Impact of Smart Board Technology: An Investigation of Sight Word Reading and Observational Learning

ERIC Educational Resources Information Center

Mechling, Linda C.; Gast, David L.; Krupa, Kristin

2007-01-01

The effects of SMART Board technology, an interactive electronic whiteboard, and a 3s constant time delay (CTD) procedure was evaluated for teaching sight word reading to students with moderate intellectual disabilties within a small group arrangment. A multiple probe design across three word sets and replicated with three students was used to…

The Effects of Video Self-Modeling on the Decoding Skills of Children at Risk for Reading Disabilities

ERIC Educational Resources Information Center

Ayala, Sandra M.

2010-01-01

Ten first grade students, participating in a Tier II response to intervention (RTI) reading program received an intervention of video self modeling to improve decoding skills and sight word recognition. The students were video recorded blending and segmenting decodable words, and reading sight words taken directly from their curriculum…

Test Review: Torgesen, J. K., Wagner, R. K., and Rashotte, C. A. (2012), "Test of Word Reading Efficiency-Second Edition" (TOWRE-2). Austin, TX: Pro-Ed

ERIC Educational Resources Information Center

Tarar, Jessica M.; Meisinger, Elizabeth B.; Dickens, Rachel H.

2015-01-01

The TOWRE-2 was developed to provide an efficient measure of two essential wordlevel reading skills, sight word reading and phonetic decoding skills. The Sight Word Efficiency (SWE) subtest assesses the number of real words that an individual can read from a vertical list within 45 s. This subtest is designed to measure the size of an individual's…

Comparing Teacher-Directed and Computer-Assisted Constant Time Delay for Teaching Functional Sight Words to Students with Moderate Intellectual Disability

ERIC Educational Resources Information Center

Coleman, Mari Beth; Hurley, Kevin J.; Cihak, David F.

2012-01-01

The purpose of this study was to compare the effectiveness and efficiency of teacher-directed and computer-assisted constant time delay strategies for teaching three students with moderate intellectual disability to read functional sight words. Target words were those found in recipes and were taught via teacher-delivered constant time delay or…

Using an iPad® App to Improve Sight Word Reading Fluency for At-Risk First Graders

ERIC Educational Resources Information Center

Musti-Rao, Shobana; Lo, Ya-yu; Plati, Erin

2015-01-01

We used a multiple baseline across word lists design nested within a multiple baseline across participants design to examine the effects of instruction delivered using an iPad® app on sight word fluency and oral reading fluency of six first graders identified as at risk for reading failure. In Study 1, three students participated in…

Effects of community-based, videotape, and flash card instruction of community-referenced sight words on students with mental retardation.

PubMed Central

Cuvo, A J; Klatt, K P

1992-01-01

Community-referenced sight words and phrases were taught to adolescents with mild and moderate mental retardation using three instructional methods in two locations. Words were presented on flash cards in a school setting, on videotape recordings in a school setting, and on naturally occurring signs in the community. During each session, participants were taught one third of the words in each of these conditions and were then tested at the community sites. A constant prompt delay procedure was used to promote stimulus control to the experimenter's cue initially and then to transfer control to the textual stimuli used for training. A multiple baseline across participants design was employed. Results showed rapid acquisition of the community-referenced sight words in all three training conditions and generalization from the flash card and videotape conditions to the community sites. PMID:1378827

The Effects of Student and Text Characteristics on the Oral Reading Fluency of Middle-Grade Students

PubMed Central

Barth, Amy E.; Tolar, Tammy D.; Fletcher, Jack M.; Francis, David

2014-01-01

We evaluated the effects of student characteristics (sight word reading efficiency, phonological decoding, verbal knowledge, level of reading ability, grade, gender) and text features (passage difficulty, length, genre, and language and discourse attributes) on the oral reading fluency of a sample of middle-school students in Grades 6–8 (N = 1,794). Students who were struggling (n = 704) and typically developing readers (n = 1,028) were randomly assigned to read five 1-min passages from each of 5 Lexile bands (within student range of 550 Lexiles). A series of multilevel analyses showed that student and text characteristics contributed uniquely to oral reading fluency rates. Student characteristics involving sight word reading efficiency and level of decoding ability accounted for more variability than reader type and verbal knowledge, with small, but statistically significant effects of grade and gender. The most significant text feature was passage difficulty level. Interactions involving student text characteristics, especially attributes involving overall ability level and difficulty of the text, were also apparent. These results support views of the development of oral reading fluency that involve interactions of student and text characteristics and highlight the importance of scaling for passage difficulty level in assessing individual differences in oral reading fluency. PMID:24567659

Eat Me If You Can: Cognitive Mechanisms Underlying the Distance Effect

PubMed Central

Junghans, Astrid F.; Evers, Catharine; De Ridder, Denise T. D.

2013-01-01

Proximal objects provide affordances that activate the motor information involved in interacting with the objects. This effect has previously been shown for artifacts but not for natural objects, such as food. This study examined whether the sight of proximal food, compared to distant food activates eating-related information. In two experiments reaction times to verbal labels following the sight of proximal and distant objects (food and toys) were measured. Verbal labels included function words that were compatible with one object category (eating and playing) and observation words compatible with both object categories. The sight of food was expected to activate eating-related information when presented at proximity but not at distance, as reflected by faster reaction times to proximal than distant compatible eating words and no difference between reaction times to proximal and distant food for observation words (Experiment 1). Experiment 2 additionally compared the reaction times to wrapped and unwrapped food. The distance effect was expected to occur only for unwrapped food because only unwrapped food is readily edible. As expected, Experiment 1 and 2 revealed faster responses to compatible eating words at proximity than at distance. In Experiment 2 this distance effect occurred only for readily edible, unwrapped food but not for wrapped food. For observation words no difference in response times between the distances was found. These findings suggest that the sight of proximal food activates eating-related information, which could explain people’s differential behavioral responses to reachable versus distant food. The activation of eating-related information upon sight of accessible food could provide a cognition-based explanation for mindless eating. PMID:24367684

The Relation of Visual and Auditory Aptitudes to First Grade Low Readers' Achievement under Sight-Word and Systematic Phonic Instructions. Research Report #36.

ERIC Educational Resources Information Center

Gallistel, Elizabeth; And Others

Ten auditory and ten visual aptitude measures were administered in the middle of first grade to a sample of 58 low readers. More than half of this low reader sample had scored more than a year below expected grade level on two or more aptitudes. Word recognition measures were administered after four months of sight word instruction and again after…

Examination of a Regressive Prompt-Delay Procedure for Improving Sight-Word Reading

ERIC Educational Resources Information Center

Daly, Edward J., III.; Hess, Polly M.; Sommerhalder, Mackenzie; Strong, Whitney; Johnsen, Mallory; O'Connor, Maureen A.; Young, Nicholas D.

2016-01-01

The current two-experiment study examined the effects of a regressive prompt-delay procedure on sight-word reading of four elementary school students. In contrast to traditional progressive prompt-delay procedures in which the latency of prompts is increased, the regressive prompt-delay latency is decreased over time. Data indicate that…

A Comparison of Two Flash-Card Methods for Improving Sight-Word Reading

ERIC Educational Resources Information Center

Kupzyk, Sara; Daly, Edward J., III; Andersen, Melissa N.

2011-01-01

Flash cards have been shown to be useful for teaching sight-word reading. To date, the most effective flash-card instruction method is incremental rehearsal (IR). This method involves the instructor interspersing unknown stimulus items into the presentation of known stimulus items. In this study, we compared IR to a modified IR…

Comparative Effectiveness of Two Sight-Word Reading Interventions for a Student with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Mulé, Christina M.; Volpe, Robert J.; Fefer, Sarah; Leslie, Laurel K.; Luiselli, Jim

2015-01-01

Traditional drill and practice (TDP) and incremental rehearsal (IR) are flashcard drill techniques for teaching sight words to students. Although both have extensive research support, no study to date has compared these methods with children who have autism spectrum disorder (ASD). Utilizing an adaptive alternating treatments design, the present…

Measurement Scale Influences in the Evaluation of Sight-Word Reading Interventions

ERIC Educational Resources Information Center

Yaw, Jared; Skinner, Christopher H.; Delisle, Jean; Skinner, Amy L.; Maurer, Kristin; Cihak, David; Wilhoit, Brian; Booher, Joshua

2014-01-01

Working with elementary students with disabilities, we used alternating treatment designs to evaluate and compare the effects of 2 computer-based flash card sight-word reading interventions, 1 with 1-s response intervals and another with 5-s response intervals. In Study 1, we held instructional time constant, applying both interventions for 3?min.…

Evaluating a Computer Flash-Card Sight-Word Recognition Intervention with Self-Determined Response Intervals in Elementary Students with Intellectual Disability

ERIC Educational Resources Information Center

Cazzell, Samantha; Skinner, Christopher H.; Ciancio, Dennis; Aspiranti, Kathleen; Watson, Tiffany; Taylor, Kala; McCurdy, Merilee; Skinner, Amy

2017-01-01

A concurrent multiple-baseline across-tasks design was used to evaluate the effectiveness of a computer flash-card sight-word recognition intervention with elementary-school students with intellectual disability. This intervention allowed the participants to self-determine each response interval and resulted in both participants acquiring…

Teaching Sight Words to Elementary Students with Intellectual Disability and Autism: A Comparison of Teacher-Directed versus Computer-Assisted Simultaneous Prompting

ERIC Educational Resources Information Center

Coleman, Mari Beth; Cherry, Rebecca A.; Moore, Tara C.; Yujeong, Park; Cihak, David F.

2015-01-01

The purpose of this study was to compare the effects of teacher-directed simultaneous prompting to computer-assisted simultaneous prompting for teaching sight words to 3 elementary school students with intellectual disability. Activities in the computer-assisted condition were designed with Intellitools Classroom Suite software whereas traditional…

Getting the Bugs out with PESTS: A Mnemonic Approach to Spelling Sight Words for Students with Learning Disabilities

ERIC Educational Resources Information Center

Howard, Sue; DaDeppo, Lisa M. W.; De La Paz, Susan

2008-01-01

Difficulties with spelling can impact students' reading acquisition and writing, having a critical impact on overall literacy development. Students with learning disabilities (LD) often struggle with spelling. We describe a case study with three elementary-aged students with LD using a mnemonic approach to spelling sight words. Our approach,…

The Use of an Autonomous Pedagogical Agent and Automatic Speech Recognition for Teaching Sight Words to Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Saadatzi, Mohammad Nasser; Pennington, Robert C.; Welch, Karla C.; Graham, James H.; Scott, Renee E.

2017-01-01

In the current study, we examined the effects of an instructional package comprised of an autonomous pedagogical agent, automatic speech recognition, and constant time delay during the instruction of reading sight words aloud to young adults with autism spectrum disorder. We used a concurrent multiple baseline across participants design to…

Effects of dynamic text in an AAC app on sight word reading for individuals with autism spectrum disorder.

PubMed

Caron, Jessica; Light, Janice; Holyfield, Christine; McNaughton, David

2018-06-01

The purpose of this study was to investigate the effects of Transition to Literacy (T2L) software features (i.e., dynamic text and speech output upon selection of a graphic symbol) within a grid display in an augmentative and alternative communication (AAC) app, on the sight word reading skills of individuals with autism spectrum disorders (ASD) and complex communication needs. The study implemented a single-subject multiple probe research design across one set of three participants. The same design was utilized with an additional set of two participants. As part of the intervention, the participants were exposed to an AAC app with the T2L features during a highly structured matching task. With only limited exposure to the features, the five participants all demonstrated increased accuracy of identification of 12 targeted sight words. This study provides preliminary evidence that redesigning AAC apps to include the provision of dynamic text combined with speech output, can positively impact the sight-word reading of participants during a structured task. This adaptation in AAC system design could be used to complement literacy instruction and to potentially infuse components of literacy learning into daily communication.

Teaching Sight Words to Elementary Students With Intellectual Disability and Autism: A Comparison of Teacher-Directed Versus Computer-Assisted Simultaneous Prompting.

PubMed

Coleman, Mari Beth; Cherry, Rebecca A; Moore, Tara C; Park, Yujeong; Cihak, David F

2015-06-01

The purpose of this study was to compare the effects of teacher-directed simultaneous prompting to computer-assisted simultaneous prompting for teaching sight words to 3 elementary school students with intellectual disability. Activities in the computer-assisted condition were designed with Intellitools Classroom Suite software whereas traditional materials (i.e., flashcards) were used in the teacher-directed condition. Treatment conditions were compared using an adapted alternating treatments design. Acquisition of sight words occurred in both conditions for all 3 participants; however, each participant either clearly responded better in the teacher-directed condition or reported a preference for the teacher-directed condition when performance was similar with computer-assisted instruction being more efficient. Practical implications and directions for future research are discussed.

Small-Group Technology-Assisted Instruction: Virtual Teacher and Robot Peer for Individuals with Autism Spectrum Disorder.

PubMed

Saadatzi, Mohammad Nasser; Pennington, Robert C; Welch, Karla C; Graham, James H

2018-06-20

The authors combined virtual reality technology and social robotics to develop a tutoring system that resembled a small-group arrangement. This tutoring system featured a virtual teacher instructing sight words, and included a humanoid robot emulating a peer. The authors used a multiple-probe design across word sets to evaluate the effects of the instructional package on the explicit acquisition and vicarious learning of sight words instructed to three children with autism spectrum disorder (ASD) and the robot peer. Results indicated that participants acquired, maintained, and generalized 100% of the words explicitly instructed to them, made fewer errors while learning the words common between them and the robot peer, and vicariously learned 94% of the words solely instructed to the robot.

Comparison of Constant Time Delay and Simultaneous Prompting Procedures: Teaching Functional Sight Words to Students with Intellectual Disabilities and Autism Spectrum Disorder

ERIC Educational Resources Information Center

Swain, Rasheeda; Lane, Justin D.; Gast, David L.

2015-01-01

Constant time delay (CTD) and simultaneous prompting (SP) are effective response prompting procedures for teaching students with moderate to severe disabilities. The purpose of this study was to compare the efficiency of CTD and SP when teaching functional sight words to four students, 8-11 years of age, with moderate intellectual disability (ID)…

Errorless discrimination and picture fading as techniques for teaching sight words to TMR students.

PubMed

Walsh, B F; Lamberts, F

1979-03-01

The effectiveness of two approaches for teaching beginning sight words to 30 TMR students was compared. In Dorry and Zeaman's picture-fading technique, words are taught through association with pictures that are faded out over a series of trials, while in the Edmark program errorless-discrimination technique, words are taught through shaped sequences of visual and auditory--visual matching-to-sample, with the target word first appearing alone and eventually appearing with orthographically similar words. Students were instructed on two lists of 10 words each, one list in the picture-fading and one in the discrimination method, in a double counter-balanced, repeated-measures design. Covariance analysis on three measures (word identification, word recognition, and picture--word matching) showed highly significant differences between the two methods. Students' performance was better after instruction with the errorless-discrimination method than after instruction with the picture-fading method. The findings on picture fading were interpreted as indicating a possible failure of the shifting of control from picture to printed word that earlier researchers have hypothesized as occurring.

Novel grid-based optical Braille conversion: from scanning to wording

NASA Astrophysics Data System (ADS)

Yoosefi Babadi, Majid; Jafari, Shahram

2011-12-01

Grid-based optical Braille conversion (GOBCO) is explained in this article. The grid-fitting technique involves processing scanned images taken from old hard-copy Braille manuscripts, recognising and converting them into English ASCII text documents inside a computer. The resulted words are verified using the relevant dictionary to provide the final output. The algorithms employed in this article can be easily modified to be implemented on other visual pattern recognition systems and text extraction applications. This technique has several advantages including: simplicity of the algorithm, high speed of execution, ability to help visually impaired persons and blind people to work with fax machines and the like, and the ability to help sighted people with no prior knowledge of Braille to understand hard-copy Braille manuscripts.

Employing Reading Racetracks and DI Flashcards with and without Cover, Copy, and Compare and Rewards to Teach of Sight Words to Three Students with Learning Disabilities in Reading

ERIC Educational Resources Information Center

Kaufman, Leah; McLaughlin, T. F.; Derby, K. Mark; Waco, Theresa

2011-01-01

The purpose of this study was to study the effect of pairing reading racetracks and flashcards for the teaching of sight words. The first participant was diagnosed with a specific learning disability in reading and writing and was also diagnosed with ADHD. The second participant was diagnosed with a specific learning disability in reading,…

Braille in the Sighted: Teaching Tactile Reading to Sighted Adults.

PubMed

Bola, Łukasz; Siuda-Krzywicka, Katarzyna; Paplińska, Małgorzata; Sumera, Ewa; Hańczur, Paweł; Szwed, Marcin

2016-01-01

Blind people are known to have superior perceptual abilities in their remaining senses. Several studies suggest that these enhancements are dependent on the specific experience of blind individuals, who use those remaining senses more than sighted subjects. In line with this view, sighted subjects, when trained, are able to significantly progress in relatively simple tactile tasks. However, the case of complex tactile tasks is less obvious, as some studies suggest that visual deprivation itself could confer large advantages in learning them. It remains unclear to what extent those complex skills, such as braille reading, can be learnt by sighted subjects. Here we enrolled twenty-nine sighted adults, mostly braille teachers and educators, in a 9-month braille reading course. At the beginning of the course, all subjects were naive in tactile braille reading. After the course, almost all were able to read whole braille words at a mean speed of 6 words-per-minute. Subjects with low tactile acuity did not differ significantly in braille reading speed from the rest of the group, indicating that low tactile acuity is not a limiting factor for learning braille, at least at this early stage of learning. Our study shows that most sighted adults can learn whole-word braille reading, given the right method and a considerable amount of motivation. The adult sensorimotor system can thus adapt, to some level, to very complex tactile tasks without visual deprivation. The pace of learning in our group was comparable to congenitally and early blind children learning braille in primary school, which suggests that the blind's mastery of complex tactile tasks can, to a large extent, be explained by experience-dependent mechanisms.

Braille in the Sighted: Teaching Tactile Reading to Sighted Adults

PubMed Central

Bola, Łukasz; Siuda-Krzywicka, Katarzyna; Paplińska, Małgorzata; Sumera, Ewa; Hańczur, Paweł; Szwed, Marcin

2016-01-01

Blind people are known to have superior perceptual abilities in their remaining senses. Several studies suggest that these enhancements are dependent on the specific experience of blind individuals, who use those remaining senses more than sighted subjects. In line with this view, sighted subjects, when trained, are able to significantly progress in relatively simple tactile tasks. However, the case of complex tactile tasks is less obvious, as some studies suggest that visual deprivation itself could confer large advantages in learning them. It remains unclear to what extent those complex skills, such as braille reading, can be learnt by sighted subjects. Here we enrolled twenty-nine sighted adults, mostly braille teachers and educators, in a 9-month braille reading course. At the beginning of the course, all subjects were naive in tactile braille reading. After the course, almost all were able to read whole braille words at a mean speed of 6 words-per-minute. Subjects with low tactile acuity did not differ significantly in braille reading speed from the rest of the group, indicating that low tactile acuity is not a limiting factor for learning braille, at least at this early stage of learning. Our study shows that most sighted adults can learn whole-word braille reading, given the right method and a considerable amount of motivation. The adult sensorimotor system can thus adapt, to some level, to very complex tactile tasks without visual deprivation. The pace of learning in our group was comparable to congenitally and early blind children learning braille in primary school, which suggests that the blind’s mastery of complex tactile tasks can, to a large extent, be explained by experience-dependent mechanisms. PMID:27187496

A Language Skills Program for Secondary LD Students.

ERIC Educational Resources Information Center

Howe, Bill

1982-01-01

A program was developed to increase the receptive and expressive language skills of 24 secondary learning-disabled students. Program units covered word sorting, sight-word vocabulary, key-word reading, reading rate, reading comprehension, listening, and writing. (Author/SW)

Irrelevant speech does not interfere with serial recall in early blind listeners.

PubMed

Kattner, Florian; Ellermeier, Wolfgang

2014-01-01

Phonological working memory is known be (a) inversely related to the duration of the items to be learned (word-length effect), and (b) impaired by the presence of irrelevant speech-like sounds (irrelevant-speech effect). As it is discussed controversially whether these memory disruptions are subject to attentional control, both effects were studied in sighted participants and in a sample of early blind individuals who are expected to be superior in selectively attending to auditory stimuli. Results show that, while performance depended on word length in both groups, irrelevant speech interfered with recall only in the sighted group, but not in blind participants. This suggests that blind listeners may be able to effectively prevent irrelevant sound from being encoded in the phonological store, presumably due to superior auditory processing. The occurrence of a word-length effect, however, implies that blind and sighted listeners are utilizing the same phonological rehearsal mechanism in order to maintain information in the phonological store.

Teaching Basic Reading Skills in Secondary Schools.

ERIC Educational Resources Information Center

Carnine, Linda

1980-01-01

This document presents diagnostic and prescriptive techniques that will enable teachers to enhance secondary school students' learning through reading in content areas. Three terms used in the document are defined in Section I: "vocabulary skills" include word attack skills, sight word skills, and word meanings; "comprehension skills" are literal,…

Wilson Reading System[R]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2007

2007-01-01

Wilson Reading System[R] is a supplemental reading and writing curriculum designed to promote reading accuracy (decoding) and spelling (encoding) skills for students with word-level deficits. The program is designed to teach phonemic awareness, alphabetic principles (sound-symbol relationship), word study, spelling, sight word instruction,…

Resources for Teaching Word Identification.

ERIC Educational Resources Information Center

Schell, Leo M., Ed.; And Others

Only materials specifically designed to teach one or more of the following word identification skills were included in this booklet: sight words, context clues, phonic analysis, structural analysis, and dictionary skills. Materials for grades one through six are stressed, although a few materials suitable for secondary school students are listed.…

Improving Students' Word Analysis Skills by Implementing "Working with Words" from the Four Blocks of Literacy Program.

ERIC Educational Resources Information Center

Velasco, Kelly; Zizak, Amanda

This report describes a program for improving word analysis skills in order to increase sight reading, reading accuracy, and fluency. The targeted population consisted of second and third graders in a suburban area close to a large metropolitan city in a Midwestern state. The problems of low word analysis skills were documented through Qualitative…

Transfer of Mixed Word Identification Training to a Reading Context.

ERIC Educational Resources Information Center

Koehler, John; And Others

The research reported here was designed to examine a number of factors that findings from verbal learning studies indicate should affect the recall and transfer of word identification materials. Sight word and phonics-based or rule-based learning were investigated in 112 kindergarteners who were identified as nonreaders. Groups were trained on…

Using Constant Time Delay to Teach Braille Word Recognition

ERIC Educational Resources Information Center

Hooper, Jonathan; Ivy, Sarah; Hatton, Deborah

2014-01-01

Introduction: Constant time delay has been identified as an evidence-based practice to teach print sight words and picture recognition (Browder, Ahlbrim-Delzell, Spooner, Mims, & Baker, 2009). For the study presented here, we tested the effectiveness of constant time delay to teach new braille words. Methods: A single-subject multiple baseline…

Knowledge of Dental Health and Oral Hygiene Practices of Taiwanese Visually Impaired and Sighted Students

ERIC Educational Resources Information Center

Chang, Chien-Huey Sophie; Shih, Yeng-Hung

2004-01-01

This study investigated the dental health knowledge and oral hygiene practices of 95 students with visual impairments and 286 sighted students in Taiwan. It found that the students with visual impairments were less knowledgeable about dental health and less frequently completed oral hygiene practices than did the sighted students.

A computer-based program to teach braille reading to sighted individuals.

PubMed

Scheithauer, Mindy C; Tiger, Jeffrey H

2012-01-01

Instructors of the visually impaired need efficient braille-training methods. This study conducted a preliminary evaluation of a computer-based program intended to teach the relation between braille characters and English letters using a matching-to-sample format with 4 sighted college students. Each participant mastered matching visual depictions of the braille alphabet to their printed-word counterparts. Further, each participant increased the number of words they read in a braille passage following this training. These gains were maintained at variable levels on a maintenance probe conducted 2 to 4 weeks after training.

A COMPUTER-BASED PROGRAM TO TEACH BRAILLE READING TO SIGHTED INDIVIDUALS

PubMed Central

Scheithauer, Mindy C; Tiger, Jeffrey H

2012-01-01

Instructors of the visually impaired need efficient braille-training methods. This study conducted a preliminary evaluation of a computer-based program intended to teach the relation between braille characters and English letters using a matching-to-sample format with 4 sighted college students. Each participant mastered matching visual depictions of the braille alphabet to their printed-word counterparts. Further, each participant increased the number of words they read in a braille passage following this training. These gains were maintained at variable levels on a maintenance probe conducted 2 to 4 weeks after training. PMID:22844139

The effect of font size and type on reading performance with Arabic words in normally sighted and simulated cataract subjects.

PubMed

Alotaibi, Abdullah Z

2007-05-01

Previous investigations have shown that reading is the most common functional problem reported by patients at a low vision practice. While there have been studies investigating effect of fonts in normal and low vision patients in English, no study has been carried out in Arabic. Additionally, there has been no investigation into the use of optimum print sizes or fonts that should be used in Arabic books and leaflets for low vision patients. Arabic sentences were read by 100 normally sighted volunteers with and without simulated cataract. Subjects read two font types (Times New Roman and Courier) in three different sizes (N8, N10 and N12). The subjects were asked to read the sentences aloud. The reading speed was calculated as number of words read divided by the time taken, while reading rate was calculated as the number of words read correctly divided by the time taken. There was an improvement in reading performance of normally sighted and simulated visually impaired subjects when the print size increased. There was no significant difference in reading performance between the two types of font used at small print size, however the reading rate improved as print size increased with Times New Roman. The results suggest that the use of N12 print in Times New Roman enhanced reading performance in normally sighted and simulated cataract subjects.

