFT) calculations, and use them to identify phase fields in the MoTe2-WTe2 system, including single-phase 2H, 1T‧, and T d regions, as well as a two-phase 1T‧  +  T d region. Disorder arising from compositional fluctuations in \\text{M}{{\\text{o}}1-\\text{x}} WxTe2 alloys breaks inversion and translational symmetry, leading to the activation of an infrared 1T‧-MoTe2 mode and the enhancement of a double-resonance Raman process in \\text{2H-M}{{\\text{o}}1-\\text{x}} WxTe2 alloys. Compositional fluctuations limit the phonon correlation length, which we estimate by fitting the observed asymmetric Raman lineshapes with a phonon confinement model. These observations reveal the important role of disorder in \\text{M}{{\\text{o}}1-\\text{x}} WxTe2 alloys, clarify the structural phase boundaries, and provide a foundation for future explorations of phase transitions and electronic phenomena in this system.

Text Mining Improves Prediction of Protein Functional Sites

PubMed Central

Cohn, Judith D.; Ravikumar, Komandur E.

2012-01-01

We present an approach that integrates protein structure analysis and text mining for protein functional site prediction, called LEAP-FS (Literature Enhanced Automated Prediction of Functional Sites). The structure analysis was carried out using Dynamics Perturbation Analysis (DPA), which predicts functional sites at control points where interactions greatly perturb protein vibrations. The text mining extracts mentions of residues in the literature, and predicts that residues mentioned are functionally important. We assessed the significance of each of these methods by analyzing their performance in finding known functional sites (specifically, small-molecule binding sites and catalytic sites) in about 100,000 publicly available protein structures. The DPA predictions recapitulated many of the functional site annotations and preferentially recovered binding sites annotated as biologically relevant vs. those annotated as potentially spurious. The text-based predictions were also substantially supported by the functional site annotations: compared to other residues, residues mentioned in text were roughly six times more likely to be found in a functional site. The overlap of predictions with annotations improved when the text-based and structure-based methods agreed. Our analysis also yielded new high-quality predictions of many functional site residues that were not catalogued in the curated data sources we inspected. We conclude that both DPA and text mining independently provide valuable high-throughput protein functional site predictions, and that integrating the two methods using LEAP-FS further improves the quality of these predictions. PMID:22393388

Structure of Science Popularizations: A Genre-Analysis Approach to the Schema of Popularized Medical Texts.

ERIC Educational Resources Information Center

Nwogu, Kevin N.

1991-01-01

Attempts to characterize one discourse type of science popularization, the Journalistic Reported Version (JRV) of research articles in science magazines and newspapers. Results indicate that the JRV has an identifiable schema by which the information it contains is structured, and a typical JRV text may have as many as nine schematic structures.…

Is It All in the Telling?: A Study of the Role of Text Schemas and Schematic Text Structures in the Recall and Comprehension of Printed News Stories.

ERIC Educational Resources Information Center

Durham, Meenakshi Gigi

This study hypothesized that altering a news story to conform to a more familiar structure might increase comprehension and recall. Subjects, 104 undergraduate students, completed a Media Use Survey, a questionnaire for collecting demographic information, the WIRE test, a strength of text schema measure, and a comprehension questionnaire. Students…

Adverse Event extraction from Structured Product Labels using the Event-based Text-mining of Health Electronic Records (ETHER)system.

PubMed

Pandey, Abhishek; Kreimeyer, Kory; Foster, Matthew; Botsis, Taxiarchis; Dang, Oanh; Ly, Thomas; Wang, Wei; Forshee, Richard

2018-01-01

Structured Product Labels follow an XML-based document markup standard approved by the Health Level Seven organization and adopted by the US Food and Drug Administration as a mechanism for exchanging medical products information. Their current organization makes their secondary use rather challenging. We used the Side Effect Resource database and DailyMed to generate a comparison dataset of 1159 Structured Product Labels. We processed the Adverse Reaction section of these Structured Product Labels with the Event-based Text-mining of Health Electronic Records system and evaluated its ability to extract and encode Adverse Event terms to Medical Dictionary for Regulatory Activities Preferred Terms. A small sample of 100 labels was then selected for further analysis. Of the 100 labels, Event-based Text-mining of Health Electronic Records achieved a precision and recall of 81 percent and 92 percent, respectively. This study demonstrated Event-based Text-mining of Health Electronic Record's ability to extract and encode Adverse Event terms from Structured Product Labels which may potentially support multiple pharmacoepidemiological tasks.