SUGGESTIONS FOR DEVELOPING INDEPENDENT WORD ATTACK IN READING, FOR USE IN BASIC INSTITUTE MEETINGS, GRADES THREE AND FOUR.

ERIC Educational Resources Information Center

REECE, THOMAS E.; AND OTHERS

A GUIDE FOR PLANNING SPECIFIC INSTRUCTION FOR DEVELOPING INDEPENDENT WORD ATTACK PRESENTS THE SKILLS NECESSARY FOR MASTERING SIGHT VOCABULARY, WORD RECOGNITION, AND THE USE OF THE DICTIONARY. SPECIFIC DEFINITIONS OF TERMS AND EXAMPLES OF TEACHING TECHNIQUES WITH THE SEQUENCE OF INSTRUCTION FOR THE DEVELOPMENT OF PHONETIC AND STRUCTURAL ANALYSIS…

Relationship between the Development of Language and Thought in Young Blind Children.

ERIC Educational Resources Information Center

Bigelow, A.

1990-01-01

The relationship between the development of object permanence and early words was studied in three young boys, two totally blind from birth and one severely visually impaired. Subjects acquired early words within the age range for sighted children but their word usage was different. The two blind children were delayed in their development of…

The attentional blink is related to phonemic decoding, but not sight-word recognition, in typically reading adults.

PubMed

Tyson-Parry, Maree M; Sailah, Jessica; Boyes, Mark E; Badcock, Nicholas A

2015-10-01

This research investigated the relationship between the attentional blink (AB) and reading in typical adults. The AB is a deficit in the processing of the second of two rapidly presented targets when it occurs in close temporal proximity to the first target. Specifically, this experiment examined whether the AB was related to both phonological and sight-word reading abilities, and whether the relationship was mediated by accuracy on a single-target rapid serial visual processing task (single-target accuracy). Undergraduate university students completed a battery of tests measuring reading ability, non-verbal intelligence, and rapid automatised naming, in addition to rapid serial visual presentation tasks in which they were required to identify either two (AB task) or one (single target task) target/s (outlined shapes: circle, square, diamond, cross, and triangle) in a stream of random-dot distractors. The duration of the AB was related to phonological reading (n=41, β=-0.43): participants who exhibited longer ABs had poorer phonemic decoding skills. The AB was not related to sight-word reading. Single-target accuracy did not mediate the relationship between the AB and reading, but was significantly related to AB depth (non-linear fit, R(2)=.50): depth reflects the maximal cost in T2 reporting accuracy in the AB. The differential relationship between the AB and phonological versus sight-word reading implicates common resources used for phonemic decoding and target consolidation, which may be involved in cognitive control. The relationship between single-target accuracy and the AB is discussed in terms of cognitive preparation. Copyright © 2015 Elsevier Ltd. All rights reserved.

Verbal definitions of familiar objects in blind children reflect their peculiar perceptual experience.

PubMed

Vinter, A; Fernandes, V; Orlandi, O; Morgan, P

2013-11-01

The aim of the present study was to examine to what extent the verbal definitions of familiar objects produced by blind children reflect their peculiar perceptual experience and, in consequence, differ from those produced by sighted children. Ninety-six visually impaired children, aged between 6 and 14 years, and 32 age-matched sighted children had to define 10 words denoting concrete animate or inanimate familiar objects. The blind children evoked the tactile and auditory characteristics of objects and expressed personal perceptual experiences in their definitions. The sighted children relied on visual perception, and produced more visually oriented verbalism. In contrast, no differences were observed between children in their propensity to include functional attributes in their verbal definitions. The results are discussed in line with embodied views of cognition that postulate mandatory perceptuomotor processing of words during access to their meaning. © 2012 John Wiley & Sons Ltd.

Procedural Adaptations for Use of Constant Time Delay to Teach Highly Motivating Words to Beginning Braille Readers

ERIC Educational Resources Information Center

Ivy, Sarah E.; Guerra, Jennifer A.; Hatton, Deborah D.

2017-01-01

Introduction: Constant time delay is an evidence-based practice to teach sight word recognition to students with a variety of disabilities. To date, two studies have documented its effectiveness for teaching braille. Methods: Using a multiple-baseline design, we evaluated the effectiveness of constant time delay to teach highly motivating words to…

Development of the Visual Word Form Area Requires Visual Experience: Evidence from Blind Braille Readers.

PubMed

Kim, Judy S; Kanjlia, Shipra; Merabet, Lotfi B; Bedny, Marina

2017-11-22

Learning to read causes the development of a letter- and word-selective region known as the visual word form area (VWFA) within the human ventral visual object stream. Why does a reading-selective region develop at this anatomical location? According to one hypothesis, the VWFA develops at the nexus of visual inputs from retinotopic cortices and linguistic input from the frontotemporal language network because reading involves extracting linguistic information from visual symbols. Surprisingly, the anatomical location of the VWFA is also active when blind individuals read Braille by touch, suggesting that vision is not required for the development of the VWFA. In this study, we tested the alternative prediction that VWFA development is in fact influenced by visual experience. We predicted that in the absence of vision, the "VWFA" is incorporated into the frontotemporal language network and participates in high-level language processing. Congenitally blind ( n = 10, 9 female, 1 male) and sighted control ( n = 15, 9 female, 6 male), male and female participants each took part in two functional magnetic resonance imaging experiments: (1) word reading (Braille for blind and print for sighted participants), and (2) listening to spoken sentences of different grammatical complexity (both groups). We find that in blind, but not sighted participants, the anatomical location of the VWFA responds both to written words and to the grammatical complexity of spoken sentences. This suggests that in blindness, this region takes on high-level linguistic functions, becoming less selective for reading. More generally, the current findings suggest that experience during development has a major effect on functional specialization in the human cortex. SIGNIFICANCE STATEMENT The visual word form area (VWFA) is a region in the human cortex that becomes specialized for the recognition of written letters and words. Why does this particular brain region become specialized for reading? We tested the hypothesis that the VWFA develops within the ventral visual stream because reading involves extracting linguistic information from visual symbols. Consistent with this hypothesis, we find that in congenitally blind Braille readers, but not sighted readers of print, the VWFA region is active during grammatical processing of spoken sentences. These results suggest that visual experience contributes to VWFA specialization, and that different neural implementations of reading are possible. Copyright © 2017 the authors 0270-6474/17/3711495-10$15.00/0.

Development of the Visual Word Form Area Requires Visual Experience: Evidence from Blind Braille Readers

PubMed Central

Kanjlia, Shipra; Merabet, Lotfi B.

2017-01-01

Learning to read causes the development of a letter- and word-selective region known as the visual word form area (VWFA) within the human ventral visual object stream. Why does a reading-selective region develop at this anatomical location? According to one hypothesis, the VWFA develops at the nexus of visual inputs from retinotopic cortices and linguistic input from the frontotemporal language network because reading involves extracting linguistic information from visual symbols. Surprisingly, the anatomical location of the VWFA is also active when blind individuals read Braille by touch, suggesting that vision is not required for the development of the VWFA. In this study, we tested the alternative prediction that VWFA development is in fact influenced by visual experience. We predicted that in the absence of vision, the “VWFA” is incorporated into the frontotemporal language network and participates in high-level language processing. Congenitally blind (n = 10, 9 female, 1 male) and sighted control (n = 15, 9 female, 6 male), male and female participants each took part in two functional magnetic resonance imaging experiments: (1) word reading (Braille for blind and print for sighted participants), and (2) listening to spoken sentences of different grammatical complexity (both groups). We find that in blind, but not sighted participants, the anatomical location of the VWFA responds both to written words and to the grammatical complexity of spoken sentences. This suggests that in blindness, this region takes on high-level linguistic functions, becoming less selective for reading. More generally, the current findings suggest that experience during development has a major effect on functional specialization in the human cortex. SIGNIFICANCE STATEMENT The visual word form area (VWFA) is a region in the human cortex that becomes specialized for the recognition of written letters and words. Why does this particular brain region become specialized for reading? We tested the hypothesis that the VWFA develops within the ventral visual stream because reading involves extracting linguistic information from visual symbols. Consistent with this hypothesis, we find that in congenitally blind Braille readers, but not sighted readers of print, the VWFA region is active during grammatical processing of spoken sentences. These results suggest that visual experience contributes to VWFA specialization, and that different neural implementations of reading are possible. PMID:29061700

A Hierarchy of "Confusable" High-Frequency Words in Isolation and Context.

ERIC Educational Resources Information Center

Krieger, Veronica K.

1981-01-01

The study assessed the degree to which two sets of disabled readers (17 clinic students with a mean CA of 9 years and 13 fourth-grade disabled readers) commonly and identically confuse high frequency sight words in isolation and context. (Author/CL)

The Effect of Contingent Reinforcement on the Acquisition of Sight Vocabulary. Technical Report No. 49.

ERIC Educational Resources Information Center

Brandt, Mary E.; And Others

The present study is a replication of a Lahey and Drabman study (1974) which investigated the effects of contingent versus noncontingent reinforcement on the learning of sight words. The subjects in this study were 14 Kamehameha Early Education Program (KEEP) students who composed the lowest reading group in a combined first-second grade…

A Critical Disability Pedagogy: Legitimizing Dyslexia

ERIC Educational Resources Information Center

Cosenza, Julie

2017-01-01

A common understanding is that dyslexia is the inability to spell words, the inability to recall symbols, the inability to recognize sight words, or the inability to decode. Dyslexia is often described in deficiency language--the inability to do something. Deficiency language is a product of special education and continues to dominate common…

Tile Test: A Hands-On Approach for Assessing Phonics in the Early Grades

ERIC Educational Resources Information Center

Norman, Kimberly A.; Calfee, Robert C.

2004-01-01

An instrument for assessing young students' understanding of the English orthographic system is presented. The Tile Test measures understanding of phoneme awareness, letter-sound correspondences, decoding and spelling of words, sight-word reading, and the application of decoding and spelling in sentences. Metalinguistic questions embedded within…

Images, Words, and Narrative Epistemology.

ERIC Educational Resources Information Center

Fleckenstein, Kristie S.

1996-01-01

Reviews work suggesting that imagery and language function in tandem to constitute a sense of being, and that metaphors of sight hold as much formative power as metaphors of word. Describes the limitations of language and the ways in which imagery compensates for that limitation. Discusses narrative of epistemology as a fusion of image and…

Superior serial memory in the blind: a case of cognitive compensatory adjustment.

PubMed

Raz, Noa; Striem, Ella; Pundak, Golan; Orlov, Tanya; Zohary, Ehud

2007-07-03

In the absence of vision, perception of space is likely to be highly dependent on memory. As previously stated, the blind tend to code spatial information in the form of "route-like" sequential representations [1-3]. Thus, serial memory, indicating the order in which items are encountered, may be especially important for the blind to generate a mental picture of the world. In accordance, we find that the congenitally blind are remarkably superior to sighted peers in serial memory tasks. Specifically, subjects heard a list of 20 words and were instructed to recall the words according to their original order in the list. The blind recalled more words than the sighted (indicating better item memory), but their greatest advantage was in recalling longer word sequences (according to their original order). We further show that the serial memory superiority of the blind is not merely a result of their advantage in item recall per se (as we additionally confirm via a separate recognition memory task). These results suggest the refinement of a specific cognitive ability to compensate for blindness in humans.

Analytical Approach to Target Detection and Localization at High-Frequency Bands Using Multipath Propagation

DTIC Science & Technology

2016-04-25

unseen directly by the antennas (both transmitter TX and receiver RX), or out of the Light- Of-Sight ( LOS ) area, as being covered by the obstacles such as...or in other words, out of the Light-Of-Sight ( LOS ) area, as being covered by the obstacles such as walls or buildings. This analysis is verified...that, we put a 1.5m high metallic wall at the distance of 1.5m from the two antennas. It is obviously that the Light Of Sight ( LOS ) is at 2.25m far

Can Explicit Training in Cued Speech Improve Phoneme Identification?

ERIC Educational Resources Information Center

Rees, R.; Fitzpatrick, C.; Foulkes, J.; Peterson, H.; Newton, C.

2017-01-01

When identifying phonemes in new spoken words, lipreading is an important source of information for many deaf people. Because many groups of phonemes are virtually indistinguishable by sight, deaf people are able to identify about 30% of phonemes when lipreading non-words. Cued speech (CS) is a system of hand shapes and hand positions used…

An Evaluation of Project iRead: A Program Created to Improve Sight Word Recognition

ERIC Educational Resources Information Center

Marshall, Theresa Meade

2014-01-01

This program evaluation was undertaken to examine the relationship between participation in Project iRead and student gains in word recognition, fluency, and comprehension as measured by the Phonological Awareness Literacy Screening (PALS) Test. Linear regressions compared the 2012-13 PALS results from 5,140 first and second grade students at…

Using an iTouch to Teach Core Curriculum Words and Definitions: Efficacy and Social Validity

ERIC Educational Resources Information Center

Jameson, J. Matt; Thompson, Victoria; Manuele, Greg; Smith, Diane; Egan, Hannah; Moore, Tiffany

2012-01-01

Media scholars have long recognized the interaction between the medium that conveys the information and the information that is conveyed. This study examined the relative impact of different low- and high-tech instructional mediums (e.g., flashcards and the iTouch) on the acquisition of general education content-referenced sight words and…

Comparison of the Effects of SMART Board Technology and Flash Card Instruction on Sight Word Recognition and Observational Learning

ERIC Educational Resources Information Center

Mechling, Linda C.; Gast, David L.; Thompson, Kimberly L.

2009-01-01

This study compared the effectiveness of SMART Board, interactive whiteboard technology and traditional flash cards in teaching reading in a small-group instructional arrangement. Three students with moderate intellectual disabilities were taught to read grocery store aisle marker words under each condition. Observational learning (students…

The Effects of Explicit Instruction on the Reading Performance of Adolescent English Language Learners with Intellectual Disabilities

ERIC Educational Resources Information Center

Reed, Deborah K.

2013-01-01

This study sought to determine the effects of explicit phonics instruction and sight word instruction on the letter-sound identification and word reading of 13- to 15-year-old English language learners in the eighth grade who were identified as having intellectual disabilities (ID). Using a randomized single-subject design, four Hispanic students…

Coupled Directional Stability of Multiple Ship Formations

DTIC Science & Technology

2013-06-01

Papoulias, “Bifurcation analysis of line of sight vehicle guidance using sliding modes ,” Int. J. of Bifurcation and Chaos, vol. 1, p.4, 1991. [12] F...DISTRIBUTION CODE 13. ABSTRACT (maximum 200 words) This thesis addresses the problem of coordinated motion control and the stability loss of surface...plane with no side slip. A state feedback control law is coupled with a line of sight guidance law to provide path control . A string of three vehicles

Differing effects of two synthetic phonics programmes on early reading development.

PubMed

Shapiro, Laura R; Solity, Jonathan

2016-06-01

Synthetic phonics is the widely accepted approach for teaching reading in English: Children are taught to sound out the letters in a word then blend these sounds together. We compared the impact of two synthetic phonics programmes on early reading. Children received Letters and Sounds (L&S; 7 schools) which teaches multiple letter-sound mappings or Early Reading Research (ERR; 10 schools) which teaches only the most consistent mappings plus frequent words by sight. We measured phonological awareness (PA) and reading from school entry to the end of the second (all schools) or third school year (4 ERR, 3 L&S schools). Phonological awareness was significantly related to all reading measures for the whole sample. However, there was a closer relationship between PA and exception word reading for children receiving the L&S programme. The programmes were equally effective overall, but their impact on reading significantly interacted with school-entry PA: Children with poor PA at school entry achieved higher reading attainments under ERR (significant group difference on exception word reading at the end of the first year), whereas children with good PA performed equally well under either programme. The more intensive phonics programme (L&S) heightened the association between PA and exception word reading. Although the programmes were equally effective for most children, results indicate potential benefits of ERR for children with poor PA. We suggest that phonics programmes could be simplified to teach only the most consistent mappings plus frequent words by sight. © 2015 The British Psychological Society.

131 Ways to Use Film Containers: To Teach Literacy, Math, and Science--and Just to Have Fun!

ERIC Educational Resources Information Center

Whyte, Donna

2004-01-01

Experienced educator Donna Whyte has compiled her ideas for using film containers in the classroom into "131 Ways to Use Film Containers" so that they can be shared with other teachers. She includes engaging ways to use them in teaching children about word families, sight words, and punctuation marks; skip counting, estimating, and predicting; and…

The Role of Sensory Perception, Emotionality and Lifeworld in Auditory Word Processing: Evidence from Congenital Blindness and Synesthesia.

PubMed

Papadopoulos, Judith; Domahs, Frank; Kauschke, Christina

2017-12-01

Although it has been established that human beings process concrete and abstract words differently, it is still a matter of debate what factors contribute to this difference. Since concrete concepts are closely tied to sensory perception, perceptual experience seems to play an important role in their processing. The present study investigated the processing of nouns during an auditory lexical decision task. Participants came from three populations differing in their visual-perceptual experience: congenitally blind persons, word-color synesthetes, and sighted non-synesthetes. Specifically, three features with potential relevance to concreteness were manipulated: sensory perception, emotionality, and Husserlian lifeworld, a concept related to the inner versus the outer world of the self. In addition to a classical concreteness effect, our results revealed a significant effect of lifeworld: words that are closely linked to the internal states of humans were processed faster than words referring to the outside world. When lifeworld was introduced as predictor, there was no effect of emotionality. Concerning participants' perceptual experience, an interaction between participant group and item characteristics was found: the effects of both concreteness and lifeworld were more pronounced for blind compared to sighted participants. We will discuss the results in the context of embodied semantics, and we will propose an approach to concreteness based on the individual's bodily experience and the relatedness of a given concept to the self.

The ego-moving metaphor of time relies on visual experience: No representation of time along the sagittal space in the blind.

PubMed

Rinaldi, Luca; Vecchi, Tomaso; Fantino, Micaela; Merabet, Lotfi B; Cattaneo, Zaira

2018-03-01

In many cultures, humans conceptualize the past as behind the body and the future as in front. Whether this spatial mapping of time depends on visual experience is still not known. Here, we addressed this issue by testing early-blind participants in a space-time motor congruity task requiring them to classify a series of words as referring to the past or the future by moving their hand backward or forward. Sighted participants showed a preferential mapping between forward movements and future-words and backward movements and past-words. Critically, blind participants did not show any such preferential time-space mapping. Furthermore, in a questionnaire requiring participants to think about past and future events, blind participants did not appear to perceive the future as psychologically closer than the past, as it is the case of sighted individuals. These findings suggest that normal visual development is crucial for representing time along the sagittal space. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The multi-sensory approach as a geoeducational strategy

NASA Astrophysics Data System (ADS)

Musacchio, Gemma; Piangiamore, Giovanna Lucia; Pino, Nicola Alessandro

2014-05-01

Geoscience knowledge has a strong impact in modern society as it relates to natural hazards, sustainability and environmental issues. The general public has a demanding attitude towards the understanding of crucial geo-scientific topics that is only partly satisfied by science communication strategies and/or by outreach or school programs. A proper knowledge of the phenomena might help trigger crucial inquiries when approaching mitigation of geo-hazards and geo-resources, while providing the right tool for the understanding of news and ideas floating from the web or other media, and, in other words, help communication to be more efficient. Nonetheless available educational resources seem to be inadequate in meeting the goal, while research institutions are facing the challenge to experience new communication strategies and non-conventional way of learning capable to allow the understanding of crucial scientific contents. We suggest the use of multi-sensory approach as a successful non-conventional way of learning for children and as a different perspective of learning for older students and adults. Sense organs stimulation are perceived and processed to build the knowledge of the surrounding, including all sorts of hazards. Powerfully relying in the sense of sight, Humans have somehow lost most of their ability for a deep perception of the environment enriched by all the other senses. Since hazards involve emotions we argue that new ways to approach the learning might go exactly through emotions that one might stress with a tactile experience, a hearing or smell stimulation. To test and support our idea we are building a package of learning activities and exhibits based on a multi-sensory experience where the sight is not allowed.

Letter position coding across modalities: braille and sighted reading of sentences with jumbled words.

PubMed

Perea, Manuel; Jiménez, María; Martín-Suesta, Miguel; Gómez, Pablo

2015-04-01

This article explores how letter position coding is attained during braille reading and its implications for models of word recognition. When text is presented visually, the reading process easily adjusts to the jumbling of some letters (jugde-judge), with a small cost in reading speed. Two explanations have been proposed: One relies on a general mechanism of perceptual uncertainty at the visual level, and the other focuses on the activation of an abstract level of representation (i.e., bigrams) that is shared by all orthographic codes. Thus, these explanations make differential predictions about reading in a tactile modality. In the present study, congenitally blind readers read sentences presented on a braille display that tracked the finger position. The sentences either were intact or involved letter transpositions. A parallel experiment was conducted in the visual modality. Results revealed a substantially greater reading cost for the sentences with transposed-letter words in braille readers. In contrast with the findings with sighted readers, in which there is a cost of transpositions in the external (initial and final) letters, the reading cost in braille readers occurs serially, with a large cost for initial letter transpositions. Thus, these data suggest that the letter-position-related effects in visual word recognition are due to the characteristics of the visual stream.

Neural networks for Braille reading by the blind.

PubMed

Sadato, N; Pascual-Leone, A; Grafman, J; Deiber, M P; Ibañez, V; Hallett, M

1998-07-01

To explore the neural networks used for Braille reading, we measured regional cerebral blood flow with PET during tactile tasks performed both by Braille readers blinded early in life and by sighted subjects. Eight proficient Braille readers were studied during Braille reading with both right and left index fingers. Eight-character, non-contracted Braille-letter strings were used, and subjects were asked to discriminate between words and non-words. To compare the behaviour of the brain of the blind and the sighted directly, non-Braille tactile tasks were performed by six different blind subjects and 10 sighted control subjects using the right index finger. The tasks included a non-discrimination task and three discrimination tasks (angle, width and character). Irrespective of reading finger (right or left), Braille reading by the blind activated the inferior parietal lobule, primary visual cortex, superior occipital gyri, fusiform gyri, ventral premotor area, superior parietal lobule, cerebellum and primary sensorimotor area bilaterally, also the right dorsal premotor cortex, right middle occipital gyrus and right prefrontal area. During non-Braille discrimination tasks, in blind subjects, the ventral occipital regions, including the primary visual cortex and fusiform gyri bilaterally were activated while the secondary somatosensory area was deactivated. The reverse pattern was found in sighted subjects where the secondary somatosensory area was activated while the ventral occipital regions were suppressed. These findings suggest that the tactile processing pathways usually linked in the secondary somatosensory area are rerouted in blind subjects to the ventral occipital cortical regions originally reserved for visual shape discrimination.

Development of a D SIGHT aircraft inspection system : phase II

DOT National Transportation Integrated Search

1996-03-01

Word document. This report presents Phsase II results on an international Project Arrangement between the Federal Aviation Administration and Transport Canada Aviation for the development and testing of a nondestructive inspection system for aircraft...

Behaviors of Sighted Individuals Perceived by Blind Persons as Hindrances to Self-Reliance in Blind Persons.

ERIC Educational Resources Information Center

Rickelman, Bonnie L.; Blaylock, Jerry N.

1983-01-01

Situations in which sighted people behaved inappropiately toward blind individuals were recalled by 60 blind subjects, who described their reactions and feelings and offered suggestions for sighted people. A lack of knowledge and understanding of the skills, abilities, and feelings of visually impaired individuals were revealed. (SEW)

Short term memory and working memory in blind versus sighted children.

PubMed

Withagen, Ans; Kappers, Astrid M L; Vervloed, Mathijs P J; Knoors, Harry; Verhoeven, Ludo

2013-07-01

There is evidence that blind people may strengthen their memory skills to compensate for absence of vision. However, which aspects of memory are involved is open to debate and a developmental perspective is generally lacking. In the present study, we compared the short term memory (STM) and working memory (WM) of 10-year-old blind children and sighted children. STM was measured using digit span forward, name learning, and word span tasks; WM was measured using listening span and digit span backward tasks. The blind children outperformed their sighted peers on both STM and WM tasks. The enhanced capacity of the blind children on digit span and other STM tasks confirms the results of earlier research; the significantly better performance of the blind children relative to their sighted peers on verbal WM tasks is a new interesting finding. Task characteristics, including the verbal nature of the WM tasks and strategies used to perform these tasks, are discussed. Copyright © 2013 Elsevier Ltd. All rights reserved.

The development of cortical sensitivity to visual word forms.

PubMed

Ben-Shachar, Michal; Dougherty, Robert F; Deutsch, Gayle K; Wandell, Brian A

2011-09-01

The ability to extract visual word forms quickly and efficiently is essential for using reading as a tool for learning. We describe the first longitudinal fMRI study to chart individual changes in cortical sensitivity to written words as reading develops. We conducted four annual measurements of brain function and reading skills in a heterogeneous group of children, initially 7-12 years old. The results show age-related increase in children's cortical sensitivity to word visibility in posterior left occipito-temporal sulcus (LOTS), nearby the anatomical location of the visual word form area. Moreover, the rate of increase in LOTS word sensitivity specifically correlates with the rate of improvement in sight word efficiency, a measure of speeded overt word reading. Other cortical regions, including V1, posterior parietal cortex, and the right homologue of LOTS, did not demonstrate such developmental changes. These results provide developmental support for the hypothesis that LOTS is part of the cortical circuitry that extracts visual word forms quickly and efficiently and highlight the importance of developing cortical sensitivity to word visibility in reading acquisition.

The Development of Cortical Sensitivity to Visual Word Forms

PubMed Central

Ben-Shachar, Michal; Dougherty, Robert F.; Deutsch, Gayle K.; Wandell, Brian A.

2011-01-01

The ability to extract visual word forms quickly and efficiently is essential for using reading as a tool for learning. We describe the first longitudinal fMRI study to chart individual changes in cortical sensitivity to written words as reading develops. We conducted four annual measurements of brain function and reading skills in a heterogeneous group of children, initially 7–12 years old. The results show age-related increase in children's cortical sensitivity to word visibility in posterior left occipito-temporal sulcus (LOTS), nearby the anatomical location of the visual word form area. Moreover, the rate of increase in LOTS word sensitivity specifically correlates with the rate of improvement in sight word efficiency, a measure of speeded overt word reading. Other cortical regions, including V1, posterior parietal cortex, and the right homologue of LOTS, did not demonstrate such developmental changes. These results provide developmental support for the hypothesis that LOTS is part of the cortical circuitry that extracts visual word forms quickly and efficiently and highlight the importance of developing cortical sensitivity to word visibility in reading acquisition. PMID:21261451

Computer-Based Reading Instruction for Young Children with Disabilities

ERIC Educational Resources Information Center

Lee, Yeunjoo; Vail, Cynthia O.

2005-01-01

This investigation examined the effectiveness of a computer program in teaching sight word recognition to four young children with developmental disabilities. The intervention program was developed through a formative evaluation process. It embedded a constant-time-delay procedure and involved sounds, video, text, and animations. Dependent…

Incorporating linguistic knowledge for learning distributed word representations.

PubMed

Wang, Yan; Liu, Zhiyuan; Sun, Maosong

2015-01-01

Combined with neural language models, distributed word representations achieve significant advantages in computational linguistics and text mining. Most existing models estimate distributed word vectors from large-scale data in an unsupervised fashion, which, however, do not take rich linguistic knowledge into consideration. Linguistic knowledge can be represented as either link-based knowledge or preference-based knowledge, and we propose knowledge regularized word representation models (KRWR) to incorporate these prior knowledge for learning distributed word representations. Experiment results demonstrate that our estimated word representation achieves better performance in task of semantic relatedness ranking. This indicates that our methods can efficiently encode both prior knowledge from knowledge bases and statistical knowledge from large-scale text corpora into a unified word representation model, which will benefit many tasks in text mining.

Incorporating Linguistic Knowledge for Learning Distributed Word Representations

PubMed Central

Wang, Yan; Liu, Zhiyuan; Sun, Maosong

2015-01-01

Combined with neural language models, distributed word representations achieve significant advantages in computational linguistics and text mining. Most existing models estimate distributed word vectors from large-scale data in an unsupervised fashion, which, however, do not take rich linguistic knowledge into consideration. Linguistic knowledge can be represented as either link-based knowledge or preference-based knowledge, and we propose knowledge regularized word representation models (KRWR) to incorporate these prior knowledge for learning distributed word representations. Experiment results demonstrate that our estimated word representation achieves better performance in task of semantic relatedness ranking. This indicates that our methods can efficiently encode both prior knowledge from knowledge bases and statistical knowledge from large-scale text corpora into a unified word representation model, which will benefit many tasks in text mining. PMID:25874581

Knowledge inhibition and N400: a study with words that look like common words.

PubMed

Debruille, J B

1998-04-01

In addition to their own representations, low frequency words, such as BRIBE, can covertly activate the representations of higher frequency words they look like (e.g., BRIDE). Hence, look-alike words can activate knowledge that is incompatible with the knowledge corresponding to accurate representations. Comparatively, eccentric words, that is, low frequency words that do not look as much like higher frequency words, are less likely to activate incompatible knowledge. This study focuses on the hypothesis that the N400 component of the event-related potential reflects the inhibition of incompatible knowledge. This hypothesis predicts that look-alike words elicit N400s of greater amplitudes than eccentric words in conditions where incompatible knowledge is inhibited. Results from a single item lexical decision experiment are reported which support the inhibition hypothesis. Copyright 1998 Academic Press.

Deti s glubokimi narushenijami zrenija (Children with Severe Visual Defects).

ERIC Educational Resources Information Center

Zemstova, M. I., Ed.; And Others

This document is an English-language abstract (approximately 1,500 words) of a monograph providing a comprehensive clinical, educational, and psychological study of children in special schools for the blind and poorly sighted. It summarizes investigations aimed at planning ways of differentiating teaching procedures for children with severe visual…

Literacy by Design: A Universal Design for Learning Approach for Students with Significant Intellectual Disabilities

ERIC Educational Resources Information Center

Coyne, Peggy; Pisha, Bart; Dalton, Bridget; Zeph, Lucille A.; Smith, Nancy Cook

2012-01-01

Literacy instruction for students with significant intellectual disabilities traditionally emphasizes isolated skills instruction focusing on sight words and basic vocabulary. Recent research suggests these students benefit from high-quality instruction that includes comprehension and storybook reading. This study examined the effect of a…

Maternal Participation and Scaffolding While Coviewing Educational Television

ERIC Educational Resources Information Center

Neulight, Nina Raquel

2012-01-01

This dissertation study examined how mothers participated and scaffolded while watching an educational television program at home with their 3- to 5-year-old children; whether maternal participation and scaffolding predicted children's learning of vocabulary, sight words, and reading skills presented in the program; and reasons (i.e.,…

Using Children's Literature To Build Literacy: A Cooperative Learning Approach.

ERIC Educational Resources Information Center

Love, Fannye E.; And Others

When teaching beginning reading, the use of certain children's stories, called predictable books, can yield higher reading comprehension skills, provide excellent practice for sight words, and teach good oral reading skills. A nurturing classroom environment is an important component of an effective beginning reading curriculum. An effective…

Approximate number word knowledge before the cardinal principle.

PubMed

Gunderson, Elizabeth A; Spaepen, Elizabet; Levine, Susan C

2015-02-01

Approximate number word knowledge-understanding the relation between the count words and the approximate magnitudes of sets-is a critical piece of knowledge that predicts later math achievement. However, researchers disagree about when children first show evidence of approximate number word knowledge-before, or only after, they have learned the cardinal principle. In two studies, children who had not yet learned the cardinal principle (subset-knowers) produced sets in response to number words (verbal comprehension task) and produced number words in response to set sizes (verbal production task). As evidence of approximate number word knowledge, we examined whether children's numerical responses increased with increasing numerosity of the stimulus. In Study 1, subset-knowers (ages 3.0-4.2 years) showed approximate number word knowledge above their knower-level on both tasks, but this effect did not extend to numbers above 4. In Study 2, we collected data from a broader age range of subset-knowers (ages 3.1-5.6 years). In this sample, children showed approximate number word knowledge on the verbal production task even when only examining set sizes above 4. Across studies, children's age predicted approximate number word knowledge (above 4) on the verbal production task when controlling for their knower-level, study (1 or 2), and parents' education, none of which predicted approximation ability. Thus, children can develop approximate knowledge of number words up to 10 before learning the cardinal principle. Furthermore, approximate number word knowledge increases with age and might not be closely related to the development of exact number word knowledge. Copyright © 2014 Elsevier Inc. All rights reserved.

Aid for the Visually Impaired

NASA Technical Reports Server (NTRS)

1989-01-01

Viewstar is a video system that magnifies and focuses words so partially sighted people can read or type from printed or written copy. Invented by Dr. Leonard Weinstein, a Langley engineer, the device enables Sandra Raven, Weinstein's stepdaughter, who is legally blind, to work as a clerk typist. Weinstein has also developed other magnification systems for individual needs.

Repetition Blindness: Out of Sight or Out of Mind?

ERIC Educational Resources Information Center

Morris, Alison L.; Harris, Catherine L.

2004-01-01

Does repetition blindness represent a failure of perception or of memory? In Experiment 1, participants viewed rapid serial visual presentation (RSVP) sentences. When critical words (C1 and C2) were orthographically similar, C2 was frequently omitted from serial report; however, repetition priming for C2 on a postsentence lexical decision task was…

Individual Literacy Activities with Hearing-Impaired Children in the Preschool Period

ERIC Educational Resources Information Center

Karasu, H. Pelin

2014-01-01

The ability to recognize sight words, phonological awareness, syntax, semantics, and pragmatic skills begins to develop during the preschool period, and is important for formal reading education. The purpose of this study was to define individualized studies that support the development of literacy skills among hearing-impaired preschool children.…

Criterion-Related Validity of Measuring Sight-Word Acquisition with Curriculum-Based Assessment

ERIC Educational Resources Information Center

Burns, Matthew K.; Mosack, Jill L.

2005-01-01

Curriculum-Based Assessment for Instructional Design (CBA-ID) provides data used to ensure an appropriately challenging learning task. One aspect of appropriate challenge measured by CBA-ID, called the acquisition rate (AR), involves the amount of new information a student could acquire and retain during initial learning. Previous research…

Preparing novice teachers to develop basic reading and spelling skills in children.

PubMed

Spear-Swerling, Louise; Brucker, Pamela Owen

2004-12-01

This study examined the word-structure knowledge of novice teachers and the progress of children tutored by a subgroup of the teachers. Teachers' word-structure knowledge was assessed using three tasks: graphophonemic segmentation, classification of pseudowords by syllable type, and classification of real words as phonetically regular or irregular. Tutored children were assessed on several measures of basic reading and spelling skills. Novice teachers who received word-structure instruction outperformed a comparison group of teachers in word-structure knowledge at post-test. Tutored children improved significantly from pre-test to post-test on all assessments. Teachers' post-test knowledge on the graphophonemic segmentation and irregular words tasks correlated significantly with tutored children's progress in decoding phonetically regular words; error analyses indicated links between teachers' patterns of word-structure knowledge and children's patterns of decoding progress. The study suggests that word-structure knowledge is important to effective teaching of word decoding and underscores the need to include this information in teacher preparation.

Resolving the Azimuthal Ambiguity in Vector Magnetogram Data with the Divergence-Free Condition: Theoretical Examination

NASA Technical Reports Server (NTRS)

Crouch, A.; Barnes, G.

2008-01-01

We demonstrate that the azimuthal ambiguity that is present in solar vector magnetogram data can be resolved with line-of-sight and horizontal heliographic derivative information by using the divergence-free property of magnetic fields without additional assumptions. We discuss the specific derivative information that is sufficient to resolve the ambiguity away from disk center, with particular emphasis on the line-of-sight derivative of the various components of the magnetic field. Conversely, we also show cases where ambiguity resolution fails because sufficient line-of-sight derivative information is not available. For example, knowledge of only the line-of-sight derivative of the line-of-sight component of the field is not sufficient to resolve the ambiguity away from disk center.

Modeling Learning in Doubly Multilevel Binary Longitudinal Data Using Generalized Linear Mixed Models: An Application to Measuring and Explaining Word Learning.

PubMed

Cho, Sun-Joo; Goodwin, Amanda P

2016-04-01

When word learning is supported by instruction in experimental studies for adolescents, word knowledge outcomes tend to be collected from complex data structure, such as multiple aspects of word knowledge, multilevel reader data, multilevel item data, longitudinal design, and multiple groups. This study illustrates how generalized linear mixed models can be used to measure and explain word learning for data having such complexity. Results from this application provide deeper understanding of word knowledge than could be attained from simpler models and show that word knowledge is multidimensional and depends on word characteristics and instructional contexts.

Semantic-syntactic partial word knowledge growth through reading.

PubMed

Wagovich, Stacy A; Hill, Margaret S; Petroski, Gregory F

2015-02-01

Incidental reading provides a powerful opportunity for partial word knowledge growth in the school-age years. The extent to which children of differing language abilities can use reading experiences to glean partial knowledge of words is not well understood. The purpose of this study was to compare semantic-syntactic partial word knowledge growth of children with higher language skills (HL group; overall language standard scores of 85 or higher) to that of children with relatively lower language skills (LL group; overall receptive or expressive standard score below 85). Thirty-two children, 16 per group, silently read stories containing unfamiliar nouns and verbs 3 times over a 1-week period. Semantic-syntactic partial word knowledge growth was assessed after each reading and 2-3 days later to assess retention. Over time, both groups showed significant partial word knowledge growth, with the HL group showing significantly more growth. In addition, both groups retained knowledge several days later. Regardless of language skill level, children benefit from multiple exposures to unfamiliar words in reading in their development and retention of semantic-syntactic partial word knowledge growth.

Effects of the Copy-Cover-Compare Strategy on Acquisition, Maintenance, and Generalization of Spelling Sight Words for Elementary Students with Attention Deficit/Hyperactivity Disorder

ERIC Educational Resources Information Center

Moser, Lauren A.; Fishley, Katelyn M.; Konrad, Moira; Hessler, Terri

2012-01-01

Students with attention deficit/hyperactivity disorder (ADHD) often struggle with spelling. Research shows this population benefits from self-management interventions, structured practice opportunities, and immediate feedback--all components of the copy-cover-compare strategy. This empirical investigation used a multiple-baseline experimental…

Learning Motivation and Adaptive Video Caption Filtering for EFL Learners Using Handheld Devices

ERIC Educational Resources Information Center

Hsu, Ching-Kun

2015-01-01

The aim of this study was to provide adaptive assistance to improve the listening comprehension of eleventh grade students. This study developed a video-based language learning system for handheld devices, using three levels of caption filtering adapted to student needs. Elementary level captioning excluded 220 English sight words (see Section 1…

The Effects of Constant Time Delay and Instructive Feedback on the Acquisition of English and Spanish Sight Words

ERIC Educational Resources Information Center

Appelman, Michelle; Vail, Cynthia O.; Lieberman-Betz, Rebecca G.

2014-01-01

The authors of this study evaluated the acquisition of instructive feedback information presented to four kindergarten children with mild delays taught in dyads using a constant time delay (CTD) procedure. They also assessed the learning of observational (dyadic partner) information within this instructional arrangement. A multiple probe design…

Retrieval and phenomenology of autobiographical memories in blind individuals.

PubMed

Tekcan, Ali Í; Yılmaz, Engin; Kızılöz, Burcu Kaya; Karadöller, Dilay Z; Mutafoğlu, Merve; Erciyes, Aslı Aktan

2015-01-01

Although visual imagery is argued to be an essential component of autobiographical memory, there have been surprisingly few studies on autobiographical memory processes in blind individuals, who have had no or limited visual input. The purpose of the present study was to investigate how blindness affects retrieval and phenomenology of autobiographical memories. We asked 48 congenital/early blind and 48 sighted participants to recall autobiographical memories in response to six cue words, and to fill out the Autobiographical Memory Questionnaire measuring a number of variables including imagery, belief and recollective experience associated with each memory. Blind participants retrieved fewer memories and reported higher auditory imagery at retrieval than sighted participants. Moreover, within the blind group, participants with total blindness reported higher auditory imagery than those with some light perception. Blind participants also assigned higher importance, belief and recollection ratings to their memories than sighted participants. Importantly, these group differences remained the same for recent as well as childhood memories.

Probing the perceptual and cognitive underpinnings of braille reading. An Estonian population study.

PubMed

Veispak, Anneli; Boets, Bart; Männamaa, Mairi; Ghesquière, Pol

2012-01-01

Similar to many sighted children who struggle with learning to read, a proportion of blind children have specific difficulties related to reading braille which cannot be easily explained. A lot of research has been conducted to investigate the perceptual and cognitive processes behind (impairments in) print reading. Very few studies, however, have aimed for a deeper insight into the relevant perceptual and cognitive processes involved in braille reading. In the present study we investigate the relations between reading achievement and auditory, speech, phonological and tactile processing in a population of Estonian braille reading children and youngsters and matched sighted print readers. Findings revealed that the sequential nature of braille imposes constant decoding and effective recruitment of phonological skills throughout the reading process. Sighted print readers, on the other hand, seem to switch between the use of phonological and lexical processing modes depending on the familiarity, length and structure of the word. Copyright © 2012 Elsevier Ltd. All rights reserved.

Word Maturity: A New Metric for Word Knowledge

ERIC Educational Resources Information Center

Landauer, Thomas K.; Kireyev, Kirill; Panaccione, Charles

2011-01-01

A new metric, Word Maturity, estimates the development by individual students of knowledge of every word in a large corpus. The metric is constructed by Latent Semantic Analysis modeling of word knowledge as a function of the reading that a simulated learner has done and is calibrated by its developing closeness in information content to that of a…

Increasing adolescents' depth of understanding of cross-curriculum words: an intervention study.

PubMed

Spencer, Sarah; Clegg, Judy; Lowe, Hilary; Stackhouse, Joy

2017-09-01

There is some evidence that vocabulary intervention is effective for children, although further research is needed to confirm the impact of intervention within contexts of social disadvantage. Very little is known about the effectiveness of interventions to increase adolescent knowledge of cross-curriculum words. To evaluate the effectiveness of an intervention programme designed to develop adolescents' knowledge of cross-curriculum words. Participants were 35 adolescents aged between 12 and 14 years who were at risk of educational underachievement with low scores on a range of assessments. Participants received a 10-week intervention programme in small groups, targeting 10 cross-curriculum words (e.g., 'summarize'). This was evaluated using a bespoke outcome measure (the Word Knowledge Profile). The study involved an AABA design, with a repeated baseline, delayed intervention cohort and blind assessment. Intervention included both semantic and phonological information about the target words and involved the adolescents using the words in multiple contexts. Results were promising and participants' knowledge of the targeted words significantly increased following intervention. Progress was demonstrated on the Word Knowledge Profile on the item requiring participants to define the word (for the summer intervention group only). This increase in depth of knowledge was seen on taught words but not on matched non-taught words. Cross-curriculum words are not consistently understood by adolescents at risk of low educational attainment within a low socio-economic context. A 10-week intervention programme resulted in some increases to the depth of knowledge of targeted cross-curriculum words. © 2017 Royal College of Speech and Language Therapists.

The Word Part Levels Test

ERIC Educational Resources Information Center

Sasao, Yosuke; Webb, Stuart

2017-01-01

Knowledge of English affixes plays a significant role in increasing knowledge of words. However, few attempts have been made to create a valid and reliable measure of affix knowledge. The Word Part Levels Test (WPLT) was developed to measure three aspects of affix knowledge: form (recognition of written affix forms), meaning (knowledge of affix…

Is processing of symbols and words influenced by writing system? Evidence from Chinese, Korean, English, and Greek.

PubMed

Altani, Angeliki; Georgiou, George K; Deng, Ciping; Cho, Jeung-Ryeul; Katopodi, Katerina; Wei, Wei; Protopapas, Athanassios

2017-12-01

We examined cross-linguistic effects in the relationship between serial and discrete versions of digit naming and word reading. In total, 113 Mandarin-speaking Chinese children, 100 Korean children, 112 English-speaking Canadian children, and 108 Greek children in Grade 3 were administered tasks of serial and discrete naming of words and digits. Interrelations among tasks indicated that the link between rapid naming and reading is largely determined by the format of the tasks across orthographies. Multigroup path analyses with discrete and serial word reading as dependent variables revealed commonalities as well as significant differences between writing systems. The path coefficient from discrete digits to discrete words was greater for the more transparent orthographies, consistent with more efficient sight-word processing. The effect of discrete word reading on serial word reading was stronger in alphabetic languages, where there was also a suppressive effect of discrete digit naming. However, the effect of serial digit naming on serial word reading did not differ among the four language groups. This pattern of relationships challenges a universal account of reading fluency acquisition while upholding a universal role of rapid serial naming, further distinguishing between multi-element interword and intraword processing. Copyright © 2017 Elsevier Inc. All rights reserved.

Does Calculation or Word-Problem Instruction Provide A Stronger Route to Pre-Algebraic Knowledge?

PubMed Central

Fuchs, Lynn S.; Powell, Sarah R.; Cirino, Paul T.; Schumacher, Robin F.; Marrin, Sarah; Hamlett, Carol L.; Fuchs, Douglas; Compton, Donald L.; Changas, Paul C.

2014-01-01

The focus of this study was connections among 3 aspects of mathematical cognition at 2nd grade: calculations, word problems, and pre-algebraic knowledge. We extended the literature, which is dominated by correlational work, by examining whether intervention conducted on calculations or word problems contributes to improved performance in the other domain and whether intervention in either or both domains contributes to pre-algebraic knowledge. Participants were 1102 children in 127 2nd-grade classrooms in 25 schools. Teachers were randomly assigned to 3 conditions: calculation intervention, word-problem intervention, and business-as-usual control. Intervention, which lasted 17 weeks, was designed to provide research-based linkages between arithmetic calculations or arithmetic word problems (depending on condition) to pre-algebraic knowledge. Multilevel modeling suggested calculation intervention improved calculation but not word-problem outcomes; word-problem intervention enhanced word-problem but not calculation outcomes; and word-problem intervention provided a stronger route than calculation intervention to pre-algebraic knowledge. PMID:25541565

An Investigation of the Effects of Opportunities to Respond and Intelligence on Sight Word Retention Using Incremental Rehearsal

ERIC Educational Resources Information Center

Johnson, Kade Ryan

2012-01-01

High opportunities to respond (OTR) have been touted as being a key factor in a popular and effective drill procedure called incremental rehearsal (IR). However, IR has also been criticized because it takes more instructional time than other drill procedures and can be less time efficient. The current study compared the effectiveness and…

The Path to English Literacy: Analyzing Elementary Sight Word Procurement Using Computer Assisted Language Learning (CALL) in Contrast to Traditional Methodologies

ERIC Educational Resources Information Center

Madill, Michael T. R.

2014-01-01

Didactical approaches related to teaching English as a Foreign Language (EFL) have developed into a complex array of instructional methodologies, each having potential benefits attributed to elementary reading development. One such effective practice is Computer Assisted Language Learning (CALL), which uses various forms of technology such as…

Reading Instruction Affects the Cognitive Skills Supporting Early Reading Development

ERIC Educational Resources Information Center

McGeown, Sarah P.; Johnston, Rhona S.; Medford, Emma

2012-01-01

This study examined the cognitive skills associated with early reading development when children were taught by different types of instruction. Seventy-nine children (mean age at pre-test 4;10 (0.22 S.D.) and post-test 5;03 (0.21 S.D.)) were taught to read either by an eclectic approach which included sight-word learning, guessing from context and…

What Discrete and Serial Rapid Automatized Naming Can Reveal about Reading

ERIC Educational Resources Information Center

de Jong, Peter F.

2011-01-01

Serial rapid automized naming (RAN) has been often found to correlate more strongly with reading than discrete RAN. This study aimed to demonstrate that the strength of the RAN-reading fluency relationship is dependent on the format of both RAN and the reading task if the reading task consists of sight words. Seventy-one first-grade, 74…

Effects of Error Correction during Assessment Probes on the Acquisition of Sight Words for Students with Moderate Intellectual Disabilities

ERIC Educational Resources Information Center

Waugh, Rebecca E.

2010-01-01

Simultaneous prompting is an errorless learning strategy designed to reduce the number of errors students make; however, research has shown a disparity in the number of errors students make during instructional versus probe trials. This study directly examined the effects of error correction versus no error correction during probe trials on the…

Effects of Error Correction during Assessment Probes on the Acquisition of Sight Words for Students with Moderate Intellectual Disabilities

ERIC Educational Resources Information Center

Waugh, Rebecca E.; Alberto, Paul A.; Fredrick, Laura D.

2011-01-01

Simultaneous prompting is an errorless learning strategy designed to reduce the number of errors students make; however, research has shown a disparity in the number of errors students make during instructional versus probe trials. This study directly examined the effects of error correction versus no error correction during probe trials on the…

Rewired: Understanding the iGeneration and the Way They Learn

ERIC Educational Resources Information Center

Rosen, Larry D.

2010-01-01

The iGeneration is radically different from any previous generation of students and a variety of existing technologies can be used to engage and excite them in the learning process. The iGeneration is a creative, multimedia generation. They think of the world as a canvas to paint with words, sights, sounds, video, music, web pages, and anything…

The effects of antecedent color on reading for students with learning disabilities and co-occurring attention-deficit/ hyperactivity disorder.

PubMed

Belfiore, P J; Grskovic, J A; Murphy, A M; Zentall, S S

1996-07-01

The effects of color on the reading recognition and comprehension of 3 students with learning disabilities and attention-deficit/hyperactivity disorder were assessed in a single-subject design. Color did not enhance sight-word learning; for longer reading comprehension tasks, color had an immediate effect across and within sessions.

The Teaching of Sight Words: Ways and Means. Instructional Concept Guide No. 7.

ERIC Educational Resources Information Center

Strader, Susan; And Others

The instructional concept guide is part of a system developed for tutor training and support. It is primarily designed for volunteers, but it can also be adapted to the training of paraprofessional tutors for any type of adult literacy program. A key component in the system is the Tutor Support Library, consisting of Instructional Concept Guides…

Nonword Repetition and Vocabulary Knowledge as Predictors of Children's Phonological and Semantic Word Learning.

PubMed

Adlof, Suzanne M; Patten, Hannah

2017-03-01

This study examined the unique and shared variance that nonword repetition and vocabulary knowledge contribute to children's ability to learn new words. Multiple measures of word learning were used to assess recall and recognition of phonological and semantic information. Fifty children, with a mean age of 8 years (range 5-12 years), completed experimental assessments of word learning and norm-referenced assessments of receptive and expressive vocabulary knowledge and nonword repetition skills. Hierarchical multiple regression analyses examined the variance in word learning that was explained by vocabulary knowledge and nonword repetition after controlling for chronological age. Together with chronological age, nonword repetition and vocabulary knowledge explained up to 44% of the variance in children's word learning. Nonword repetition was the stronger predictor of phonological recall, phonological recognition, and semantic recognition, whereas vocabulary knowledge was the stronger predictor of verbal semantic recall. These findings extend the results of past studies indicating that both nonword repetition skill and existing vocabulary knowledge are important for new word learning, but the relative influence of each predictor depends on the way word learning is measured. Suggestions for further research involving typically developing children and children with language or reading impairments are discussed.