Rhetorical Structure and Graphic Organizers: Effects on Learning from a History Text

ERIC Educational Resources Information Center

Montanero, Manuel; Lucero, Manuel

2012-01-01

This paper describes the effects of different methods to enhance students' understanding and learning from a text. We compared the efficiency of a text revision procedure ("from the text") and inferential activity engagement "toward the text") in the comprehension and recall of a History text. A total of 338 undergraduate…

Scene text recognition in mobile applications by character descriptor and structure configuration.

PubMed

Yi, Chucai; Tian, Yingli

2014-07-01

Text characters and strings in natural scene can provide valuable information for many applications. Extracting text directly from natural scene images or videos is a challenging task because of diverse text patterns and variant background interferences. This paper proposes a method of scene text recognition from detected text regions. In text detection, our previously proposed algorithms are applied to obtain text regions from scene image. First, we design a discriminative character descriptor by combining several state-of-the-art feature detectors and descriptors. Second, we model character structure at each character class by designing stroke configuration maps. Our algorithm design is compatible with the application of scene text extraction in smart mobile devices. An Android-based demo system is developed to show the effectiveness of our proposed method on scene text information extraction from nearby objects. The demo system also provides us some insight into algorithm design and performance improvement of scene text extraction. The evaluation results on benchmark data sets demonstrate that our proposed scheme of text recognition is comparable with the best existing methods.

Combinatorics and synchronization in natural semiotics

NASA Astrophysics Data System (ADS)

Orsucci, Franco; Giuliani, Alessandro; Webber, Charles; Zbilut, Joseph; Fonagy, Peter; Mazza, Marianna

2006-03-01

In this study the derivation of an objective metrics to appreciate the degree of structuring of written and spoken texts is presented. The proposed metrics is based on the scoring of recurrences inside a text by means of the application of recurrence quantification analysis (RQA), a nonlinear technique widely used in other fields of sciences. The adopted approach allowed us to create a ranking of different poems strictly related to their prosodic structure and, more importantly, the possibility to recognize the same structure across different languages, to define a level of structuring typical of spoken texts and identifying the progressive synchronization of a dyadic relation between two speakers in terms of relative complexity of their speeches. These results suggest the possibility of introducing objective measurement methods into humanities studies.

Strategy Shifts during Learning from Texts and Pictures

ERIC Educational Resources Information Center

Schnotz, Wolfgang; Ludewig, Ulrich; Ullrich, Mark; Horz, Holger; McElvany, Nele; Baumert, Jürgen

2014-01-01

Reading for learning frequently requires integrating text and picture information into coherent knowledge structures. This article presents an experimental study aimed at analyzing the strategies used by students for integrating text and picture information. Four combinations of texts and pictures (text-picture units) were selected from textbooks…

Disruption of Alfvénic turbulence by magnetic reconnection in a collisionless plasma

NASA Astrophysics Data System (ADS)

Mallet, Alfred; Schekochihin, Alexander A.; Chandran, Benjamin D. G.