Two Formats of Word Association Tasks: A Study of Depth of Word Knowledge

ERIC Educational Resources Information Center

Agdam, Seddighe Jalili; Sadeghi, Karim

2014-01-01

Vocabulary development is an essential goal in any language teaching program, and considering the multidimensional nature of this construct, achieving this goal needs effective assessment of all dimensions of word knowledge, i.e. breadth, depth and accessibility of word knowledge. Most of the current vocabulary assessment tools measure the breadth…

Lexical leverage: Category knowledge boosts real-time novel word recognition in two-year- olds

PubMed Central

Borovsky, Arielle; Ellis, Erica M.; Evans, Julia L.; Elman, Jeffrey L.

2016-01-01

Recent research suggests that infants tend to add words to their vocabulary that are semantically related to other known words, though it is not clear why this pattern emerges. In this paper, we explore whether infants to leverage their existing vocabulary and semantic knowledge when interpreting novel label-object mappings in real-time. We initially identified categorical domains for which individual 24-month-old infants have relatively higher and lower levels of knowledge, irrespective of overall vocabulary size. Next, we taught infants novel words in these higher and lower knowledge domains and then asked if their subsequent real-time recognition of these items varied as a function of their category knowledge. While our participants successfully acquired the novel label -object mappings in our task, there were important differences in the way infants recognized these words in real time. Namely, infants showed more robust recognition of high (vs. low) domain knowledge words. These findings suggest that dense semantic structure facilitates early word learning and real-time novel word recognition. PMID:26452444

Neural processing of overt word generation in healthy individuals: the effect of age and word knowledge.

PubMed

Nagels, Arne; Kircher, Tilo; Dietsche, Bruno; Backes, Heidelore; Marquetand, Justus; Krug, Axel

2012-07-16

Verbal fluency is a classical and widely used neuropsychological instrument to assess cognitive abilities. Results of previous studies indicate an influence on verbal fluency performance of both, age and word knowledge. So far, no imaging study has investigated the neural mechanisms underlying an age and word knowledge related decline on the quantitative verbal output in a highly demanding overt and continuous semantic fluency task. Fifty healthy volunteers (age 22-56 years, verbal IQ 95-143) overtly and continuously articulated words in response to ten visually presented semantic categories while BOLD signal was measured with fMRI. Verbal responses were recorded with an MRI compatible microphone and transcribed after the scanning session. The number of produced words as well as age, word knowledge and level of education was implemented in the design matrix enabling a separate analysis of these factors on both, neural responses and behavioral differences. There was a significant correlation of level of education and number of generated words, but no significant correlations of generated words and age or word knowledge were observed. On the neural level, a widespread network was found for the word production task as contrasted with the resting condition, encompassing the bilateral superior temporal gyri, the cerebellum and the SMA. An age related positive correlation was found in the bilateral inferior and middle frontal gyri, the anterior cingulate gyrus, the left precentral gyrus and the right insula. A lower word knowledge resulted in enhanced BOLD responses in the right superior temporal gyrus and the left superior frontal gyrus. Results are interpreted in terms of compensation mechanisms countervailing potential age and word knowledge related effects. Copyright © 2012 Elsevier Inc. All rights reserved.

Image-Enhancement Aid For The Partially Sighted

NASA Technical Reports Server (NTRS)

Lawton, T. A.; Gennery, D. B.

1989-01-01

Digital filtering enhances ability to read and to recognize objects. Possible to construct portable vision aid by combining miniature video equipment to observe scene and display images with very-large-scale integrated circuits to implement real-time digital image-data processing. Afflicted observer views scene through magnifier to shift spatial frequencies downward and thereby improves perceived image. However, less magnification needed, larger the scene observed. Thus, one measure of effectiveness of new system is amount of magnification required with and without it. In series of tests, found 27 to 70 percent more magnification needed for afflicted observers to recognize unfiltered words than to recognize filtered words.

Multilingual Content Extraction Extended with Background Knowledge for Military Intelligence

DTIC Science & Technology

2011-06-01

extended with background knowledge (WordNet [Fel98], YAGO [SKW08]) so that new conclusions (logical inferences) can be drawn. For this purpose theorem...such formalized content is extended with background knowledge (WordNet, YAGO ) so that new conclusions (logical inferences) can be drawn. Our aim is to...External Knowledge Formulas Transformation FOLE MRS to FOLE WordNet OpenCyc ... YAGO Logical Calculation Knowledge Background Knowledge Axioms Background

Nonword Repetition and Vocabulary Knowledge as Predictors of Children's Phonological and Semantic Word Learning

PubMed Central

Patten, Hannah

2017-01-01

Purpose This study examined the unique and shared variance that nonword repetition and vocabulary knowledge contribute to children's ability to learn new words. Multiple measures of word learning were used to assess recall and recognition of phonological and semantic information. Method Fifty children, with a mean age of 8 years (range 5–12 years), completed experimental assessments of word learning and norm-referenced assessments of receptive and expressive vocabulary knowledge and nonword repetition skills. Hierarchical multiple regression analyses examined the variance in word learning that was explained by vocabulary knowledge and nonword repetition after controlling for chronological age. Results Together with chronological age, nonword repetition and vocabulary knowledge explained up to 44% of the variance in children's word learning. Nonword repetition was the stronger predictor of phonological recall, phonological recognition, and semantic recognition, whereas vocabulary knowledge was the stronger predictor of verbal semantic recall. Conclusions These findings extend the results of past studies indicating that both nonword repetition skill and existing vocabulary knowledge are important for new word learning, but the relative influence of each predictor depends on the way word learning is measured. Suggestions for further research involving typically developing children and children with language or reading impairments are discussed. PMID:28241284

Unraveling Vocabulary Learning: Reader and Item-Level Predictors of Vocabulary Learning within Comprehension Instruction for Fifth and Sixth Graders

ERIC Educational Resources Information Center

Goodwin, Amanda P.; Cho, Sun-Joo

2016-01-01

This study explores reader, word, and learning activity characteristics related to vocabulary learning for 202 fifth and sixth graders (N = 118 and 84, respectively) learning 16 words. Three measures of word knowledge were used: multiple-choice definition knowledge, self-report of meaning knowledge, and production of morphologically related words.…

From Words to Concepts: Focusing on Word Knowledge When Teaching for Conceptual Understanding within an Inquiry-Based Science Setting

ERIC Educational Resources Information Center

Haug, Berit S.; Ødegaard, Marianne

2014-01-01

This qualitative video study explores how two elementary school teachers taught for conceptual understanding throughout different phases of science inquiry. The teachers implemented teaching materials with a focus on learning science key concepts through the development of word knowledge. A framework for word knowledge was applied to examine the…

Recognition Memory for Braille or Spoken Words: An fMRI study in Early Blind

PubMed Central

Burton, Harold; Sinclair, Robert J.; Agato, Alvin

2012-01-01

We examined cortical activity in early blind during word recognition memory. Nine participants were blind at birth and one by 1.5 yrs. In an event-related design, we studied blood oxygen level-dependent responses to studied (“old”) compared to novel (“new”) words. Presentation mode was in Braille or spoken. Responses were larger for identified “new” words read with Braille in bilateral lower and higher tier visual areas and primary somatosensory cortex. Responses to spoken “new” words were larger in bilateral primary and accessory auditory cortex. Auditory cortex was unresponsive to Braille words and occipital cortex responded to spoken words but not differentially with “old”/“new” recognition. Left dorsolateral prefrontal cortex had larger responses to “old” words only with Braille. Larger occipital cortex responses to “new” Braille words suggested verbal memory based on the mechanism of recollection. A previous report in sighted noted larger responses for “new” words studied in association with pictures that created a distinctiveness heuristic source factor which enhanced recollection during remembering. Prior behavioral studies in early blind noted an exceptional ability to recall words. Utilization of this skill by participants in the current study possibly engendered recollection that augmented remembering “old” words. A larger response when identifying “new” words possibly resulted from exhaustive recollecting the sensory properties of “old” words in modality appropriate sensory cortices. The uniqueness of a memory role for occipital cortex is in its cross-modal responses to coding tactile properties of Braille. The latter possibly reflects a “sensory echo” that aids recollection. PMID:22251836

Recognition memory for Braille or spoken words: an fMRI study in early blind.

PubMed

Burton, Harold; Sinclair, Robert J; Agato, Alvin

2012-02-15

We examined cortical activity in early blind during word recognition memory. Nine participants were blind at birth and one by 1.5years. In an event-related design, we studied blood oxygen level-dependent responses to studied ("old") compared to novel ("new") words. Presentation mode was in Braille or spoken. Responses were larger for identified "new" words read with Braille in bilateral lower and higher tier visual areas and primary somatosensory cortex. Responses to spoken "new" words were larger in bilateral primary and accessory auditory cortex. Auditory cortex was unresponsive to Braille words and occipital cortex responded to spoken words but not differentially with "old"/"new" recognition. Left dorsolateral prefrontal cortex had larger responses to "old" words only with Braille. Larger occipital cortex responses to "new" Braille words suggested verbal memory based on the mechanism of recollection. A previous report in sighted noted larger responses for "new" words studied in association with pictures that created a distinctiveness heuristic source factor which enhanced recollection during remembering. Prior behavioral studies in early blind noted an exceptional ability to recall words. Utilization of this skill by participants in the current study possibly engendered recollection that augmented remembering "old" words. A larger response when identifying "new" words possibly resulted from exhaustive recollecting the sensory properties of "old" words in modality appropriate sensory cortices. The uniqueness of a memory role for occipital cortex is in its cross-modal responses to coding tactile properties of Braille. The latter possibly reflects a "sensory echo" that aids recollection. Copyright © 2011 Elsevier B.V. All rights reserved.

Increasing Oral Reading Fluency in Upper Elementary Students through Direct Phonics Instruction

ERIC Educational Resources Information Center

Benton, Turrah S.

2016-01-01

Over the years, teachers have looked for the best way to teach their students to read. There are those who believe that teaching sight words is the best way to teach while others believe that a foundation in phonics instruction is a must. The purpose of this study is to determine the effect that phonics instruction has on the oral reading fluency…

Effect of Augmented Sensorimotor Input on Learning Verbal and Nonverbal Tasks among Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Latham, Susan O.; Stockman, Ida J.

2014-01-01

Thirty-four children, with autism spectrum disorders, ages 4-14 years, were matched and randomly assigned to one of two conditions for learning a novel juice-making task and producing two novel words about the event. Seventeen sighted children were manually guided to perform the task and tactually prompted during imitated productions of novel…

Re-"Conceptualizing" Procedural Knowledge in Mathematics.

ERIC Educational Resources Information Center

Star, Jon R.

Many mathematics educators have lost sight of the critical importance of the mathematical understanding which underlies procedural competence, in part because we do not have a language to refer to this kind of understanding. The modal way of categorizing mathematical knowledge--conceptual and procedural knowledge--is limited in that: (a) it is…

Assessing UAS Flight Testing and It's Importance for Beyond-Line-of-Sight UAS Control in Cooperation with Partnering Organizations

NASA Technical Reports Server (NTRS)

de Jong, Daphne

2015-01-01

From the 1st of June until the 21st of August, the internship has been conducted at NASA Ames Research Center as part of the Master of Space Studies at the International Space University. The main activities consisted of doing research on UAV flight-­-testing and the assessing of safety with respect to Beyond-­-Line-­-Of-­-Sight operations. Further activities consisted of accommodating international partners and potential partners at the NASA Ames site, in order to identify mutual interest and future collaboration. Besides those activities, the report describes the planning process of the ISU Space Coast Trip to 10 different space related companies on the west-­-coast of California. Key words: UAS, UAV, BLOS, Ames, ISU Trip

Typical Neural Representations of Action Verbs Develop without Vision

PubMed Central

Caramazza, A.; Pascual-Leone, A.; Saxe, R.

2012-01-01

Many empiricist theories hold that concepts are composed of sensory–motor primitives. For example, the meaning of the word “run” is in part a visual image of running. If action concepts are partly visual, then the concepts of congenitally blind individuals should be altered in that they lack these visual features. We compared semantic judgments and neural activity during action verb comprehension in congenitally blind and sighted individuals. Participants made similarity judgments about pairs of nouns and verbs that varied in the visual motion they conveyed. Blind adults showed the same pattern of similarity judgments as sighted adults. We identified the left middle temporal gyrus (lMTG) brain region that putatively stores visual–motion features relevant to action verbs. The functional profile and location of this region was identical in sighted and congenitally blind individuals. Furthermore, the lMTG was more active for all verbs than nouns, irrespective of visual–motion features. We conclude that the lMTG contains abstract representations of verb meanings rather than visual–motion images. Our data suggest that conceptual brain regions are not altered by the sensory modality of learning. PMID:21653285

Variations among Adults in Their Use of Morphemic Spelling Rules and Word-Specific Knowledge when Spelling

ERIC Educational Resources Information Center

Mitchell, Paul; Kemp, Nenagh; Bryant, Peter

2011-01-01

The purpose of this research was to examine whether adults rely on morphemic spelling rules or word-specific knowledge when spelling simple words. We examined adults' knowledge of two of the simplest and most reliable rules in English spelling concerning the morphological word ending -s. This spelling is required for regular plural nouns (e.g.,…

Learning and consolidation of new spoken words in autism spectrum disorder.

PubMed

Henderson, Lisa; Powell, Anna; Gareth Gaskell, M; Norbury, Courtenay

2014-11-01

Autism spectrum disorder (ASD) is characterized by rich heterogeneity in vocabulary knowledge and word knowledge that is not well accounted for by current cognitive theories. This study examines whether individual differences in vocabulary knowledge in ASD might be partly explained by a difficulty with consolidating newly learned spoken words and/or integrating them with existing knowledge. Nineteen boys with ASD and 19 typically developing (TD) boys matched on age and vocabulary knowledge showed similar improvements in recognition and recall of novel words (e.g. 'biscal') 24 hours after training, suggesting an intact ability to consolidate explicit knowledge of new spoken word forms. TD children showed competition effects for existing neighbors (e.g. 'biscuit') after 24 hours, suggesting that the new words had been integrated with existing knowledge over time. In contrast, children with ASD showed immediate competition effects that were not significant after 24 hours, suggesting a qualitative difference in the time course of lexical integration. These results are considered from the perspective of the dual-memory systems framework. © 2014 John Wiley & Sons Ltd.

Italians Use Abstract Knowledge about Lexical Stress during Spoken-Word Recognition

ERIC Educational Resources Information Center

Sulpizio, Simone; McQueen, James M.

2012-01-01

In two eye-tracking experiments in Italian, we investigated how acoustic information and stored knowledge about lexical stress are used during the recognition of tri-syllabic spoken words. Experiment 1 showed that Italians use acoustic cues to a word's stress pattern rapidly in word recognition, but only for words with antepenultimate stress.…

Developmental Spelling and Word Recognition: A Validation of Ehri's Model of Word Recognition Development

ERIC Educational Resources Information Center

Ebert, Ashlee A.

2009-01-01

Ehri's developmental model of word recognition outlines early reading development that spans from the use of logos to advanced knowledge of oral and written language to read words. Henderson's developmental spelling theory presents stages of word knowledge that progress in a similar manner to Ehri's phases. The purpose of this research study was…

Vision in Sight: The Relationships between Knowledge, Health Beliefs and Treatment Outcomes. The Case of Amblyopia. Linkoping Studies in Education and Psychology, Dissertation No. 65.

ERIC Educational Resources Information Center

Goransson, Anne

The research reported is an experimental study on the effects of intensified education of Swedish parents of children with amblyopia (dimness of sight without apparent organic defect) on their understanding of the nature of the disease, its origins, and treatment. Parents in the control group (n=60) were exposed to the ordinary information…

ERP measures of partial semantic knowledge: left temporal indices of skill differences and lexical quality.

PubMed

Frishkoff, Gwen A; Perfetti, Charles A; Westbury, Chris

2009-01-01

This study examines the sensitivity of early event-related potentials (ERPs) to degrees of word semantic knowledge. Participants with strong, average, or weak vocabulary skills made speeded lexical decisions to letter strings. To represent the full spectrum of word knowledge among adult native-English speakers, we used rare words that were orthographically matched with more familiar words and with pseudowords. Since the lexical decision could not reliably be made on the basis of word form, subjects were obliged to use semantic knowledge to perform the task. A d' analysis suggested that high-skilled subjects adopted a more conservative strategy in response to rare versus more familiar words. Moreover, the high-skilled participants showed a trend towards an enhanced "N2c" to rare words, and a similar posterior temporal effect reached significance approximately 650 ms. Generators for these effects were localized to left temporal cortex. We discuss implications of these results for word learning and for theories of lexical semantic access.

Supporting Self-Regulated Personalised Learning through Competence-Based Knowledge Space Theory

ERIC Educational Resources Information Center

Steiner, Christina M.; Nussbaumer, Alexander; Albert, Dietrich

2009-01-01

This article presents two current research trends in e-learning that at first sight appear to compete. Competence-Based Knowledge Space Theory (CBKST) provides a knowledge representation framework which, since its invention by Doignon & Falmagne, has been successfully applied in various e-learning systems (for example, Adaptive Learning with…

The Effects of Reading Racetrack with Direct Instruction Flashcards and a Token System on Sight Word Acquisition for Two Primary Students with Severe Conduct Disorders

ERIC Educational Resources Information Center

Hopewell, Kim; McLaughlin, T. F.; Derby, K. Mark

2011-01-01

Introduction: The purpose of the study was to evaluate the effectiveness of reading racetracks and direct instruction flashcards with two students with behavior disorders. A token economy with a response cost component was also implemented to increase on-task behavior during data collection. Method: The participants were two eight-year-old males.…

Parallel and Serial Reading Processes in Children's Word and Nonword Reading

ERIC Educational Resources Information Center

van den Boer, Madelon; de Jong, Peter F.

2015-01-01

Fluent reading is characterized by rapid and accurate identification of words. It is commonly accepted that such identification relies on the availability of orthographic knowledge. However, whether this orthographic knowledge should be seen as an accumulation of word-specific knowledge in a lexicon acquired through decoding or as a well-developed…

Receptive and Productive Vocabulary Learning: The Effects of Reading and Writing on Word Knowledge

ERIC Educational Resources Information Center

Webb, Stuart

2005-01-01

This study investigates the effects of receptive and productive vocabulary learning on word knowledge. Japanese students studying English as a foreign language learned target words in three glossed sentences and in a sentence production task in two experiments. Five aspects of vocabulary knowledge--orthography, syntax, association, grammatical…

Using affective knowledge to generate and validate a set of emotion-related, action words.

PubMed

Portch, Emma; Havelka, Jelena; Brown, Charity; Giner-Sorolla, Roger

2015-01-01

Emotion concepts are built through situated experience. Abstract word meaning is grounded in this affective knowledge, giving words the potential to evoke emotional feelings and reactions (e.g., Vigliocco et al., 2009). In the present work we explore whether words differ in the extent to which they evoke 'specific' emotional knowledge. Using a categorical approach, in which an affective 'context' is created, it is possible to assess whether words proportionally activate knowledge relevant to different emotional states (e.g., 'sadness', 'anger', Stevenson, Mikels & James, 2007a). We argue that this method may be particularly effective when assessing the emotional meaning of action words (e.g., Schacht & Sommer, 2009). In study 1 we use a constrained feature generation task to derive a set of action words that participants associated with six, basic emotional states (see full list in Appendix S1). Generation frequencies were taken to indicate the likelihood that the word would evoke emotional knowledge relevant to the state to which it had been paired. In study 2 a rating task was used to assess the strength of association between the six most frequently generated, or 'typical', action words and corresponding emotion labels. Participants were presented with a series of sentences, in which action words (typical and atypical) and labels were paired e.g., "If you are feeling 'sad' how likely would you be to act in the following way?" … 'cry.' Findings suggest that typical associations were robust. Participants always gave higher ratings to typical vs. atypical action word and label pairings, even when (a) rating direction was manipulated (the label or verb appeared first in the sentence), and (b) the typical behaviours were to be performed by the rater themselves, or others. Our findings suggest that emotion-related action words vary in the extent to which they evoke knowledge relevant for different emotional states. When measuring affective grounding, it may then be appropriate to use categorical ratings in conjunction with unimodal measures, which assess the 'magnitude' to which words evoke feelings (e.g., Newcombe et al., 2012). Towards this aim we provide a set of emotion-related action words, accompanied by generation frequency and rating data, which show how strongly each word evokes knowledge relevant to basic emotional states.

Using affective knowledge to generate and validate a set of emotion-related, action words

PubMed Central

Havelka, Jelena; Brown, Charity; Giner-Sorolla, Roger

2015-01-01

Emotion concepts are built through situated experience. Abstract word meaning is grounded in this affective knowledge, giving words the potential to evoke emotional feelings and reactions (e.g., Vigliocco et al., 2009). In the present work we explore whether words differ in the extent to which they evoke ‘specific’ emotional knowledge. Using a categorical approach, in which an affective ‘context’ is created, it is possible to assess whether words proportionally activate knowledge relevant to different emotional states (e.g., ‘sadness’, ‘anger’, Stevenson, Mikels & James, 2007a). We argue that this method may be particularly effective when assessing the emotional meaning of action words (e.g., Schacht & Sommer, 2009). In study 1 we use a constrained feature generation task to derive a set of action words that participants associated with six, basic emotional states (see full list in Appendix S1). Generation frequencies were taken to indicate the likelihood that the word would evoke emotional knowledge relevant to the state to which it had been paired. In study 2 a rating task was used to assess the strength of association between the six most frequently generated, or ‘typical’, action words and corresponding emotion labels. Participants were presented with a series of sentences, in which action words (typical and atypical) and labels were paired e.g., “If you are feeling ‘sad’ how likely would you be to act in the following way?” … ‘cry.’ Findings suggest that typical associations were robust. Participants always gave higher ratings to typical vs. atypical action word and label pairings, even when (a) rating direction was manipulated (the label or verb appeared first in the sentence), and (b) the typical behaviours were to be performed by the rater themselves, or others. Our findings suggest that emotion-related action words vary in the extent to which they evoke knowledge relevant for different emotional states. When measuring affective grounding, it may then be appropriate to use categorical ratings in conjunction with unimodal measures, which assess the ‘magnitude’ to which words evoke feelings (e.g., Newcombe et al., 2012). Towards this aim we provide a set of emotion-related action words, accompanied by generation frequency and rating data, which show how strongly each word evokes knowledge relevant to basic emotional states. PMID:26246965

Neural competition as a developmental process: Early hemispheric specialization for word processing delays specialization for face processing

PubMed Central

Li, Su; Lee, Kang; Zhao, Jing; Yang, Zhi; He, Sheng; Weng, Xuchu

2013-01-01

Little is known about the impact of learning to read on early neural development for word processing and its collateral effects on neural development in non-word domains. Here, we examined the effect of early exposure to reading on neural responses to both word and face processing in preschool children with the use of the Event Related Potential (ERP) methodology. We specifically linked children’s reading experience (indexed by their sight vocabulary) to two major neural markers: the amplitude differences between the left and right N170 on the bilateral posterior scalp sites and the hemispheric spectrum power differences in the γ band on the same scalp sites. The results showed that the left-lateralization of both the word N170 and the spectrum power in the γ band were significantly positively related to vocabulary. In contrast, vocabulary and the word left-lateralization both had a strong negative direct effect on the face right-lateralization. Also, vocabulary negatively correlated with the right-lateralized face spectrum power in the γ band even after the effects of age and the word spectrum power were partialled out. The present study provides direct evidence regarding the role of reading experience in the neural specialization of word and face processing above and beyond the effect of maturation. The present findings taken together suggest that the neural development of visual word processing competes with that of face processing before the process of neural specialization has been consolidated. PMID:23462239

Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers

PubMed Central

Miller, Amanda C.; Fuchs, Douglas; Fuchs, Lynn S.; Compton, Donald L.; Kearns, Devin; Zhang, Wenjuan; Yen, Loulee; Patton, Samuel; Kirchner, Danielle

2014-01-01

The purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first grade and third-grade reading comprehension performance. Participants were 110 first grade students identified as at-risk for reading difficulties who received 20 weeks of intensive reading intervention in combination with classroom reading instruction. Path analysis indicated that teacher ratings of student attention significantly predicted students’ word reading growth in first grade even when they were competed against other relevant predictors (phonological awareness, nonword reading, sight word efficiency, vocabulary, listening comprehension, hyperactivity, nonverbal reasoning, and short term memory). Also, student attention demonstrated a significant indirect effect on third grade reading comprehension via word reading, but not via listening comprehension. Results suggest that student attention (indexed by teacher ratings) is an important predictor of at-risk readers’ responsiveness to reading instruction in first grade and that first-grade reading growth mediates the relationship between students’ attention and their future level of reading comprehension. The importance of considering ways to manage and improve behavioral attention when implementing reading instruction is discussed. PMID:25110548

Phonological and Lexical Effects in Verbal Recall by Children with Specific Language Impairments

PubMed Central

Coady, Jeffry A.; Mainela-Arnold, Elina; Evans, Julia L.

2014-01-01

Background & Aims The present study examined how phonological and lexical knowledge influences memory in children with specific language impairments (SLI). Previous work showed recall advantages for typical adults and children due to word frequency and phonotactic pattern frequency and a recall disadvantage due to phonological similarity among words. While children with SLI have well documented memory difficulties, it is not clear whether these language knowledge factors also influence recall in this population. Methods & Procedures 16 children with SLI (mean age 10;2) and CAM controls recalled lists of words differing in phonological similarity, word frequency, and phonotactic pattern frequency. While previous studies used a small set of words appearing in multiple word lists, the current study used a larger set of words, without replacement, so that children could not gain practice with individual test items. Outcomes & Results All main effects were significant. Interactions revealed that children with SLI were affected by similarity, but less so than their peers, comparably affected by word frequency, and unaffected by phonotactic pattern frequency. Conclusions Results due to phonological similarity suggest that children with SLI use less efficient encoding, while results due to word frequency and phonotactic pattern frequency were mixed. Children with SLI used coarse-grained language knowledge (word frequency) comparably to peers, but were less able to use fine-grained knowledge (phonotactic pattern frequency). Paired with phonological similarity results, this suggests that children with SLI have difficulty establishing robust phonological knowledge for use in language tasks. PMID:23472955

Contributions of Domain-General Cognitive Resources and Different Forms of Arithmetic Development to Pre-Algebraic Knowledge

PubMed Central

Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas; Powell, Sarah R.; Schumacher, Robin F.; Hamlett, Carol L.; Vernier, Emily; Namkung, Jessica M.; Vukovic, Rose K.

2012-01-01

The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n=279; mean age=7.59 yrs) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems at start of 2nd grade and on calculations, word problems, and pre-algebraic knowledge at end of 3rd grade. Multilevel path analysis, controlling for instructional effects associated with the sequence of classrooms in which students were nested across grades 2–3, indicated arithmetic calculations and word problems are foundational to pre-algebraic knowledge. Also, results revealed direct contributions of nonverbal reasoning and oral language to pre-algebraic knowledge, beyond indirect effects that are mediated via arithmetic calculations and word problems. By contrast, attentive behavior, phonological processing, and processing speed contributed to pre-algebraic knowledge only indirectly via arithmetic calculations and word problems. PMID:22409764

HandSight: Supporting Everyday Activities through Touch-Vision

DTIC Science & Technology

2015-10-01

switches between IR and RGB o Large, low resolution, and fixed focal length > 1ft • Raspberry PI NoIR: https://www.raspberrypi.org/products/ pi -noir...camera/ o Raspberry Pi NoIR camera with external visible light filters o Good image quality, manually adjustable focal length, small, programmable 11...purpose and scope of the research. 2. KEYWORDS: Provide a brief list of keywords (limit to 20 words). 3. ACCOMPLISHMENTS: The PI is reminded that

The role of partial knowledge in statistical word learning

PubMed Central

Fricker, Damian C.; Yu, Chen; Smith, Linda B.

2013-01-01

A critical question about the nature of human learning is whether it is an all-or-none or a gradual, accumulative process. Associative and statistical theories of word learning rely critically on the later assumption: that the process of learning a word's meaning unfolds over time. That is, learning the correct referent for a word involves the accumulation of partial knowledge across multiple instances. Some theories also make an even stronger claim: Partial knowledge of one word–object mapping can speed up the acquisition of other word–object mappings. We present three experiments that test and verify these claims by exposing learners to two consecutive blocks of cross-situational learning, in which half of the words and objects in the second block were those that participants failed to learn in Block 1. In line with an accumulative account, Re-exposure to these mis-mapped items accelerated the acquisition of both previously experienced mappings and wholly new word–object mappings. But how does partial knowledge of some words speed the acquisition of others? We consider two hypotheses. First, partial knowledge of a word could reduce the amount of information required for it to reach threshold, and the supra-threshold mapping could subsequently aid in the acquisition of new mappings. Alternatively, partial knowledge of a word's meaning could be useful for disambiguating the meanings of other words even before the threshold of learning is reached. We construct and compare computational models embodying each of these hypotheses and show that the latter provides a better explanation of the empirical data. PMID:23702980

Influence of the management strategy model on estimating water system performance under climate change

NASA Astrophysics Data System (ADS)

Francois, Baptiste; Hingray, Benoit; Creutin, Jean-Dominique; Hendrickx, Frederic

2015-04-01

The performance of water systems used worldwide for the management of water resources is expected to be influenced by future changes in regional climates and water uses. Anticipating possible performance changes of a given system requires a modeling chain simulating its management. Operational management is usually not trivial especially when several conflicting objectives have to be accounted for. Management models are therefore often a crude representation of the real system and they only approximate its performance. Estimated performance changes are expected to depend on the management model used, but this is often not assessed. This communication analyzes the influence of the management strategy representation on the performance of an Alpine reservoir (Serre-Ponçon, South-East of France) for which irrigation supply, hydropower generation and recreational activities are the main objectives. We consider three ways to construct the strategy named as clear-, short- and far-sighted management. They are based on different forecastability degrees of seasonal inflows into the reservoir. The strategies are optimized using a Dynamic Programming algorithm (deterministic for clear-sighted and implicit stochastic for short- and far-sighted). System performance is estimated for an ensemble of future hydro-meteorological projections obtained in the RIWER2030 research project (http://www.lthe.fr/RIWER2030/) from a suite of climate experiments from the EU - ENSEMBLES research project. Our results show that changes in system performance is much more influenced by changes in hydro-meteorological variables than by the choice of strategy modeling. They also show that a simple strategy representation (i.e. clear-sighted management) leads to similar estimates of performance modifications than those obtained with a representation supposedly closer to real world (i.e. the far-sighted management). The Short-Sighted management approach lead to significantly different results, especially when inter-annual inflow variability is high. Key words: Climate change, water resource, impact, management strategy modelling

Word Knowledge and Comprehension Effects of an Academic Vocabulary Intervention for Middle School Students

ERIC Educational Resources Information Center

McKeown, Margaret G.; Crosson, Amy C.; Moore, Debra W.; Beck, Isabel L.

2018-01-01

This article presents findings from an intervention across sixth and seventh grades to teach academic words to middle school students. The goals included investigating a progression of outcomes from word knowledge to comprehension and investigating the processes students use in establishing word meaning. Participants in Year 1 were two sixth-grade…

Lexical Retuning of Children's Speech Perception: Evidence for Knowledge about Words' Component Sounds

ERIC Educational Resources Information Center

McQueen, James M.; Tyler, Michael D.; Cutler, Anne

2012-01-01

Children hear new words from many different talkers; to learn words most efficiently, they should be able to represent them independently of talker-specific pronunciation detail. However, do children know what the component sounds of words should be, and can they use that knowledge to deal with different talkers' phonetic realizations? Experiment…

Self-Assessment of Word Knowledge with Graded Readers: A Preliminary Study

ERIC Educational Resources Information Center

Wan-a-rom, Udorn

2010-01-01

The study investigated how second language (L2) learners self-assessed word knowledge on a page of text taken from a graded reader. The case study subjects were five Thai high school learners of English. They were asked to assess their word knowledge using a page of continuous text. Data gained through observation, interviews, self-assessment and…

Christian Learner: Wisdom and Gaining Knowledge Equals Joy

ERIC Educational Resources Information Center

Nagle, Bonne

2012-01-01

When a Christian learner gains insight that learning is needed and takes the appropriate action to learn the knowledge and apply it, there will be joy and satisfaction with learning. The premise for this paper is in the Bible verse Ecclesiastes 2:26: (NASB) "For to a person who is good in His sight He has given wisdom and knowledge and joy..."…

Children Use Object-Level Category Knowledge to Detect Changes in Complex Auditory Scenes

ERIC Educational Resources Information Center

Vanden Bosch der Nederlanden, Christina M.; Snyder, Joel S.; Hannon, Erin E.

2016-01-01

Children interact with and learn about all types of sound sources, including dogs, bells, trains, and human beings. Although it is clear that knowledge of semantic categories for everyday sights and sounds develops during childhood, there are very few studies examining how children use this knowledge to make sense of auditory scenes. We used a…

Impaired semantic knowledge underlies the reduced verbal short-term storage capacity in Alzheimer's disease.

PubMed

Peters, Frédéric; Majerus, Steve; De Baerdemaeker, Julie; Salmon, Eric; Collette, Fabienne

2009-12-01

A decrease in verbal short-term memory (STM) capacity is consistently observed in patients with Alzheimer's disease (AD). Although this impairment has been mainly attributed to attentional deficits during encoding and maintenance, the progressive deterioration of semantic knowledge in early stages of AD may also be an important determinant of poor STM performance. The aim of this study was to examine the influence of semantic knowledge on verbal short-term memory storage capacity in normal aging and in AD by exploring the impact of word imageability on STM performance. Sixteen patients suffering from mild AD, 16 healthy elderly subjects and 16 young subjects performed an immediate serial recall task using word lists containing high or low imageability words. All participant groups recalled more high imageability words than low imageability words, but the effect of word imageability on verbal STM was greater in AD patients than in both the young and the elderly control groups. More precisely, AD patients showed a marked decrease in STM performance when presented with lists of low imageability words, whereas recall of high imageability words was relatively well preserved. Furthermore, AD patients displayed an abnormal proportion of phonological errors in the low imageability condition. Overall, these results indicate that the support of semantic knowledge on STM performance was impaired for lists of low imageability words in AD patients. More generally, these findings suggest that the deterioration of semantic knowledge is partly responsible for the poor verbal short-term storage capacity observed in AD.

Towards a Reconceptualisation of "Word" for High Frequency Word Generation in Word Knowledge Studies

ERIC Educational Resources Information Center

Sibanda, Jabulani; Baxen, Jean

2014-01-01

The present paper derives from a PhD study investigating the nexus between Grade 4 textbook vocabulary demands and Grade 3 isiXhosa-speaking learners' knowledge of that vocabulary to enable them to read to learn in Grade 4. The paper challenges the efficacy of the four current definitions of "word" for generating high frequency words…

Putting Two and Two Together: Middle School Students' Morphological Problem-Solving Strategies for Unknown Words

ERIC Educational Resources Information Center

Pacheco, Mark B.; Goodwin, Amanda P.

2013-01-01

Adolescents often use root word and affix knowledge to figure out unknown words. Anglin (1993) found that younger readers favor the Part-to-Whole strategy, and Tyler and Nagy (1989) confirmed the importance of root-word knowledge for middle school students. This study seeks to understand the different strategies middle school readers use so that…

Investigating the Effect of Contextual Clues on the Processing of Unfamiliar Words in Second Language Listening Comprehension

ERIC Educational Resources Information Center

Cai, Wei; Lee, Benny P. H.

2010-01-01

This study examines the effect of contextual clues on the use of strategies (inferencing and ignoring) and knowledge sources (semantics, morphology, world knowledge, and others) for processing unfamiliar words in listening comprehension. Three types of words were investigated: words with local co-text clues, global co-text clues and extra-textual…

Analysis of Malay Word Structure by Pre-Service Special Education Teachers: Foundation-Level Knowledge for Remedial Instruction

ERIC Educational Resources Information Center

Lee, Lay Wah; Low, Hui Min

2014-01-01

Pre-service special educators' Malay word structure knowledge was assessed through their analysis of words. A total of 69 participants analysed a vocabulary list based on a set of criteria formulated from the Malay language word structure. Results indicated that they were able to count syllables and phonemes, and identify types of affixations;…

A Dynamic Systems Account of Learning a Word: From Ecology to Form Relations

ERIC Educational Resources Information Center

Churchill, Eton

2008-01-01

This paper responds to calls for studies that investigate multiple types of word knowledge and the processes of word learning. Focusing on a single word, this three-month diary study describes the micro-development of an adult male's Japanese L2 lexical knowledge. In contrast to most L2 vocabulary acquisition studies, this study posits a dynamic…

Massive cortical reorganization in sighted Braille readers.

PubMed

Siuda-Krzywicka, Katarzyna; Bola, Łukasz; Paplińska, Małgorzata; Sumera, Ewa; Jednoróg, Katarzyna; Marchewka, Artur; Śliwińska, Magdalena W; Amedi, Amir; Szwed, Marcin

2016-03-15

The brain is capable of large-scale reorganization in blindness or after massive injury. Such reorganization crosses the division into separate sensory cortices (visual, somatosensory...). As its result, the visual cortex of the blind becomes active during tactile Braille reading. Although the possibility of such reorganization in the normal, adult brain has been raised, definitive evidence has been lacking. Here, we demonstrate such extensive reorganization in normal, sighted adults who learned Braille while their brain activity was investigated with fMRI and transcranial magnetic stimulation (TMS). Subjects showed enhanced activity for tactile reading in the visual cortex, including the visual word form area (VWFA) that was modulated by their Braille reading speed and strengthened resting-state connectivity between visual and somatosensory cortices. Moreover, TMS disruption of VWFA activity decreased their tactile reading accuracy. Our results indicate that large-scale reorganization is a viable mechanism recruited when learning complex skills.

The Knowledge Structure in Amarakośa

NASA Astrophysics Data System (ADS)

Nair, Sivaja S.; Kulkarni, Amba

Amarakośa is the most celebrated and authoritative ancient thesaurus of Sanskrit. It is one of the books which an Indian child learning through Indian traditional educational system memorizes as early as his first year of formal learning. Though it appears as a linear list of words, close inspection of it shows a rich organisation of words expressing various relations a word bears with other words. Thus when a child studies Amarakośa further, the linear list of words unfolds into a knowledge web. In this paper we describe our effort to make the implicit knowledge in Amarakośa explicit. A model for storing such structure is discussed and a web tool is described that answers the queries by reconstructing the links among words from the structured tables dynamically.

Neural competition as a developmental process: early hemispheric specialization for word processing delays specialization for face processing.

PubMed

Li, Su; Lee, Kang; Zhao, Jing; Yang, Zhi; He, Sheng; Weng, Xuchu

2013-04-01

Little is known about the impact of learning to read on early neural development for word processing and its collateral effects on neural development in non-word domains. Here, we examined the effect of early exposure to reading on neural responses to both word and face processing in preschool children with the use of the Event Related Potential (ERP) methodology. We specifically linked children's reading experience (indexed by their sight vocabulary) to two major neural markers: the amplitude differences between the left and right N170 on the bilateral posterior scalp sites and the hemispheric spectrum power differences in the γ band on the same scalp sites. The results showed that the left-lateralization of both the word N170 and the spectrum power in the γ band were significantly positively related to vocabulary. In contrast, vocabulary and the word left-lateralization both had a strong negative direct effect on the face right-lateralization. Also, vocabulary negatively correlated with the right-lateralized face spectrum power in the γ band even after the effects of age and the word spectrum power were partialled out. The present study provides direct evidence regarding the role of reading experience in the neural specialization of word and face processing above and beyond the effect of maturation. The present findings taken together suggest that the neural development of visual word processing competes with that of face processing before the process of neural specialization has been consolidated. Copyright © 2013 Elsevier Ltd. All rights reserved.

Beyond Line of Sight (BLOS) Command and Control (C2) Capability to Improve Disaster Response and Recovery

DTIC Science & Technology

2013-09-01

on the possible threat of an electromagnetic pulse (EMP) and its potential consequences following the destructive “ derecho ” that hit Washington, DC...in 2012.19 Spanish for the word “straight,” a derecho is a term used to describe a widespread, long- lived, straight-line windstorm that is...emergency communications system and raised concern for future response. Both Hurricane Katrina and the Washington, DC, area derecho have subsequently

The Role of Cognitive Processes, Foundational Math Skill, and Calculation Accuracy and Fluency in Word-Problem Solving versus Pre-Algebraic Knowledge

PubMed Central

Fuchs, Lynn S.; Gilbert, Jennifer K.; Powell, Sarah R.; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Tolar, Tammy D.

2016-01-01

The purpose of this study was to examine child-level pathways in development of pre-algebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early calculation, word-problem, and number knowledge at start of grade 2; calculation accuracy and calculation fluency at end of grade 2; and pre-algebraic knowledge and word-problem solving at end of grade 4. Important similarities in pathways were identified, but path analysis also indicated that language comprehension is more critical for later word-problem solving than pre-algebraic knowledge. We conclude that pathways in development of these forms of 4th-grade mathematics performance are more alike than different, but demonstrate the need to fine-tune instruction for strands of the mathematics curriculum in ways that address individual students’ foundational mathematics skills or cognitive processes. PMID:27786534

Investigating the Effects of Background Knowledge on Chinese Word Processing during Text Reading: Evidence from Eye Movements

ERIC Educational Resources Information Center

Jian, Yu-Cin; Ko, Hwa-Wei

2014-01-01

This study investigates the effects of background knowledge on Chinese word processing during silent reading by monitoring adult readers' eye movements. Both higher knowledge (physics major) and lower knowledge (nonphysics major) graduate students were given physics texts to read. Higher knowledge readers spent less time rereading and had…

Strong and long: effects of word length on phonological binding in verbal short-term memory.

PubMed

Jefferies, Elizabeth; Frankish, Clive; Noble, Katie

2011-02-01

This study examined the effects of item length on the contribution of linguistic knowledge to immediate serial recall (ISR). Long words are typically recalled more poorly than short words, reflecting the greater demands that they place on phonological encoding, rehearsal, and production. However, reverse word length effects--that is, better recall of long than short words--can also occur in situations in which phonological maintenance is difficult, suggesting that long words derive greater support from long-term lexical knowledge. In this study, long and short words and nonwords (containing one vs. three syllables) were presented for immediate serial recall in (a) pure lists and (b) unpredictable mixed lists of words and nonwords. The mixed-list paradigm is known to disrupt the phonological stability of words, encouraging their phonemes to recombine with the elements of other list items. In this situation, standard length effects were seen for nonwords, while length effects for words were absent or reversed. A detailed error analysis revealed that long words were more robust to the mixed-list manipulation than short words: Their phonemes were less likely to be omitted and to recombine with phonemes from other list items. These findings support an interactive view of short-term memory, in which long words derive greater benefits from lexical knowledge than short words-especially when their phonological integrity is challenged by the inclusion of nonwords in mixed lists.

The Role of Accessibility of Semantic Word Knowledge in Monolingual and Bilingual Fifth-Grade Reading

ERIC Educational Resources Information Center

Cremer, M.; Schoonen, R.

2013-01-01

The influences of word decoding, availability, and accessibility of semantic word knowledge on reading comprehension were investigated for monolingual "("n = 65) and bilingual children ("n" = 70). Despite equal decoding abilities, monolingual children outperformed bilingual children with regard to reading comprehension and…

Fourteen-Month-Olds' Decontextualized Understanding of Words for Absent Objects

ERIC Educational Resources Information Center

Hendrickson, Kristi; Sundara, Megha

2017-01-01

The majority of research examining infants' decontextualized word knowledge comes from studies in which words and pictures are presented simultaneously. However, comprehending utterances about unseen objects is a hallmark of language. Do infants demonstrate decontextualized absent object knowledge early in the second year of life? Further, to what…

Overestimation of Knowledge about Word Meanings: The "Misplaced Meaning" Effect

ERIC Educational Resources Information Center

Kominsky, Jonathan F.; Keil, Frank C.

2014-01-01

Children and adults may not realize how much they depend on external sources in understanding word meanings. Four experiments investigated the existence and developmental course of a "Misplaced Meaning" (MM) effect, wherein children and adults overestimate their knowledge about the meanings of various words by underestimating how much…

Phonology without semantics? Good enough for verbal short-term memory. Evidence from a patient with semantic dementia.

PubMed

Papagno, Costanza; Vernice, Mirta; Cecchetto, Carlo

2013-03-01

There is considerable evidence that long-term knowledge has an influence on short-term memory (STM) performance. This reflects the activation of long-term representations involved in perceiving and comprehending spoken language. Still, this type of long-term knowledge might be of two different kinds. STM performance might be facilitated by information about the meaning of the word, or, alternatively, by familiarity with its phonological form. We investigated these two alternatives by assessing word span in MC, a patient with semantic dementia. Four different lists of words were used: known words, words whose phonological form was known by the patient although she could not report its meaning, words that the patient did not recognize as words and judged as nonwords, nonwords. The patient's performance was compared to that of six matched controls. MC did not differ from controls in the first two types of lists and performed at the same level with both, while for words whose phonological form was unknown (and therefore not recognized as words) her performance was comparable to that with nonwords; also, with this type of item, she produced significantly more phonemic substitutions than controls. The results show that long-term knowledge facilitates immediate serial recall. However, this facilitation is due to familiarity with phonological representations rather than to knowledge of meaning. Copyright © 2012 Elsevier Ltd. All rights reserved.

Jointly learning word embeddings using a corpus and a knowledge base

PubMed Central

Bollegala, Danushka; Maehara, Takanori; Kawarabayashi, Ken-ichi

2018-01-01

Methods for representing the meaning of words in vector spaces purely using the information distributed in text corpora have proved to be very valuable in various text mining and natural language processing (NLP) tasks. However, these methods still disregard the valuable semantic relational structure between words in co-occurring contexts. These beneficial semantic relational structures are contained in manually-created knowledge bases (KBs) such as ontologies and semantic lexicons, where the meanings of words are represented by defining the various relationships that exist among those words. We combine the knowledge in both a corpus and a KB to learn better word embeddings. Specifically, we propose a joint word representation learning method that uses the knowledge in the KBs, and simultaneously predicts the co-occurrences of two words in a corpus context. In particular, we use the corpus to define our objective function subject to the relational constrains derived from the KB. We further utilise the corpus co-occurrence statistics to propose two novel approaches, Nearest Neighbour Expansion (NNE) and Hedged Nearest Neighbour Expansion (HNE), that dynamically expand the KB and therefore derive more constraints that guide the optimisation process. Our experimental results over a wide-range of benchmark tasks demonstrate that the proposed method statistically significantly improves the accuracy of the word embeddings learnt. It outperforms a corpus-only baseline and reports an improvement of a number of previously proposed methods that incorporate corpora and KBs in both semantic similarity prediction and word analogy detection tasks. PMID:29529052

Information extraction and knowledge graph construction from geoscience literature

NASA Astrophysics Data System (ADS)

Wang, Chengbin; Ma, Xiaogang; Chen, Jianguo; Chen, Jingwen

2018-03-01

Geoscience literature published online is an important part of open data, and brings both challenges and opportunities for data analysis. Compared with studies of numerical geoscience data, there are limited works on information extraction and knowledge discovery from textual geoscience data. This paper presents a workflow and a few empirical case studies for that topic, with a focus on documents written in Chinese. First, we set up a hybrid corpus combining the generic and geology terms from geology dictionaries to train Chinese word segmentation rules of the Conditional Random Fields model. Second, we used the word segmentation rules to parse documents into individual words, and removed the stop-words from the segmentation results to get a corpus constituted of content-words. Third, we used a statistical method to analyze the semantic links between content-words, and we selected the chord and bigram graphs to visualize the content-words and their links as nodes and edges in a knowledge graph, respectively. The resulting graph presents a clear overview of key information in an unstructured document. This study proves the usefulness of the designed workflow, and shows the potential of leveraging natural language processing and knowledge graph technologies for geoscience.

Knowledge of Conditional Spelling Patterns Supports Word Spelling among Danish Fifth Graders

ERIC Educational Resources Information Center

Nielsen, Anne-Mette Veber

2017-01-01

Graphotactic knowledge and word-specific orthographic knowledge have been shown to account for unique variance in concurrent spelling skills beyond phonological skills in the early school years.The present study examined whether knowledge of spelling patterns conditioned by phonological context would add to the concurrent prediction of spelling…

Pre-Existing Background Knowledge Influences Socioeconomic Differences in Preschoolers' Word Learning and Comprehension

ERIC Educational Resources Information Center

Kaefer, Tanya; Neuman, Susan B.; Pinkham, Ashley M.

2015-01-01

The goal of the current study is to explore the influence of knowledge on socioeconomic discrepancies in word learning and comprehension. After establishing socioeconomic differences in background knowledge (Study 1), the authors presented children with a storybook that incorporates this knowledge (Study 2). Results indicated that middle-income…

Metaphoric Car Drawings By a 12-Year-Old Congenitally Blind Girl.

PubMed

Chao, Hsin-Yi; Kennedy, John M

2015-12-01

A 12-year-old congenitally-blind girl drew a car moving, stationary, and braking. For stationary, she put the wheels inside the car and, for braking, drew the wheels as rough rectangles. At the age verbal metaphor is understood (Winner, 1988), the girl invented metaphoric drawings. In these, what is shown is not what is meant. In late childhood, metaphor may be understood similarly in pictures and words and by the sighted and blind. © The Author(s) 2015.

Augmenting Comprehension of Speech in Noise with a Facial Avatar and Its Effect on Performance

DTIC Science & Technology

2010-12-01

develop some aspects of speech more slowly than sighted children. In addition to “bleeping” or blanking the sound of censored words, network...the speech. Movie files were exported at a resolution of 600 by 800 pixels at 30 frames per second and were four seconds in length. It should be...noted that the speech, and synchronized facial movements, began one second after each movie file started. This delay was designed to ensure that the

Word Knowledge in a Theory of Reading Comprehension

ERIC Educational Resources Information Center

Perfetti, Charles; Stafura, Joseph

2014-01-01

We reintroduce a wide-angle view of reading comprehension, the Reading Systems Framework, which places word knowledge in the center of the picture, taking into account the progress made in comprehension research and theory. Within this framework, word-to-text integration processes can serve as a model for the study of local comprehension…

Exploring the Changes in Students' Understanding of the Scientific Method Using Word Associations

ERIC Educational Resources Information Center

Gulacar, Ozcan; Sinan, Olcay; Bowman, Charles R.; Yildirim, Yetkin

2015-01-01

A study is presented that explores how students' knowledge structures, as related to the scientific method, compare at different student ages. A word association test comprised of ten total stimulus words, among them "experiment," "science fair," and "hypothesis," is used to probe the students' knowledge structures.…

Does Calculation or Word-Problem Instruction Provide a Stronger Route to Prealgebraic Knowledge?