2017-12-01

We calculate the disruption scale \\text{D}$ at which sheet-like structures in dynamically aligned Alfvénic turbulence are destroyed by the onset of magnetic reconnection in a low- collisionless plasma. The scaling of \\text{D}$ depends on the order of the statistics being considered, with more intense structures being disrupted at larger scales. The disruption scale for the structures that dominate the energy spectrum is \\text{D}\\sim L\\bot 1/9(de\\unicode[STIX]{x1D70C}s)4/9$ , where e$ is the electron inertial scale, s$ is the ion sound scale and \\bot $ is the outer scale of the turbulence. When e$ and s/L\\bot $ are sufficiently small, the scale \\text{D}$ is larger than s$ and there is a break in the energy spectrum at \\text{D}$ , rather than at s$ . We propose that the fluctuations produced by the disruption are circularised flux ropes, which may have already been observed in the solar wind. We predict the relationship between the amplitude and radius of these structures and quantify the importance of the disruption process to the cascade in terms of the filling fraction of undisrupted structures and the fractional reduction of the energy contained in them at the ion sound scale s$ . Both of these fractions depend strongly on e$ , with the disrupted structures becoming more important at lower e$ . Finally, we predict that the energy spectrum between \\text{D}$ and s$ is steeper than \\bot -3$ , when this range exists. Such a steep `transition range' is sometimes observed in short intervals of solar-wind turbulence. The onset of collisionless magnetic reconnection may therefore significantly affect the nature of plasma turbulence around the ion gyroscale.

Structure, magnetism and electronic properties in 3d-5d based double perovskite ([Formula: see text]Y x )2FeIrO6.

PubMed

Kharkwal, K C; Pramanik, A K

2017-11-13

The 3d-5d based double perovskites are of current interest as they provide model systems to study the interplay between electronic correlation (U) and spin-orbit coupling (SOC). Here, we report detailed structural, magnetic and transport properties of doped double perovskite material ([Formula: see text]Y x ) 2 FeIrO 6 with [Formula: see text]. With substitution of Y, the system retains its original crystal structure but structural parameters change with x in nonmonotonic fashion. The magnetization data for Sr 2 FeIrO 6 show antiferromagnetic type magnetic transition around 45 K; however, a close inspection of the data indicates a weak magnetic phase transition around 120 K. No change of structural symmetry has been observed down to low temperature, although the lattice parameters show sudden changes around the magnetic transitions. Sr 2 FeIrO 6 shows an insulating behavior over the whole temperature range, which nevertheless does not change with Y substitution. The nature of charge conduction is found to follow thermally activated Mott's variable range hopping and power law behavior for parent and doped samples, respectively. Interestingly, evolution of structural, magnetic and transport behavior in ([Formula: see text]Y x ) 2 FeIrO 6 is observed to reverse with [Formula: see text], which is believed to arise due to a change in the transition metal ionic state.

Reading Multimodal Texts: Perceptual, Structural and Ideological Perspectives

ERIC Educational Resources Information Center

Serafini, Frank

2010-01-01

This article presents a tripartite framework for analyzing multimodal texts. The three analytical perspectives presented include: (1) perceptual, (2) structural, and (3) ideological analytical processes. Using Anthony Browne's picturebook "Piggybook" as an example, assertions are made regarding what each analytical perspective brings to the…

Pressure-induced Lifshitz and structural transitions in NbAs and TaAs: experiments and theory.

PubMed

Gupta, Satyendra Nath; Singh, Anjali; Pal, Koushik; Muthu, D V S; Shekhar, C; Elghazali, Moaz A; Naumov, Pavel G; Medvedev, Sergey A; Felser, C; Waghmare, U V; Sood, A K

2018-05-10

High pressure Raman, resistivity and synchrotron x-ray diffraction studies on Weyl semimetals NbAs and TaAs have been carried out along with density functional theoretical (DFT) analysis to explain pressure induced structural and electronic topological phase transitions. The frequencies of first order Raman modes harden with increasing pressure, exhibiting a slope change at [Formula: see text] GPa for NbAs and [Formula: see text] GPa for TaAs. The resistivities of NbAs and TaAs exhibit a minimum at pressures close to these transition pressures and also a change in the bulk modulus is observed. Our first-principles calculations reveal that the transition is associated with an electronic Lifshitz transition at [Formula: see text] for NbAs while it is a structural phase transition from body centered tetragonal to hexagonal phase at [Formula: see text] for TaAs. Further, our DFT calculations show a structural phase transition at 24 GPa from body centered tetragonal phase to hexagonal phase.