ERIC Educational Resources Information Center

Fuchs, Lynn S.; Powell, Sarah R.; Cirino, Paul T.; Schumacher, Robin F.; Marrin, Sarah; Hamlett, Carol L.; Fuchs, Douglas; Compton, Donald L.; Changas, Paul C.

2014-01-01

The focus of this study was connections among 3 aspects of mathematical cognition at 2nd grade: calculations, word problems, and prealgebraic knowledge. We extended the literature, which is dominated by correlational work, by examining whether intervention conducted on calculations or word problems contributes to improved performance in the other…

The Effects of Synonymy on Second-Language Vocabulary Learning

ERIC Educational Resources Information Center

Webb, Stuart

2007-01-01

This article examines the effects of synonymy (i.e., learning words with and without high-frequency synonyms that were known to the learners) on word knowledge in a study of 84 Japanese students learning English. It employed 10 tests measuring 5 aspects of word knowledge (orthography, paradigmatic association, syntagmatic association, meaning and…

The Effects of Receptive and Productive Learning of Word Pairs on Vocabulary Knowledge

ERIC Educational Resources Information Center

Webb, Stuart

2009-01-01

English as a foreign language students in Japan learned target words in word pairs receptively and productively. Five aspects of vocabulary knowledge--orthography, association, syntax, grammatical functions, and meaning and form--were each measured by receptive and productive tests. The study uses an innovative methodology in that each target word…

Word and Person Effects on Decoding Accuracy: A New Look at an Old Question

PubMed Central

Gilbert, Jennifer K.; Compton, Donald L.; Kearns, Devin M.

2011-01-01

The purpose of this study was to extend the literature on decoding by bringing together two lines of research, namely person and word factors that affect decoding, using a crossed random-effects model. The sample was comprised of 196 English-speaking grade 1 students. A researcher-developed pseudoword list was used as the primary outcome measure. Because grapheme-phoneme correspondence (GPC) knowledge was treated as person and word specific, we are able to conclude that it is neither necessary nor sufficient for a student to know all GPCs in a word before accurately decoding the word. And controlling for word-specific GPC knowledge, students with lower phonemic awareness and slower rapid naming skill have lower predicted probabilities of correct decoding than counterparts with superior skills. By assessing a person-by-word interaction, we found that students with lower phonemic awareness have more difficulty applying knowledge of complex vowel graphemes compared to complex consonant graphemes when decoding unfamiliar words. Implications of the methodology and results are discussed in light of future research. PMID:21743750

The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge.

PubMed

Fuchs, Lynn S; Gilbert, Jennifer K; Powell, Sarah R; Cirino, Paul T; Fuchs, Douglas; Hamlett, Carol L; Seethaler, Pamela M; Tolar, Tammy D

2016-12-01

The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early calculation, word-problem, and number knowledge at start of Grade 2; calculation accuracy and calculation fluency at end of Grade 2; and prealgebraic knowledge and word-problem solving at end of Grade 4. Important similarities in pathways were identified, but path analysis also indicated that language comprehension is more critical for later word-problem solving than prealgebraic knowledge. We conclude that pathways in development of these forms of 4th-grade mathematics performance are more alike than different, but demonstrate the need to fine-tune instruction for strands of the mathematics curriculum in ways that address individual students' foundational mathematics skills or cognitive processes. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Effects of Dimensions of Word Knowledge and Their Accessibility on Different Levels of Reading Comprehension in Adolescent EFL Learners

ERIC Educational Resources Information Center

Choi, Yunjeong

2017-01-01

Researchers have investigated that different dimensions of word knowledge (breadth versus depth) may play distinct roles in second language (L2) reading comprehension. Yet, little research has addressed how learners' efficiency of accessing those dimensions of knowledge functions in their comprehension (i.e., the issue of knowledge availability…

Statistical learning of an auditory sequence and reorganization of acquired knowledge: A time course of word segmentation and ordering.

PubMed

Daikoku, Tatsuya; Yatomi, Yutaka; Yumoto, Masato

2017-01-27

Previous neural studies have supported the hypothesis that statistical learning mechanisms are used broadly across different domains such as language and music. However, these studies have only investigated a single aspect of statistical learning at a time, such as recognizing word boundaries or learning word order patterns. In this study, we neutrally investigated how the two levels of statistical learning for recognizing word boundaries and word ordering could be reflected in neuromagnetic responses and how acquired statistical knowledge is reorganised when the syntactic rules are revised. Neuromagnetic responses to the Japanese-vowel sequence (a, e, i, o, and u), presented every .45s, were recorded from 14 right-handed Japanese participants. The vowel order was constrained by a Markov stochastic model such that five nonsense words (aue, eao, iea, oiu, and uoi) were chained with an either-or rule: the probability of the forthcoming word was statistically defined (80% for one word; 20% for the other word) by the most recent two words. All of the word transition probabilities (80% and 20%) were switched in the middle of the sequence. In the first and second quarters of the sequence, the neuromagnetic responses to the words that appeared with higher transitional probability were significantly reduced compared with those that appeared with a lower transitional probability. After switching the word transition probabilities, the response reduction was replicated in the last quarter of the sequence. The responses to the final vowels in the words were significantly reduced compared with those to the initial vowels in the last quarter of the sequence. The results suggest that both within-word and between-word statistical learning are reflected in neural responses. The present study supports the hypothesis that listeners learn larger structures such as phrases first, and they subsequently extract smaller structures, such as words, from the learned phrases. The present study provides the first neurophysiological evidence that the correction of statistical knowledge requires more time than the acquisition of new statistical knowledge. Copyright © 2016 Elsevier Ltd. All rights reserved.

Looking and touching: What extant approaches reveal about the structure of early word knowledge

PubMed Central

Hendrickson, Kristi; Mitsven, Samantha; Poulin-Dubois, Diane; Zesiger, Pascal; Friend, Margaret

2014-01-01

The goal of the current study is to assess the temporal dynamics of vision and action to evaluate the underlying word representations that guide infants’ responses. Sixteen-month-old infants participated in a two-alternative forced-choice word-picture matching task. We conducted a moment-by-moment analysis of looking and reaching behaviors as they occurred in tandem to assess the speed with which a prompted word was processed (visual reaction time) as a function of the type of haptic response: Target, Distractor, or No Touch. Visual reaction times (visual RTs) were significantly slower during No Touches compared to Distractor and Target Touches, which were statistically indistinguishable. The finding that visual RTs were significantly faster during Distractor Touches compared to No Touches suggests that incorrect and absent haptic responses appear to index distinct knowledge states: incorrect responses are associated with partial knowledge whereas absent responses appear to reflect a true failure to map lexical items to their target referents. Further, we found that those children who were faster at processing words were also those children who exhibited better haptic performance. This research provides a methodological clarification on knowledge measured by the visual and haptic modalities and new evidence for a continuum of word knowledge in the second year of life. PMID:25444711

Dissociations in mathematical knowledge: case studies in Down's syndrome and Williams syndrome.

PubMed

Robinson, Sally J; Temple, Christine M

2013-02-01

A study is reported of mathematical vocabulary and factual mathematical knowledge in PQ, a 22 year old with Down's syndrome (DS) who has a verbal mental age (MA) of 9 years 2 months and ST, a 15 year old with Williams syndrome (WS) who has a verbal MA of 9 years 6 months, matched to typically developing controls. The number of mathematical words contained within PQ's lexical stores was significantly reduced as reflected by performance on lexical decision. PQ was also impaired at both naming from descriptions and describing mathematical words. These results contrast with normal lexical decision and item descriptions for concrete words reported recently for PQ (Robinson and Temple, 2010). PQ's recall of mathematical facts was also impaired, whilst his recall of general knowledge facts was normal. This performance in DS indicates a deficit in both lexical representation and semantic knowledge for mathematical words and mathematical facts. In contrast, ST, the teenager with WS had good accuracy on lexical decision, naming and generating definitions for mathematical words. This contrasted with the atypical performance with concrete words recently reported for ST (Robinson and Temple, 2009). Knowledge of addition facts and general knowledge facts was also unimpaired for ST, though knowledge of multiplication facts was weak. Together the cases form a double dissociation and provide support for the distinct representation of mathematical and concrete items within the lexical-semantic system during development. The dissociations between mathematical and general factual knowledge also indicate that different types of factual knowledge may be selectively impaired during development. There is further support for a modular structure within which mathematical vocabulary and mathematical knowledge have distinct representations. This supports the case for the independent representation of factual and language-based knowledge within the semantic system during development. Copyright © 2011 Elsevier Ltd. All rights reserved.

The impact of impaired semantic knowledge on spontaneous iconic gesture production

PubMed Central

Cocks, Naomi; Dipper, Lucy; Pritchard, Madeleine; Morgan, Gary

2013-01-01

Background Previous research has found that people with aphasia produce more spontaneous iconic gesture than control participants, especially during word-finding difficulties. There is some evidence that impaired semantic knowledge impacts on the diversity of gestural handshapes, as well as the frequency of gesture production. However, no previous research has explored how impaired semantic knowledge impacts on the frequency and type of iconic gestures produced during fluent speech compared with those produced during word-finding difficulties. Aims To explore the impact of impaired semantic knowledge on the frequency and type of iconic gestures produced during fluent speech and those produced during word-finding difficulties. Methods & Procedures A group of 29 participants with aphasia and 29 control participants were video recorded describing a cartoon they had just watched. All iconic gestures were tagged and coded as either “manner,” “path only,” “shape outline” or “other”. These gestures were then separated into either those occurring during fluent speech or those occurring during a word-finding difficulty. The relationships between semantic knowledge and gesture frequency and form were then investigated in the two different conditions. Outcomes & Results As expected, the participants with aphasia produced a higher frequency of iconic gestures than the control participants, but when the iconic gestures produced during word-finding difficulties were removed from the analysis, the frequency of iconic gesture was not significantly different between the groups. While there was not a significant relationship between the frequency of iconic gestures produced during fluent speech and semantic knowledge, there was a significant positive correlation between semantic knowledge and the proportion of word-finding difficulties that contained gesture. There was also a significant positive correlation between the speakers' semantic knowledge and the proportion of gestures that were produced during fluent speech that were classified as “manner”. Finally while not significant, there was a positive trend between semantic knowledge of objects and the production of “shape outline” gestures during word-finding difficulties for objects. Conclusions The results indicate that impaired semantic knowledge in aphasia impacts on both the iconic gestures produced during fluent speech and those produced during word-finding difficulties but in different ways. These results shed new light on the relationship between impaired language and iconic co-speech gesture production and also suggest that analysis of iconic gesture may be a useful addition to clinical assessment. PMID:24058228

Hats off to Science

ERIC Educational Resources Information Center

Jackson, Julie K.; Newell, Nancy

2012-01-01

Words are the foundation of knowledge. They are powerful tools used to express ideas, communicate with others, access knowledge, and learn about new concepts. Research shows a strong relationship between student word knowledge and academic achievement. As a result, building academic content vocabulary is an important part of science instruction.…

Understanding Depth of Vocabulary Online with Bilingual and Monolingual Children

ERIC Educational Resources Information Center

Proctor, C. Patrick; Uccelli, Paola; Dalton, Bridget; Snow, Catherine E.

2009-01-01

The sheer quantity of words known (breadth) is strongly predictive of reading comprehension, yet little is understood about how quality of word knowledge (depth) affects comprehension. A group of 35 bilingual and monolingual 5th-grade students worked on developing depth of knowledge of 8 words, culminating in an activity in which the students…

Effectiveness of Semantic Therapy for Word-Finding Difficulties in Pupils with Persistent Language Impairments: A Randomized Control Trial

ERIC Educational Resources Information Center

Ebbels, Susan H.; Nicoll, Hilary; Clark, Becky; Eachus, Beth; Gallagher, Aoife L.; Horniman, Karen; Jennings, Mary; McEvoy, Kate; Nimmo, Liz; Turner, Gail

2012-01-01

Background: Word-finding difficulties (WFDs) in children have been hypothesized to be caused at least partly by poor semantic knowledge. Therefore, improving semantic knowledge should decrease word-finding errors. Previous studies of semantic therapy for WFDs are inconclusive. Aims: To investigate the effectiveness of semantic therapy for…

Elaboration of Cognitive Knowledge of Biology from Childhood to Adulthood.

ERIC Educational Resources Information Center

Fisher, Kathleen M.

Word association techniques were used to examine the growth of biological knowledge over a period of years, from fourth-grade to college students. Results were analyzed by classifying stimulus-response word pairs according to the nature of the relationship between the words in each pair. Three hypotheses were tested: (1) the proportion of enactive…

Separating the influences of prereading skills on early word and nonword reading.

PubMed

Shapiro, Laura R; Carroll, Julia M; Solity, Jonathan E

2013-10-01

The essential first step for a beginning reader is to learn to match printed forms to phonological representations. For a new word, this is an effortful process where each grapheme must be translated individually (serial decoding). The role of phonological awareness in developing a decoding strategy is well known. We examined whether beginning readers recruit different skills depending on the nature of the words being read (familiar words vs. nonwords). Print knowledge, phoneme and rhyme awareness, rapid automatized naming (RAN), phonological short-term memory (STM), nonverbal reasoning, vocabulary, auditory skills, and visual attention were measured in 392 prereaders 4 and 5 years of age. Word and nonword reading were measured 9 months later. We used structural equation modeling to examine the skills-reading relationship and modeled correlations between our two reading outcomes and among all prereading skills. We found that a broad range of skills were associated with reading outcomes: early print knowledge, phonological STM, phoneme awareness and RAN. Whereas all of these skills were directly predictive of nonword reading, early print knowledge was the only direct predictor of word reading. Our findings suggest that beginning readers draw most heavily on their existing print knowledge to read familiar words. Copyright © 2013 Elsevier Inc. All rights reserved.

Enframing Geography: Subject, Curriculum, Knowledge, Responsibility

ERIC Educational Resources Information Center

Winter, Christine

2012-01-01

The word "geo-graphy" means "writing the earth". The subject of geography bears responsibility for engaging, constituting and configuring world knowledge, in other words, what the world is. This paper describes an enquiry into the nature of school geographical knowledge at a time of curriculum policy reform. In 2010, the newly…

Partial Knowledge of Word Meanings: Thematic and Taxonomic Representations

ERIC Educational Resources Information Center

Whitmore, Jeannette M.; Shore, Wendelyn J.; Smith, Peg Hull

2004-01-01

The type of information (taxonomic or thematic) available at different levels of knowledge was investigated. Following extensive norming to identify taxonomic and thematic associates of low-frequency nouns, participants determined if taxonomic or thematic associates were meaningfully related to target words at three levels of knowledge: target…

Towards a Deeper Assessment of Vocabulary Knowledge.

ERIC Educational Resources Information Center

Read, John

While interest in second language vocabulary knowledge has increased, vocabulary testing remains largely confined to the quantitative measurement of discrete items. More qualitative measures are needed to assess how well particular words are known. Research has characterized word knowledge in two ways: as a set of components or aspects, and as an…

Weak and strong novice readers of English as a foreign language: effects of first language and socioeconomic status.

PubMed

Kahn-Horwitz, Janina; Shimron, Joseph; Sparks, Richard L

2006-06-01

This study examined individual differences among beginning readers of English as a foreign language (EFL). The study concentrated on the effects of underlying first language (L1) knowledge as well as EFL letter and vocabulary knowledge. Phonological and morphological awareness, spelling, vocabulary knowledge, and word reading in Hebrew L1, in addition to knowledge of EFL letters and EFL vocabulary, were measured. The study also investigated the effect of socioeconomic background (SES) on beginning EFL readers. Participants included 145 fourth graders from three schools representing two socioeconomic backgrounds in the north of Israel. The results indicate that knowledge of English letters played a more prominent role than knowledge of Hebrew L1 components in differentiating between strong and weak EFL readers. The Linguistic Coding Differences Hypothesis was supported by L1 phonological awareness, word reading, and vocabulary knowledge appearing as part of discriminating functions. The presence of English vocabulary knowledge as part of the discriminant functions provides support for English word reading being more than just a decoding task for EFL beginner readers. Socioeconomic status differentiated the groups for EFL word recognition but not for EFL reading comprehension.

All words are not created equal: Expectations about word length guide infant statistical learning

PubMed Central

Lew-Williams, Casey; Saffran, Jenny R.

2011-01-01

Infants have been described as ‘statistical learners’ capable of extracting structure (such as words) from patterned input (such as language). Here, we investigated whether prior knowledge influences how infants track transitional probabilities in word segmentation tasks. Are infants biased by prior experience when engaging in sequential statistical learning? In a laboratory simulation of learning across time, we exposed 9- and 10-month-old infants to a list of either bisyllabic or trisyllabic nonsense words, followed by a pause-free speech stream composed of a different set of bisyllabic or trisyllabic nonsense words. Listening times revealed successful segmentation of words from fluent speech only when words were uniformly bisyllabic or trisyllabic throughout both phases of the experiment. Hearing trisyllabic words during the pre-exposure phase derailed infants’ abilities to segment speech into bisyllabic words, and vice versa. We conclude that prior knowledge about word length equips infants with perceptual expectations that facilitate efficient processing of subsequent language input. PMID:22088408

Interpretation of Logical Words in Mandarin-Speaking Children with Autism Spectrum Disorders: Uncovering Knowledge of Semantics and Pragmatics.

PubMed

Su, Yi Esther; Su, Lin-Yan

2015-07-01

This study investigated the interpretation of the logical words 'some' and 'every…or…' in 4-15-year-old high-functioning Mandarin-speaking children with autism spectrum disorders (ASD). Children with ASD performed similarly to typical controls in demonstrating semantic knowledge of simple sentences with 'some', and they had delayed knowledge of the complex sentences with 'every…or…'. Interestingly, the children with ASD had pragmatic knowledge of the scalar implicatures of these logical words, parallel to those of the typical controls. Taken together, the interpretation of logical words may be a relative strength in children with ASD. It is possible that some aspects of semantics and pragmatics may be selectively spared in ASD, due to the contribution the language faculty makes to language acquisition in the ASD population.

Hemispheric Asymmetry in Event Knowledge Activation During Incremental Language Comprehension: A Visual Half-Field ERP Study

PubMed Central

Metusalem, Ross; Kutas, Marta; Urbach, Thomas P.; Elman, Jeffrey L.

2016-01-01

During incremental language comprehension, the brain activates knowledge of described events, including knowledge elements that constitute semantic anomalies in their linguistic context. The present study investigates hemispheric asymmetries in this process, with the aim of advancing our understanding of the neural basis and functional properties of event knowledge activation during incremental comprehension. In a visual half-field event-related brain potential (ERP) experiment, participants read brief discourses in which the third sentence contained a word that was either highly expected, semantically anomalous but related to the described event, or semantically anomalous but unrelated to the described event. For both visual fields of target word presentation, semantically anomalous words elicited N400 ERP components of greater amplitude than did expected words. Crucially, event-related anomalous words elicited a reduced N400 relative to event-unrelated anomalous words only with left visual field/right hemisphere presentation. This result suggests that right hemisphere processes are critical to the activation of event knowledge elements that violate the linguistic context, and in doing so informs existing theories of hemispheric asymmetries in semantic processing during language comprehension. Additionally, this finding coincides with past research suggesting a crucial role for the right hemisphere in elaborative inference generation, raises interesting questions regarding hemispheric coordination in generating event-specific linguistic expectancies, and more generally highlights the possibility of functional dissociation between event knowledge activation for the generation of elaborative inferences and for linguistic expectancies. PMID:26878980

Hemispheric asymmetry in event knowledge activation during incremental language comprehension: A visual half-field ERP study.

PubMed

Metusalem, Ross; Kutas, Marta; Urbach, Thomas P; Elman, Jeffrey L

2016-04-01

During incremental language comprehension, the brain activates knowledge of described events, including knowledge elements that constitute semantic anomalies in their linguistic context. The present study investigates hemispheric asymmetries in this process, with the aim of advancing our understanding of the neural basis and functional properties of event knowledge activation during incremental comprehension. In a visual half-field event-related brain potential (ERP) experiment, participants read brief discourses in which the third sentence contained a word that was either highly expected, semantically anomalous but related to the described event (Event-Related), or semantically anomalous but unrelated to the described event (Event-Unrelated). For both visual fields of target word presentation, semantically anomalous words elicited N400 ERP components of greater amplitude than did expected words. Crucially, Event-Related anomalous words elicited a reduced N400 relative to Event-Unrelated anomalous words only with left visual field/right hemisphere presentation. This result suggests that right hemisphere processes are critical to the activation of event knowledge elements that violate the linguistic context, and in doing so informs existing theories of hemispheric asymmetries in semantic processing during language comprehension. Additionally, this finding coincides with past research suggesting a crucial role for the right hemisphere in elaborative inference generation, raises interesting questions regarding hemispheric coordination in generating event-specific linguistic expectancies, and more generally highlights the possibility of functional dissociation of event knowledge activation for the generation of elaborative inferences and for linguistic expectancies. Copyright © 2016 Elsevier Ltd. All rights reserved.

Analysis of Regolith Properties Using Seismic Signals Generated by InSight's HP3 Penetrator

NASA Astrophysics Data System (ADS)

Kedar, Sharon; Andrade, Jose; Banerdt, Bruce; Delage, Pierre; Golombek, Matt; Grott, Matthias; Hudson, Troy; Kiely, Aaron; Knapmeyer, Martin; Knapmeyer-Endrun, Brigitte; Krause, Christian; Kawamura, Taichi; Lognonne, Philippe; Pike, Tom; Ruan, Youyi; Spohn, Tilman; Teanby, Nick; Tromp, Jeroen; Wookey, James

2017-10-01

InSight's Seismic Experiment for Interior Structure (SEIS) provides a unique and unprecedented opportunity to conduct the first geotechnical survey of the Martian soil by taking advantage of the repeated seismic signals that will be generated by the mole of the Heat Flow and Physical Properties Package (HP3). Knowledge of the elastic properties of the Martian regolith have implications to material strength and can constrain models of water content, and provide context to geological processes and history that have acted on the landing site in western Elysium Planitia. Moreover, it will help to reduce travel-time errors introduced into the analysis of seismic data due to poor knowledge of the shallow subsurface. The challenge faced by the InSight team is to overcome the limited temporal resolution of the sharp hammer signals, which have significantly higher frequency content than the SEIS 100 Hz sampling rate. Fortunately, since the mole propagates at a rate of ˜1 mm per stroke down to 5 m depth, we anticipate thousands of seismic signals, which will vary very gradually as the mole travels. Using a combination of field measurements and modeling we simulate a seismic data set that mimics the InSight HP3-SEIS scenario, and the resolution of the InSight seismometer data. We demonstrate that the direct signal, and more importantly an anticipated reflected signal from the interface between the bottom of the regolith layer and an underlying lava flow, are likely to be observed both by Insight's Very Broad Band (VBB) seismometer and Short Period (SP) seismometer. We have outlined several strategies to increase the signal temporal resolution using the multitude of hammer stroke and internal timing information to stack and interpolate multiple signals, and demonstrated that in spite of the low resolution, the key parameters—seismic velocities and regolith depth—can be retrieved with a high degree of confidence.

Effects of Three Comprehensive Models of Vocabulary Instruction during Shared Storybook Read Alouds on Kindergartener's Tier Two Target Word Knowledge

ERIC Educational Resources Information Center

Steuber, Julie Ann

2013-01-01

The purpose of this study was to determine the effectiveness of three researcher-designed experimental models of vocabulary instruction during shared storybook read alouds on kindergarten children's Tier Two target word learning and maintenance of word knowledge. The Integrated Model consisted of two readings of the same storybook, direct…

Nonword Repetition and Vocabulary Knowledge as Predictors of Children's Phonological and Semantic Word Learning

ERIC Educational Resources Information Center

Adlof, Suzanne M.; Patten, Hannah

2017-01-01

Purpose: This study examined the unique and shared variance that nonword repetition and vocabulary knowledge contribute to children's ability to learn new words. Multiple measures of word learning were used to assess recall and recognition of phonological and semantic information. Method: Fifty children, with a mean age of 8 years (range 5-12…

Toward a theory of distributed word expert natural language parsing

NASA Technical Reports Server (NTRS)

Rieger, C.; Small, S.

1981-01-01

An approach to natural language meaning-based parsing in which the unit of linguistic knowledge is the word rather than the rewrite rule is described. In the word expert parser, knowledge about language is distributed across a population of procedural experts, each representing a word of the language, and each an expert at diagnosing that word's intended usage in context. The parser is structured around a coroutine control environment in which the generator-like word experts ask questions and exchange information in coming to collective agreement on sentence meaning. The word expert theory is advanced as a better cognitive model of human language expertise than the traditional rule-based approach. The technical discussion is organized around examples taken from the prototype LISP system which implements parts of the theory.

NLOS mitigation and ranging accuracy for building indoor positioning system in UWB using commercial radio modules

NASA Astrophysics Data System (ADS)

Alsudani, Ahlam

2018-05-01

In recent years, indoor positioning system (IPS) plays a very important role in several environments such as hospitals, airports, males, Etc. It is used to locate mobile stations such as human and robots inside buildings. Some of IPSs applications are: locating an elder or child needed for an urgent help in hospitals, emergency situations such as locating firefighters inside building on fire or policemen fitting terrorists inside building by a commander to help for expedite evacuation in case one of them need for help. In indoor positioning applications, the accuracy should be high as can as possible, in another word; the error should be less than 1 meter. The indoor environment is the major challenging to obtain such accuracy. In this paper, we present a novel algorithm to identify the line of sight (LOS) and non-line of sight (NLOS) channels and improve the positioning accuracy using ultra-wideband (UWB) technology implementing DW1000 devices.

Massive cortical reorganization in sighted Braille readers

PubMed Central

Siuda-Krzywicka, Katarzyna; Bola, Łukasz; Paplińska, Małgorzata; Sumera, Ewa; Jednoróg, Katarzyna; Marchewka, Artur; Śliwińska, Magdalena W; Amedi, Amir; Szwed, Marcin

2016-01-01

The brain is capable of large-scale reorganization in blindness or after massive injury. Such reorganization crosses the division into separate sensory cortices (visual, somatosensory...). As its result, the visual cortex of the blind becomes active during tactile Braille reading. Although the possibility of such reorganization in the normal, adult brain has been raised, definitive evidence has been lacking. Here, we demonstrate such extensive reorganization in normal, sighted adults who learned Braille while their brain activity was investigated with fMRI and transcranial magnetic stimulation (TMS). Subjects showed enhanced activity for tactile reading in the visual cortex, including the visual word form area (VWFA) that was modulated by their Braille reading speed and strengthened resting-state connectivity between visual and somatosensory cortices. Moreover, TMS disruption of VWFA activity decreased their tactile reading accuracy. Our results indicate that large-scale reorganization is a viable mechanism recruited when learning complex skills. DOI: http://dx.doi.org/10.7554/eLife.10762.001 PMID:26976813

Learning and Consolidation of New Spoken Words in Autism Spectrum Disorder

ERIC Educational Resources Information Center

Henderson, Lisa; Powell, Anna; Gaskell, M. Gareth; Norbury, Courtenay

2014-01-01

Autism spectrum disorder (ASD) is characterized by rich heterogeneity in vocabulary knowledge and word knowledge that is not well accounted for by current cognitive theories. This study examines whether individual differences in vocabulary knowledge in ASD might be partly explained by a difficulty with consolidating newly learned spoken words…

Evaluating the Role of Polysemous Word Knowledge in Reading Comprehension among Bilingual Adolescents

ERIC Educational Resources Information Center

Logan, J. Kenneth; Kieffer, Michael J.

2017-01-01

This study reports on the development of an assessment to measure bilingual adolescents' knowledge of polysemous vocabulary and explores the contribution of polysemous word knowledge to reading comprehension among those students. Spanish-English bilingual students in seventh grade (n = 107) completed a battery of standardized reading and language…

Examining Second Language Receptive Knowledge of Collocation and Factors That Affect Learning

ERIC Educational Resources Information Center

Nguyen, Thi My Hang; Webb, Stuart

2017-01-01

This study investigated Vietnamese EFL learners' knowledge of verb-noun and adjective-noun collocations at the first three 1,000 word frequency levels, and the extent to which five factors (node word frequency, collocation frequency, mutual information score, congruency, and part of speech) predicted receptive knowledge of collocation. Knowledge…

Examining Multiple Dimensions of Word Knowledge for Content Vocabulary Understanding

ERIC Educational Resources Information Center

Cervetti, Gina N.; Tilson, Jennifer L.; Castek, Jill; Bravo, Marco A.; Trainin, Guy

2012-01-01

This study traces the development of a vocabulary measure designed to assess multiple types of word knowledge. The assessment, which was administered in conjunction with a science unit about weather and the water cycle for third-and-fourth graders, included items for six knowledge types--recognition, definition, classification/example, context,…

Investigating Arabic Academic Vocabulary Knowledge among Middle School Pupils: Receptive versus Productive Knowledge

ERIC Educational Resources Information Center

Makhoul, Baha

2017-01-01

The current study attempted to investigate the development of Arabic academic vocabulary knowledge among middle-school Arabic native speakers, taking into account the socioeconomic status of the Arab population in Israel. For this purpose, Arabic academic word list was developed, mapping the required academic words that are needed for adequate…

Improving Low-Income Preschoolers' Word and World Knowledge: The Effects of Content-Rich Instruction

ERIC Educational Resources Information Center

Neuman, Susan B.; Kaefer, Tanya; Pinkham, Ashley M.

2016-01-01

This study examined the efficacy of a shared book-reading approach to integrating literacy and science instruction. The purpose was to determine whether teaching science vocabulary using information text could improve low-income preschoolers' word knowledge, conceptual development, and content knowledge in the life sciences. Teachers in 17…

The Role of Stroke Knowledge in Reading and Spelling in Chinese

ERIC Educational Resources Information Center

Lo, Lap-yan; Yeung, Pui-sze; Ho, Connie Suk-Han; Chan, David Wai-ock; Chung, Kevin

2016-01-01

The present study examined the types of orthographic knowledge that are important in learning to read and spell Chinese words in a 2-year longitudinal study following 289 Hong Kong Chinese children from Grade 1 to Grade 2. Multiple regression results showed that radical knowledge significantly predicted children's word reading and spelling…

Looking and touching: what extant approaches reveal about the structure of early word knowledge.

PubMed

Hendrickson, Kristi; Mitsven, Samantha; Poulin-Dubois, Diane; Zesiger, Pascal; Friend, Margaret

2015-09-01

The goal of the current study is to assess the temporal dynamics of vision and action to evaluate the underlying word representations that guide infants' responses. Sixteen-month-old infants participated in a two-alternative forced-choice word-picture matching task. We conducted a moment-by-moment analysis of looking and reaching behaviors as they occurred in tandem to assess the speed with which a prompted word was processed (visual reaction time) as a function of the type of haptic response: Target, Distractor, or No Touch. Visual reaction times (visual RTs) were significantly slower during No Touches compared to Distractor and Target Touches, which were statistically indistinguishable. The finding that visual RTs were significantly faster during Distractor Touches compared to No Touches suggests that incorrect and absent haptic responses appear to index distinct knowledge states: incorrect responses are associated with partial knowledge whereas absent responses appear to reflect a true failure to map lexical items to their target referents. Further, we found that those children who were faster at processing words were also those children who exhibited better haptic performance. This research provides a methodological clarification on knowledge measured by the visual and haptic modalities and new evidence for a continuum of word knowledge in the second year of life. © 2014 The Authors Developmental Science Published by John Wiley & Sons Ltd.

Measuring Explicit Word Learning of Preschool Children: A Development Study.

PubMed

Kelley, Elizabeth Spencer

2017-08-15

The purpose of this article is to present preliminary results related to the development of a new measure of explicit word learning. The measure incorporated elements of explicit vocabulary instruction and dynamic assessment and was designed to be sensitive to differences in word learning skill and to be feasible for use in clinical settings. The explicit word learning measure included brief teaching trials and repeated fine-grained measurement of semantic knowledge and production of 3 novel words (2 verbs and 1 adjective). Preschool children (N = 23) completed the measure of explicit word learning; standardized, norm-referenced measures of expressive and receptive vocabulary; and an incidental word learning task. The measure of explicit word learning provided meaningful information about word learning. Performance on the explicit measure was related to existing vocabulary knowledge and incidental word learning. Findings from this development study indicate that further examination of the measure of explicit word learning is warranted. The measure may have the potential to identify children who are poor word learners. https://doi.org/10.23641/asha.5170738.

Vocabulary knowledge mediates the link between socioeconomic status and word learning in grade school.

PubMed

Maguire, Mandy J; Schneider, Julie M; Middleton, Anna E; Ralph, Yvonne; Lopez, Michael; Ackerman, Robert A; Abel, Alyson D

2018-02-01

The relationship between children's slow vocabulary growth and the family's low socioeconomic status (SES) has been well documented. However, previous studies have often focused on infants or preschoolers and primarily used static measures of vocabulary at multiple time points. To date, there is no research investigating whether SES predicts a child's word learning abilities in grade school and, if so, what mediates this relationship. In this study, 68 children aged 8-15 years performed a written word learning from context task that required using the surrounding text to identify the meaning of an unknown word. Results revealed that vocabulary knowledge significantly mediated the relationship between SES (as measured by maternal education) and word learning. This was true despite the fact that the words in the linguistic context surrounding the target word are typically acquired well before 8 years of age. When controlling for vocabulary, word learning from written context was not predicted by differences in reading comprehension, decoding, or working memory. These findings reveal that differences in vocabulary growth between grade school children from low and higher SES homes are likely related to differences in the process of word learning more than knowledge of surrounding words or reading skills. Specifically, children from lower SES homes are not as effective at using known vocabulary to build a robust semantic representation of incoming text to identify the meaning of an unknown word. Copyright © 2017 Elsevier Inc. All rights reserved.

Word Links: A Strategy for Developing Word Knowledge

ERIC Educational Resources Information Center

Yopp, Ruth Helen

2007-01-01

Word Links, an effective strategy for developing students' vocabulary, is based on four principles. It provides contextual and definitional information; offers repeated exposure to words and opportunities to practice them; encourages students to think about relationships among word meanings; and involves active engagement in learning tasks. Yopp…

Comparing Elicited Imitation and Word Monitoring as Measures of Implicit Knowledge

ERIC Educational Resources Information Center

Suzuki, Yuichi; DeKeyser, Robert

2015-01-01

The present study challenges the validity of elicited imitation (EI) as a measure for implicit knowledge, investigating to what extent online error detection and subsequent sentence repetition draw on implicit knowledge. To assess online detection during listening, a word monitoring component was built into an EI task. Advanced-level Japanese L2…

USSR Report, Political and Sociological Affairs.

DTIC Science & Technology

1984-03-29

the country in the car. We ride, and we see abandoned villages. We’ll tell you right now, the sight is depressing —vacant houses with boarded up...34 Mama Doesn’t Love Me..." words in upper case are in boldface in source] [Text] The boy’s name was Lerka; he came from a nice family. It was a...but is convinced that she does not have any feelings for him. " Mama doesn’t love me," he complains when he is still quite young to his stepfather

Word Recognition and Word Identification: A Review of Research on Effective Instructional Practices with Learning Disabled Students.

ERIC Educational Resources Information Center

McCormick, Sandra; Becker, Evelyn Z.

1996-01-01

Reviews investigations related to word learning of learning disabled students. Finds that direct word study leads to reading improvement for learning disabled pupils, but that indirect instruction also provides assistance. Finds also that word knowledge instruction not only promotes word learning, but can heighten learning disabled students'…

Factors That Influence the Difficulty of Science Words

ERIC Educational Resources Information Center

Cervetti, Gina N.; Hiebert, Elfrieda H.; Pearson, P. David; McClung, Nicola A.

2015-01-01

This study examines, within the domain of science, the characteristics of words that predict word knowledge and word learning. The authors identified a set of word characteristics--length, part of speech, polysemy, frequency, morphological frequency, domain specificity, and concreteness--that, based on earlier research, were prime candidates to…

Children's Orthographic Knowledge and Their Word Reading Skill: Testing Bidirectional Relations

ERIC Educational Resources Information Center

Conrad, Nicole J.; Deacon, S. Hélène

2016-01-01

Prominent models of word reading concur that the development of efficient word reading depends on the establishment of lexical orthographic representations in memory. In turn, word reading skills are conceptualised as supporting the development of these orthographic representations. As such, models of word reading development make clear…

Orthographic learning, fast and slow: Lexical competition effects reveal the time course of word learning in developing readers.

PubMed

Tamura, Niina; Castles, Anne; Nation, Kate

2017-06-01

Children learn new words via their everyday reading experience but little is known about how this learning happens. We addressed this by focusing on the conditions needed for new words to become familiar to children, drawing a distinction between lexical configuration (the acquisition of word knowledge) and lexical engagement (the emergence of interactive processes between newly learned words and existing words). In Experiment 1, 9-11-year-olds saw unfamiliar words in one of two storybook conditions, differing in degree of focus on the new words but matched for frequency of exposure. Children showed good learning of the novel words in terms of both configuration (form and meaning) and engagement (lexical competition). A frequency manipulation under incidental learning conditions in Experiment 2 revealed different time-courses of learning: a fast lexical configuration process, indexed by explicit knowledge, and a slower lexicalization process, indexed by lexical competition. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

Linguistic Knowledge at Early Stage I; Evidence from Successive Single Word Utterances. Papers and Reports on Child Language Development, No. 12.

ERIC Educational Resources Information Center

Horgan, Dianne

A study was conducted to determine whether the child expresses linguistic knowledge during the single-word period. The order of mention in 65 sets of successive single-word utterances from five children at Stage 1, two to four years old, were analyzed. To elicit speech, the children were shown line drawings representing such situations as animate…

A New Font, Specifically Designed for Peripheral Vision, Improves Peripheral Letter and Word Recognition, but Not Eye-Mediated Reading Performance

PubMed Central

Bernard, Jean-Baptiste; Aguilar, Carlos; Castet, Eric

2016-01-01

Reading speed is dramatically reduced when readers cannot use their central vision. This is because low visual acuity and crowding negatively impact letter recognition in the periphery. In this study, we designed a new font (referred to as the Eido font) in order to reduce inter-letter similarity and consequently to increase peripheral letter recognition performance. We tested this font by running five experiments that compared the Eido font with the standard Courier font. Letter spacing and x-height were identical for the two monospaced fonts. Six normally-sighted subjects used exclusively their peripheral vision to run two aloud reading tasks (with eye movements), a letter recognition task (without eye movements), a word recognition task (without eye movements) and a lexical decision task. Results show that reading speed was not significantly different between the Eido and the Courier font when subjects had to read single sentences with a round simulated gaze-contingent central scotoma (10° diameter). In contrast, Eido significantly decreased perceptual errors in peripheral crowded letter recognition (-30% errors on average for letters briefly presented at 6° eccentricity) and in peripheral word recognition (-32% errors on average for words briefly presented at 6° eccentricity). PMID:27074013

A New Font, Specifically Designed for Peripheral Vision, Improves Peripheral Letter and Word Recognition, but Not Eye-Mediated Reading Performance.

PubMed

Bernard, Jean-Baptiste; Aguilar, Carlos; Castet, Eric

2016-01-01

Reading speed is dramatically reduced when readers cannot use their central vision. This is because low visual acuity and crowding negatively impact letter recognition in the periphery. In this study, we designed a new font (referred to as the Eido font) in order to reduce inter-letter similarity and consequently to increase peripheral letter recognition performance. We tested this font by running five experiments that compared the Eido font with the standard Courier font. Letter spacing and x-height were identical for the two monospaced fonts. Six normally-sighted subjects used exclusively their peripheral vision to run two aloud reading tasks (with eye movements), a letter recognition task (without eye movements), a word recognition task (without eye movements) and a lexical decision task. Results show that reading speed was not significantly different between the Eido and the Courier font when subjects had to read single sentences with a round simulated gaze-contingent central scotoma (10° diameter). In contrast, Eido significantly decreased perceptual errors in peripheral crowded letter recognition (-30% errors on average for letters briefly presented at 6° eccentricity) and in peripheral word recognition (-32% errors on average for words briefly presented at 6° eccentricity).

The use of morphological knowledge in spelling derived forms by learning-disabled and normal students.

PubMed

Carlisle, J F

1987-01-01

Currently popular systems for classification of spelling words or errors emphasize the learning of phoneme-grapheme correspondences and memorization of irregular words, but do not take into account the morphophonemic nature of the English language. This study is based on the premise that knowledge of the morphological rules of derivational morphology is acquired developmentally and is related to the spelling abilities of both normal and learning-disabled (LD) students. It addresses three issues: 1) how the learning of derivational morphology and the spelling of derived words by LD students compares to that of normal students; 2) whether LD students learn derived forms rulefully; and 3) the extent to which LD and normal students use knowledge of relationships between base and derived forms to spell derived words (e.g. "magic" and "magician"). The results showed that LD ninth graders' knowledge of derivational morphology was equivalent to that of normal sixth graders, following similar patterns of mastery of orthographic and phonological rules, but that their spelling of derived forms was equivalent to that of the fourth graders. Thus, they know more about derivational morphology than they use in spelling. In addition, they were significantly more apt to spell derived words as whole words, without regard for morphemic structure, than even the fourth graders. Nonetheless, most of the LD spelling errors were phonetically acceptable, suggesting that their misspellings cannot be attributed primarily to poor knowledge of phoneme-grapheme correspondences.

Air Force Officer Qualifying Test Form T: Initial Item-, Test-, Factor-, and Composite-Level Analyses

DTIC Science & Technology

2016-12-01

five lower-order factors representing verbal, math , spatial, perceptual speed, and aviation knowledge, and a hierarchical general factor showed the...Academic Aptitude Verbal Quant. Verbal Analogies 25 X X X Arithmetic Reasoning 25 X X Word Knowledge 25 X X X Math Knowledge 25 X X...Reasoning (AR) uses word problems to assess the ability to understand arithmetic relations. Math Knowledge (MK) assesses the ability to use

Bye-bye mummy - Word comprehension in 9-month-old infants.

PubMed

Syrnyk, Corinne; Meints, Kerstin

2017-06-01

From the little research that exists on the onset of word learning in infants under the age of 1 year, the evidence suggests an idiosyncratic comprehensive vocabulary is developing. To further this field, we tested 49 nine-month-old infants by pre-assessing their vocabularies using a UK version of the MacArthur-Bates Communicative Developmental Inventory. Intermodal preferential looking (IPL) was then used to examine word comprehension including: (a) words parents reported as understood, (b) words infants are expected to understand according to age-related frequency data, and (c) words parents had reported infants not to understand. Assuming parents are good assessors of their infant's early word knowledge, we expected a naming effect with IPL in condition (a), but not condition (c). As language research uses standard samples of words, we expected a discernible naming effect in condition (b). Results show clear IPL evidence of word comprehension for those words that parents reported their infants to understand (condition a). This agreement between methods demonstrates the usefulness of parental communicative developmental inventory in conjunction with IPL to assess infant's individual word knowledge. No naming effects were found for condition (c) and the lack of naming effects in (b) shows that pre-established word lists may not give a sufficiently clear picture of infant's true vocabulary - an important insight for researchers and practitioners alike. Statement of contribution What is already known on this subject? Most word comprehension research is mainly based on older infants (12, 15, or 18 months of age to 2-3 years and older). Some evidence of word comprehension for common and novel nouns in 6- to 10-month-olds. Existing evidence uses either only specific word groups or nouns combined with specific training and/or repetition procedures. What does this study add? Nine-month-olds display word knowledge independent of context and without repetitions of words. First words encompass not only nouns, but a range of other word classes. Parents are good at indicating which words their infants do and do not understand. © 2016 The British Psychological Society.

Development of L2 Word-Meaning Inference while Reading

ERIC Educational Resources Information Center

Hamada, Megumi

2009-01-01

Ability to infer the meaning of unknown words encountered while reading plays an important role in learners' L2 word-knowledge development. Despite numerous findings reported on word-meaning inference, how learners develop this ability is still unclear. In order to provide a developmental inquiry into L2 word-meaning inference while reading, this…

The Shakespeare in All of Us: A Monumental, Multitudinous, Premeditated Approach to Vocabulary Instruction

ERIC Educational Resources Information Center

Savino, Jennifer Ann

2011-01-01

Shakespeare, who worked actively with words through punning, playing, and inventing, serves as the model for students to experience a deepening knowledge of vocabulary and love of words. Through instructional activities aimed at increasing word play, word exposure, and word consciousness, students gain the verbal capacity needed to understand…

Promoting Word Consciousness to Close the Vocabulary Gap in Young Word Learners

ERIC Educational Resources Information Center

Neugebauer, Sabina Rak; Gámez, Perla B.; Coyne, Michael D.; McCoach, D. Betsy; Cólon, Ingrid T.; Ware, Sharon

2017-01-01

A proposed avenue for increasing students' vocabulary knowledge and reading comprehension is instruction that promotes students' enthusiasm and attention to words, referred to as "word consciousness". This study seeks to investigate, at the utterance level, whether and how word consciousness talk is used in classrooms with young word…

Tracking real-time neural activation of conceptual knowledge using single-trial event-related potentials.

PubMed

Amsel, Ben D

2011-04-01

Empirically derived semantic feature norms categorized into different types of knowledge (e.g., visual, functional, auditory) can be summed to create number-of-feature counts per knowledge type. Initial evidence suggests several such knowledge types may be recruited during language comprehension. The present study provides a more detailed understanding of the timecourse and intensity of influence of several such knowledge types on real-time neural activity. A linear mixed-effects model was applied to single trial event-related potentials for 207 visually presented concrete words measured on total number of features (semantic richness), imageability, and number of visual motion, color, visual form, smell, taste, sound, and function features. Significant influences of multiple feature types occurred before 200ms, suggesting parallel neural computation of word form and conceptual knowledge during language comprehension. Function and visual motion features most prominently influenced neural activity, underscoring the importance of action-related knowledge in computing word meaning. The dynamic time courses and topographies of these effects are most consistent with a flexible conceptual system wherein temporally dynamic recruitment of representations in modal and supramodal cortex are a crucial element of the constellation of processes constituting word meaning computation in the brain. Copyright © 2011 Elsevier Ltd. All rights reserved.

Airpower and the Environment: The Ecological Implications of Modern Air Warfare

DTIC Science & Technology

2013-07-01

communications.42 Never- theless, local environmental knowledge should not be discounted; simple word -of- mouth , low-tech communication can be very eec...communications.42 Never- theless, local environmental knowledge should not be discounted; simple word -of- mouth , low-tech communication can be very eec...their non-living environment interacting as a functional unit.”9 In other words , an ecosystem is a group of interdependent organisms which share the

Building Reflection with Word Clouds for Online RN to BSN Students.

PubMed

Volkert, Delene R

Reflection allows students to integrate learning with their personal context, developing deeper knowledge and promoting critical thinking. Word clouds help students develop themes/concepts beyond traditional methods, introducing visual aspects to an online learning environment. Students created word clouds and captions, then responded to those created by peers for a weekly discussion assignment. Students indicated overwhelming support for the use of word clouds to develop deeper understanding of the subject matter. This reflection assignment could be utilized in asynchronous, online undergraduate nursing courses for creative methods of building reflection and developing knowledge for the undergraduate RN to BSN student.

Word Recognition in Auditory Cortex

ERIC Educational Resources Information Center

DeWitt, Iain D. J.

2013-01-01

Although spoken word recognition is more fundamental to human communication than text recognition, knowledge of word-processing in auditory cortex is comparatively impoverished. This dissertation synthesizes current models of auditory cortex, models of cortical pattern recognition, models of single-word reading, results in phonetics and results in…

Learning the language of time: Children's acquisition of duration words.

PubMed

Tillman, Katharine A; Barner, David

2015-05-01

Children use time words like minute and hour early in development, but take years to acquire their precise meanings. Here we investigate whether children assign meaning to these early usages, and if so, how. To do this, we test their interpretation of seven time words: second, minute, hour, day, week, month, and year. We find that preschoolers infer the orderings of time words (e.g., hour>minute), but have little to no knowledge of the absolute durations they encode. Knowledge of absolute duration is learned much later in development - many years after children first start using time words in speech - and in many children does not emerge until they have acquired formal definitions for the words. We conclude that associating words with the perception of duration does not come naturally to children, and that early intuitive meanings of time words are instead rooted in relative orderings, which children may infer from their use in speech. Copyright © 2015 Elsevier Inc. All rights reserved.

Beyond word recognition: understanding pediatric oral health literacy.

PubMed

Richman, Julia Anne; Huebner, Colleen E; Leggott, Penelope J; Mouradian, Wendy E; Mancl, Lloyd A

2011-01-01

Parental oral health literacy is proposed to be an indicator of children's oral health. The purpose of this study was to test if word recognition, commonly used to assess health literacy, is an adequate measure of pediatric oral health literacy. This study evaluated 3 aspects of oral health literacy and parent-reported child oral health. A 3-part pediatric oral health literacy inventory was created to assess parents' word recognition, vocabulary knowledge, and comprehension of 35 terms used in pediatric dentistry. The inventory was administered to 45 English-speaking parents of children enrolled in Head Start. Parents' ability to read dental terms was not associated with vocabulary knowledge (r=0.29, P<.06) or comprehension (r=0.28, P>.06) of the terms. Vocabulary knowledge was strongly associated with comprehension (r=0.80, P<.001). Parent-reported child oral health status was not associated with word recognition, vocabulary knowledge, or comprehension; however parents reporting either excellent or fair/poor ratings had higher scores on all components of the inventory. Word recognition is an inadequate indicator of comprehension of pediatric oral health concepts; pediatric oral health literacy is a multifaceted construct. Parents with adequate reading ability may have difficulty understanding oral health information.

Exploring the Changes in Students' Understanding of the Scientific Method Using Word Associations

NASA Astrophysics Data System (ADS)

Gulacar, Ozcan; Sinan, Olcay; Bowman, Charles R.; Yildirim, Yetkin

2015-10-01

A study is presented that explores how students' knowledge structures, as related to the scientific method, compare at different student ages. A word association test comprised of ten total stimulus words, among them experiment, science fair, and hypothesis, is used to probe the students' knowledge structures. Students from grades four, five, and eight, as well as first-year college students were tested to reveal their knowledge structures relating to the scientific method. Younger students were found to have a naïve view of the science process with little understanding of how science relates to the real world. However, students' conceptions about the scientific process appear to be malleable, with science fairs a potentially strong influencer. The strength of associations between words is observed to change from grade to grade, with younger students placing science fair near the center of their knowledge structure regarding the scientific method, whereas older students conceptualize the scientific method around experiment.

Using the Word Processor in Writing Groups.