The Challenge of Challenging Text

ERIC Educational Resources Information Center

Shanahan, Timothy; Fisher, Douglas; Frey, Nancy

2012-01-01

The Common Core State Standards emphasize the value of teaching students to engage with complex text. But what exactly makes a text complex, and how can teachers help students develop their ability to learn from such texts? The authors of this article discuss five factors that determine text complexity: vocabulary, sentence structure, coherence,…

Syntactic structures in languages and biology.

PubMed

Horn, David

2008-08-01

Both natural languages and cell biology make use of one-dimensional encryption. Their investigation calls for syntactic deciphering of the text and semantic understanding of the resulting structures. Here we discuss recently published algorithms that allow for such searches: automatic distillation of structure (ADIOS) that is successful in discovering syntactic structures in linguistic texts and its motif extraction (MEX) component that can be used for uncovering motifs in DNA and protein sequences. The underlying principles of these syntactic algorithms and some of their results will be described.

Evolution of stochastic demography with life history tradeoffs in density-dependent age-structured populations.

PubMed

Lande, Russell; Engen, Steinar; Sæther, Bernt-Erik

2017-10-31

We analyze the stochastic demography and evolution of a density-dependent age- (or stage-) structured population in a fluctuating environment. A positive linear combination of age classes (e.g., weighted by body mass) is assumed to act as the single variable of population size, [Formula: see text], exerting density dependence on age-specific vital rates through an increasing function of population size. The environment fluctuates in a stationary distribution with no autocorrelation. We show by analysis and simulation of age structure, under assumptions often met by vertebrate populations, that the stochastic dynamics of population size can be accurately approximated by a univariate model governed by three key demographic parameters: the intrinsic rate of increase and carrying capacity in the average environment, [Formula: see text] and [Formula: see text], and the environmental variance in population growth rate, [Formula: see text] Allowing these parameters to be genetically variable and to evolve, but assuming that a fourth parameter, [Formula: see text], measuring the nonlinearity of density dependence, remains constant, the expected evolution maximizes [Formula: see text] This shows that the magnitude of environmental stochasticity governs the classical trade-off between selection for higher [Formula: see text] versus higher [Formula: see text] However, selection also acts to decrease [Formula: see text], so the simple life-history trade-off between [Formula: see text]- and [Formula: see text]-selection may be obscured by additional trade-offs between them and [Formula: see text] Under the classical logistic model of population growth with linear density dependence ([Formula: see text]), life-history evolution in a fluctuating environment tends to maximize the average population size. Published under the PNAS license.

Automatic Text Structuring and Summarization.

ERIC Educational Resources Information Center

Salton, Gerard; And Others

1997-01-01

Discussion of the use of information retrieval techniques for automatic generation of semantic hypertext links focuses on automatic text summarization. Topics include World Wide Web links, text segmentation, and evaluation of text summarization by comparing automatically generated abstracts with manually prepared abstracts. (Author/LRW)

Assimilating Text-Mining & Bio-Informatics Tools to Analyze Cellulase structures

NASA Astrophysics Data System (ADS)

Satyasree, K. P. N. V., Dr; Lalitha Kumari, B., Dr; Jyotsna Devi, K. S. N. V.; Choudri, S. M. Roy; Pratap Joshi, K.

2017-08-01

Text-mining is one of the best potential way of automatically extracting information from the huge biological literature. To exploit its prospective, the knowledge encrypted in the text should be converted to some semantic representation such as entities and relations, which could be analyzed by machines. But large-scale practical systems for this purpose are rare. But text mining could be helpful for generating or validating predictions. Cellulases have abundant applications in various industries. Cellulose degrading enzymes are cellulases and the same producing bacteria - Bacillus subtilis & fungus Pseudomonas putida were isolated from top soil of Guntur Dt. A.P. India. Absolute cultures were conserved on potato dextrose agar medium for molecular studies. In this paper, we presented how well the text mining concepts can be used to analyze cellulase producing bacteria and fungi, their comparative structures are also studied with the aid of well-establised, high quality standard bioinformatic tools such as Bioedit, Swissport, Protparam, EMBOSSwin with which a complete data on Cellulases like structure, constituents of the enzyme has been obtained.