ERIC Educational Resources Information Center

Melia, Josie

Writing groups can use word processors or microcomputers in many different types of writing activities. Four hour-long sessions at a word processor with the help of a skilled word processing tutor have been found to be sufficient to provide a working knowledge of word processing. When two or three students enrolled in a writing class are assigned…

Phonological and Semantic Knowledge Are Causal Influences on Learning to Read Words in Chinese

ERIC Educational Resources Information Center

Zhou, Lulin; Duff, Fiona J.; Hulme, Charles

2015-01-01

We report a training study that assesses whether teaching the pronunciation and meaning of spoken words improves Chinese children's subsequent attempts to learn to read the words. Teaching the pronunciations of words helps children to learn to read those same words, and teaching the pronunciations and meanings improves learning still further.…

The Surprising Power of Statistical Learning: When Fragment Knowledge Leads to False Memories of Unheard Words

ERIC Educational Resources Information Center

Endress, Ansgar D.; Mehler, Jacques

2009-01-01

Word-segmentation, that is, the extraction of words from fluent speech, is one of the first problems language learners have to master. It is generally believed that statistical processes, in particular those tracking "transitional probabilities" (TPs), are important to word-segmentation. However, there is evidence that word forms are stored in…

George Adams Junior and his 1789 book An essay on vision.

PubMed

Goss, David A

2009-04-01

English instrument maker George Adams Junior (1750-1795) published An Essay on Vision in 1789, with a second edition appearing in 1792. The 153 page book (157 pages in the second edition) presented material on structure of the eye and the basic nature of vision and vision conditions, with an emphasis on the proper use and choice of spectacles for the "long sighted" and the "short-sighted." A brief biographical sketch of Adams is given, and the contents of the book are discussed, with presentation of excerpts relating to general optometric principles. The excerpts can serve to illustrate the state of optometric knowledge in the late eighteenth century.

A Semantic Lexicon-Based Approach for Sense Disambiguation and Its WWW Application

NASA Astrophysics Data System (ADS)

di Lecce, Vincenzo; Calabrese, Marco; Soldo, Domenico

This work proposes a basic framework for resolving sense disambiguation through the use of Semantic Lexicon, a machine readable dictionary managing both word senses and lexico-semantic relations. More specifically, polysemous ambiguity characterizing Web documents is discussed. The adopted Semantic Lexicon is WordNet, a lexical knowledge-base of English words widely adopted in many research studies referring to knowledge discovery. The proposed approach extends recent works on knowledge discovery by focusing on the sense disambiguation aspect. By exploiting the structure of WordNet database, lexico-semantic features are used to resolve the inherent sense ambiguity of written text with particular reference to HTML resources. The obtained results may be extended to generic hypertextual repositories as well. Experiments show that polysemy reduction can be used to hint about the meaning of specific senses in given contexts.

Characteristics of early spelling of children with Specific Language Impairment.

PubMed

Cordewener, Kim A H; Bosman, Anna M T; Verhoeven, Ludo

2012-01-01

The present study investigated active grapheme knowledge and early spelling of 59 first grade children with Specific Language Impairment (SLI). Speed, nature, and knowledge transfer of spelling acquisition were taken into account. Four orthographic characteristics that influence early spelling, namely, 'Type of Grapheme', 'Grapheme Position', 'Number of Graphemes', and 'Word Structure' were examined at the middle and at the end of first grade. At the beginning of first grade when children were between 71 and 97 months, they performed well below national norms on assessment of active grapheme knowledge. The delay in word spelling persisted, but decreased between the middle and the end of first grade. Despite this delay, the findings suggest that characteristics of early spelling for children with SLI are rather similar to those of children with typical language development. For example, children with SLI represented more graphemes at the end of first grade than at the middle of first grade, found it easier to represent the initial grapheme in words than the final or medial grapheme (Grapheme Position), were more successful spelling shorter than longer words (Number of Graphemes), and spelled words with simple structures (CVC) more accurately than those with complex structures (CVCC and CCVC; Word Structure). Finally, participants demonstrated that they can use known graphemes to spell words, but the transfer between active grapheme knowledge and word spelling was not always stable. As a result of this activity, readers will be able to explain the speed and the nature of spelling acquisition of children with SLI. As a result of this activity, readers will be able to explain what skills are most important for teachers to practice with children with SLI to improve the spelling skills of these children. Copyright © 2012 Elsevier Inc. All rights reserved.

Word Learning as Bayesian Inference

ERIC Educational Resources Information Center

Xu, Fei; Tenenbaum, Joshua B.

2007-01-01

The authors present a Bayesian framework for understanding how adults and children learn the meanings of words. The theory explains how learners can generalize meaningfully from just one or a few positive examples of a novel word's referents, by making rational inductive inferences that integrate prior knowledge about plausible word meanings with…

Statistical Word Learning in Children with Autism Spectrum Disorder and Specific Language Impairment

ERIC Educational Resources Information Center

Haebig, Eileen; Saffran, Jenny R.; Ellis Weismer, Susan

2017-01-01

Background: Word learning is an important component of language development that influences child outcomes across multiple domains. Despite the importance of word knowledge, word-learning mechanisms are poorly understood in children with specific language impairment (SLI) and children with autism spectrum disorder (ASD). This study examined…

Interactive Word Walls

ERIC Educational Resources Information Center

Jackson, Julie; Narvaez, Rose

2013-01-01

It is common to see word walls displaying the vocabulary that students have learned in class. Word walls serve as visual scaffolds and are a classroom strategy used to reinforce reading and language arts instruction. Research shows a strong relationship between student word knowledge and academic achievement (Stahl and Fairbanks 1986). As a…

Environmental Print and Word Reading.

ERIC Educational Resources Information Center

Cronin, Virginia; Farrell, Denise; Delaney, Mary

1999-01-01

Compares two views about the importance of environmental print in children's learning experiences. Assesses environmental print knowledge in non-reading preschool children and relates it to word recognition training. Finds words from the known logos were more readily learned than the matching control words, but only in Study 1 were the known logo…

Children's Mappings of Large Number Words to Numerosities

ERIC Educational Resources Information Center

Barth, Hilary; Starr, Ariel; Sullivan, Jessica

2009-01-01

Previous studies have suggested that children's learning of the relation between number words and approximate numerosities depends on their verbal counting ability, and that children exhibit no knowledge of mappings between number words and approximate numerical magnitudes for number words outside their productive verbal counting range. In the…

Executive Functioning Skills Uniquely Predict Chinese Word Reading

ERIC Educational Resources Information Center

Chung, Kevin K. H.; McBride-Chang, Catherine

2011-01-01

Eighty-five Hong Kong Chinese children were tested across both the 2nd and 3rd years of kindergarten (ages 4-5 years) on tasks of inhibitory control, working memory, vocabulary knowledge, phonological awareness, morphological awareness, and word reading. With age, vocabulary knowledge, and metalinguistic skills statistically controlled, the…

Word and World Reading: Evaluation Report and Executive Summary

ERIC Educational Resources Information Center

See, Beng Huat; Gorard, Stephen; Siddiqui, Nadia

2015-01-01

The Word and World Reading programme aimed to improve the reading comprehension and wider literacy skills of children aged 7-9 from low income families. The programme focused on improving the vocabulary and background knowledge (sometimes labelled "core knowledge") of pupils, through the use of specially designed "knowledge…

The development of the abilities to acquire novel detailed orthographic representations and maintain them in long-term memory.

PubMed

Binamé, Florence; Poncelet, Martine

2016-03-01

Previous studies have clearly demonstrated that the development of orthographic representations relies on phonological recoding. However, substantial questions persist about the remaining unexplained variance in the acquisition of word-specific orthographic knowledge that is still underspecified. The main aim of this study was to explore whether two cognitive factors-sensitivity to orthographic regularities and short-term memory (STM) for serial order-make independent contributions to the acquisition of novel orthographic representations beyond that of the phonological core component and the level of preexisting word-specific orthographic knowledge. To this end, we had children from second to sixth grades learn novel written word forms using a repeated spelling practice paradigm. The speed at which children learned the word forms and their long-term retention (1week and 1month later) were assessed. Hierarchical regression analyses revealed that phonological recoding, preexisting word-specific orthographic knowledge, and order STM explained a portion of the variance in orthographic learning speed, whereas phonological recoding, preexisting word-specific orthographic knowledge, and orthographic sensitivity each explained a portion of variance in the long-term retention of the newly created orthographic representations. A secondary aim of the study was to determine the developmental trajectory of the abilities to acquire novel orthographic word forms over the course of primary schooling. As expected, results showed an effect of age on both learning speed and long-term retention. The specific roles of orthographic sensitivity and order STM as independent factors involved in different steps of orthographic learning are discussed. Copyright © 2015 Elsevier Inc. All rights reserved.

Sixteen-Month-Old Infants' Segment Words from Infant- and Adult-Directed Speech

ERIC Educational Resources Information Center

Mani, Nivedita; Pätzold, Wiebke

2016-01-01

One of the first challenges facing the young language learner is the task of segmenting words from a natural language speech stream, without prior knowledge of how these words sound. Studies with younger children find that children find it easier to segment words from fluent speech when the words are presented in infant-directed speech, i.e., the…

Why segmentation matters: experience-driven segmentation errors impair “morpheme” learning

PubMed Central

Finn, Amy S.; Hudson Kam, Carla L.

2015-01-01

We ask whether an adult learner’s knowledge of their native language impedes statistical learning in a new language beyond just word segmentation (as previously shown). In particular, we examine the impact of native-language word-form phonotactics on learners’ ability to segment words into their component morphemes and learn phonologically triggered variation of morphemes. We find that learning is impaired when words and component morphemes are structured to conflict with a learner’s native-language phonotactic system, but not when native-language phonotactics do not conflict with morpheme boundaries in the artificial language. A learner’s native-language knowledge can therefore have a cascading impact affecting word segmentation and the morphological variation that relies upon proper segmentation. These results show that getting word segmentation right early in learning is deeply important for learning other aspects of language, even those (morphology) that are known to pose a great difficulty for adult language learners. PMID:25730305

The concurrent use of three implicit measures (eye movements, pupillometry, and event-related potentials) to assess receptive vocabulary knowledge in normal adults.

PubMed

Ledoux, Kerry; Coderre, Emily; Bosley, Laura; Buz, Esteban; Gangopadhyay, Ishanti; Gordon, Barry

2016-03-01

Recent years have seen the advent and proliferation of the use of implicit techniques to study learning and cognition. One such application is the use of event-related potentials (ERPs) to assess receptive vocabulary knowledge. Other implicit assessment techniques that may be well-suited to other testing situations or to use with varied participant groups have not been used as widely to study receptive vocabulary knowledge. We sought to develop additional implicit techniques to study receptive vocabulary knowledge that could augment the knowledge gained from the use of the ERP technique. Specifically, we used a simple forced-choice paradigm to assess receptive vocabulary knowledge in normal adult participants using eye movement monitoring (EM) and pupillometry. In the same group of participants, we also used an N400 semantic incongruity ERP paradigm to assess their knowledge of two groups of words: those expected to be known to the participants (high-frequency, familiar words) and those expected to be unknown (low-frequency, unfamiliar words). All three measures showed reliable differences between the known and unknown words. EM and pupillometry thus may provide insight into receptive vocabulary knowledge similar to that from ERPs. The development of additional implicit assessment techniques may increase the feasibility of receptive vocabulary testing across a wider range of participant groups and testing situations, and may make the conduct of such testing more accessible to a wider range of researchers, clinicians, and educators.

Developmental amnesia: a new pattern of dissociation with intact episodic memory.

PubMed

Temple, Christine M; Richardson, Paul

2004-01-01

A case of developmental amnesia is reported for a child, CL, of normal intelligence, who has intact episodic memory but impaired semantic memory for both semantic knowledge of facts and semantic knowledge of words, including general world knowledge, knowledge of word meanings and superordinate knowledge of words. In contrast to the deficits in semantic memory, there are no impairments in episodic memory for verbal or visual material, assessed by recall or recognition. Lexical decision was also intact, indicating impairment in semantic knowledge of vocabulary rather than absence of lexical representations. The case forms a double dissociation to the cases of Vargha-Khadem et al. [Science 277 (1997) 376; Episodic memory: new directions in research (2002) 153]; Gadian et al. [Brain 123 (2000) 499] for whom semantic memory was intact but episodic memory was impaired. This double dissociation suggests that semantic memory and episodic memory have the capacity to develop separately and supports models of modularity within memory development and a functional architecture for the developmental disorders within which there is residual normality rather than pervasive abnormality. Knowledge of arithmetical facts is also spared for CL, consistent with adult studies arguing for numeracy knowledge distinct from other semantics. Reading was characterised by difficulty with irregular words and homophones but intact reading of nonwords. CL has surface dyslexia with poor lexico-semantic reading skills but good phonological reading skills. The case was identified following screening from a population of normal schoolchildren suggesting that developmental amnesias may be more pervasive than has been recognised previously.

Individual differences in the joint effects of semantic priming and word frequency: The role of lexical integrity

PubMed Central

Yap, Melvin J.; Tse, Chi-Shing; Balota, David A.

2009-01-01

Word frequency and semantic priming effects are among the most robust effects in visual word recognition, and it has been generally assumed that these two variables produce interactive effects in lexical decision performance, with larger priming effects for low-frequency targets. The results from four lexical decision experiments indicate that the joint effects of semantic priming and word frequency are critically dependent upon differences in the vocabulary knowledge of the participants. Specifically, across two Universities, additive effects of the two variables were observed in participants with more vocabulary knowledge, while interactive effects were observed in participants with less vocabulary knowledge. These results are discussed with reference to Borowsky and Besner’s (1993) multistage account and Plaut and Booth’s (2000) single-mechanism model. In general, the findings are also consistent with a flexible lexical processing system that optimizes performance based on processing fluency and task demands. PMID:20161653

The Impact of Early Classroom Inattention on Phonological Processing and Word-Reading Development.

PubMed

Dittman, Cassandra K

2016-08-01

The present study investigated the longitudinal relationships between inattention, phonological processing and word reading across the first 2 years of formal reading instruction. In all, 136 school entrants were administered measures of letter knowledge, phonological awareness, phonological memory, rapid naming, and word reading at the start and end of their 1st year of school, and the end of their 2nd year, while teachers completed rating scales of inattention. School entry inattentiveness predicted unique variance in word reading at the end of first grade, after controlling for verbal ability, letter knowledge, and phonological processing. End-of-first-grade inattention predicted a small but significant amount of unique variance in second-grade word reading and word-reading efficiency. Inattention, however, was not a reliable predictor of phonological processing in either first or second grade. Early classroom inattentiveness influences learning to read independent of critical developmental precursors of word-reading development. © The Author(s) 2013.

The influence of lexical statistics on temporal lobe cortical dynamics during spoken word listening

PubMed Central

Cibelli, Emily S.; Leonard, Matthew K.; Johnson, Keith; Chang, Edward F.

2015-01-01

Neural representations of words are thought to have a complex spatio-temporal cortical basis. It has been suggested that spoken word recognition is not a process of feed-forward computations from phonetic to lexical forms, but rather involves the online integration of bottom-up input with stored lexical knowledge. Using direct neural recordings from the temporal lobe, we examined cortical responses to words and pseudowords. We found that neural populations were not only sensitive to lexical status (real vs. pseudo), but also to cohort size (number of words matching the phonetic input at each time point) and cohort frequency (lexical frequency of those words). These lexical variables modulated neural activity from the posterior to anterior temporal lobe, and also dynamically as the stimuli unfolded on a millisecond time scale. Our findings indicate that word recognition is not purely modular, but relies on rapid and online integration of multiple sources of lexical knowledge. PMID:26072003

Proverb Comprehension as a Function of Reading Proficiency in Preadolescents.

PubMed

Nippold, Marilyn A; Allen, Melissa M; Kirsch, Dixon I

2001-04-01

Proverb comprehension through reading was examined in 42 preadolescents (mean age=12:2 [years:months]) attending a rural public middle school. The study was designed to learn about individual differences with respect to reading, word knowledge, and analogical reasoning skills. The 42 students were assigned to subgroups of proficient and less proficient readers based on their scores on a school-administered achievement test. Reading tasks were presented to examine their comprehension of unfamiliar concrete (e.g., every bird must hatch its own eggs) and abstract (e.g., gratitude is a heavy burden) proverbs, and their knowledge of nouns contained in the expressions. A nonverbal analogical reasoning task also was administered. Proverb comprehension was found to be associated with reading proficiency, word knowledge, and analogical reasoning. Although all students were considered by their school to be typical achievers, they demonstrated wide individual differences in their ability to interpret unfamiliar concrete and abstract proverbs. Proficient readers outperformed less proficient readers on comprehension of both types of proverbs, knowledge of abstract nouns contained in proverbs, and analogical reasoning. They did not differ, however, on knowledge of concrete nouns, with both subgroups having mastered those words. Educational Implications: The results support the view that reading is an important language modality in older children, significantly related to their understanding of words and figurative expressions. Implications for instruction in proverb comprehension as part of a language arts curriculum are offered for speech-language pathologists working collaboratively with classroom teachers. These guidelines reflect the view that multiple factors (i.e., reading, word knowledge, analogical reasoning) promote proverb comprehension in youth.

Fast Multiscale Algorithms for Information Representation and Fusion

DTIC Science & Technology

2011-07-01

We are also developing convenient command-line invocation tools in addition to the previously developed APIs . Various real-world data sets...This knowledge is important in geolocation applications where knowing whether a received signal is line-of-sight or not is necessary for the

Mathematical Word Problem Solving Ability of Children with Autism Spectrum Disorder and their Typically Developing Peers.

PubMed

Bae, Young Seh; Chiang, Hsu-Min; Hickson, Linda

2015-07-01

This study examined the difference between children with autism spectrum disorders (ASD) and children with typical development (TD) in mathematical word problem solving ability and the factors associated with these children's word problem-solving ability. A total of 20 children with ASD and 20 children with TD participated in this study. Independent sample t tests and Spearman's rho correlations were used for data analysis. This study found: (a) Children with TD had higher word problem solving ability than did children with ASD; (b) Sentence comprehension, math vocabulary, computation, and everyday mathematical knowledge were associated with word problem solving ability of children with ASD and children with TD; and (c) Children with TD had higher everyday mathematical knowledge than did children with ASD.

Generalized event knowledge activation during online sentence comprehension

PubMed Central

Metusalem, Ross; Kutas, Marta; Urbach, Thomas P.; Hare, Mary; McRae, Ken; Elman, Jeffrey L.

2012-01-01

Recent research has demonstrated that knowledge of real-world eventsplays an important role inguiding online language comprehension. The present study addresses the scope of event knowledge activation during the course of comprehension, specifically investigating whether activation is limited to those knowledge elements that align with the local linguistic context.The present study addresses this issue by analyzing event-related brain potentials (ERPs) recorded as participants read brief scenariosdescribing typical real-world events. Experiment 1 demonstratesthat a contextually anomalous word elicits a reduced N400 if it is generally related to the described event, even when controlling for the degree of association of this word with individual words in the preceding context and with the expected continuation. Experiment 2 shows that this effect disappears when the discourse context is removed.These findings demonstrate that during the course of incremental comprehension, comprehenders activate general knowledge about the described event, even at points at which this knowledge would constitute an anomalous continuation of the linguistic stream. Generalized event knowledge activationcontributes to mental representations of described events, is immediately available to influence language processing, and likely drives linguistic expectancy generation. PMID:22711976

Automatic Identification of Nutritious Contexts for Learning Vocabulary Words

ERIC Educational Resources Information Center

Mostow, Jack; Gates, Donna; Ellison, Ross; Goutam, Rahul

2015-01-01

Vocabulary knowledge is crucial to literacy development and academic success. Previous research has shown learning the meaning of a word requires encountering it in diverse informative contexts. In this work, we try to identify "nutritious" contexts for a word--contexts that help students build a rich mental representation of the word's…

Word Sorts for General Music Classes

ERIC Educational Resources Information Center

Cardany, Audrey Berger

2015-01-01

Word sorts are standard practice for aiding children in acquiring skills in English language arts. When included in the general music classroom, word sorts may aid students in acquiring a working knowledge of music vocabulary. The author shares a word sort activity drawn from vocabulary in John Lithgow's children's book "Never Play…

Beyond Capacity Limitations: Determinants of Word Recall Performance on Verbal Working Memory Span Tasks in Children With SLI

PubMed Central

Mainela-Arnold, Elina; Evans, Julia L.

2016-01-01

Reduced verbal working memory capacity has been proposed as a possible account of language impairments in specific language impairment (SLI). Studies have shown, however, that differences in strength of linguistic representations in the form of word frequency affect list recall and performance on verbal working memory tasks. This suggests that verbal memory capacity and long-term linguistic knowledge may not be distinct constructs. It has been suggested that linguistic representations in SLI are weak in ways that result in a breakdown in language processing on tasks that require manipulation of unfamiliar material. In this study, the effects of word frequency, long-term linguistic knowledge, and serial order position on recall performance in the competing language processing task (CLPT) were investigated in 10 children with SLI and 10 age-matched peers (age 8 years 6 months to 12 years 4 months). The children with SLI recalled significantly fewer target words on the CLPT as compared with their age-matched controls. The SLI group did not differ, however, in their ability to recall target words having high word frequency but were significantly poorer in their ability to recall words on the CLPT having low word frequency. Differences in receptive and expressive language abilities also appeared closely related to performance on the CLPT, suggesting that working memory capacity is not distinct from language knowledge and that degraded linguistic representations may have an effect on performance on verbal working memory span tasks in children with SLI. PMID:16378481

Training Mispronunciation Correction and Word Meanings Improves Children's Ability to Learn to Read Words

ERIC Educational Resources Information Center

Dyson, Hannah; Best, Wendy; Solity, Jonathan; Hulme, Charles

2017-01-01

Previous research has suggested that learning to read irregular words depends upon knowledge of a word's meaning and the ability to correct imperfect decoding attempts by reference to the known pronunciations of a word. In an experimental training study, 84 children ages 5-7 years were randomly assigned to an intervention or control group.…

Episodic Specificity in Acquiring Thematic Knowledge of Novel Words from Descriptive Episodes

PubMed Central

Zhang, Meichao; Chen, Shuang; Wang, Lin; Yang, Xiaohong; Yang, Yufang

2017-01-01

The current study examined whether thematic relations of the novel words could be acquired via descriptive episodes, and if yes, whether it could be generalized to thematically related words in a different scenario. In Experiment 1, a lexical decision task was used where the novel words served as primes for target words in four conditions: (1) corresponding concepts of the novel words, (2) thematically related words in the same episodes as that in learning condition, (3) thematically related words in different episodes, or (4) unrelated words served as targets. Event related potentials elicited by the targets revealed that compared to the unrelated words, the corresponding concepts and thematically related words in the same episodes elicited smaller N400s with a frontal-central distribution, whereas the thematically related words in different episodes elicited an enhanced late positive component. Experiment 2 further showed a priming effect of the corresponding concepts on the thematically related words in the same episodes as well as in a different episode, indicating that the absence of a priming effect of the learned novel words on the thematically related words in different episode could not be attributed to inappropriate selection of thematically related words in the two conditions. These results indicate that only the corresponding concepts and the thematically related words in the learning episodes were successfully primed, whereas the thematic association between the novel words and the thematically related words in different scenarios could only be recognized in a late processing stage. Our findings suggest that thematic knowledge of novel words is organized via separate scenarios, which are represented in a clustered manner in the semantic network. PMID:28428766

Episodic Specificity in Acquiring Thematic Knowledge of Novel Words from Descriptive Episodes.

PubMed

Zhang, Meichao; Chen, Shuang; Wang, Lin; Yang, Xiaohong; Yang, Yufang

2017-01-01

The current study examined whether thematic relations of the novel words could be acquired via descriptive episodes, and if yes, whether it could be generalized to thematically related words in a different scenario. In Experiment 1, a lexical decision task was used where the novel words served as primes for target words in four conditions: (1) corresponding concepts of the novel words, (2) thematically related words in the same episodes as that in learning condition, (3) thematically related words in different episodes, or (4) unrelated words served as targets. Event related potentials elicited by the targets revealed that compared to the unrelated words, the corresponding concepts and thematically related words in the same episodes elicited smaller N400s with a frontal-central distribution, whereas the thematically related words in different episodes elicited an enhanced late positive component. Experiment 2 further showed a priming effect of the corresponding concepts on the thematically related words in the same episodes as well as in a different episode, indicating that the absence of a priming effect of the learned novel words on the thematically related words in different episode could not be attributed to inappropriate selection of thematically related words in the two conditions. These results indicate that only the corresponding concepts and the thematically related words in the learning episodes were successfully primed, whereas the thematic association between the novel words and the thematically related words in different scenarios could only be recognized in a late processing stage. Our findings suggest that thematic knowledge of novel words is organized via separate scenarios, which are represented in a clustered manner in the semantic network.

Knowledge of Morphologically Complex Words: A Developmental Study of Older Children and Young Adolescents

ERIC Educational Resources Information Center

Nippold, Marilyn A.; Sun, Lei

2008-01-01

Purpose: This study examined knowledge of derived nominals (e.g., measurement, prediction) and derived adjectives (e.g., algebraic, molecular) in older children and young adolescents. Little was known about students' comprehension of these morphologically complex words that occur in textbooks that are used in public schools to teach challenging…

Aspects of Vocabulary Knowledge in German Textbooks

ERIC Educational Resources Information Center

Neary-Sundquist, Colleen A.

2015-01-01

Previous research on second language vocabulary acquisition has shown that learning to use a new word is not a simple matter of making a form-meaning connection. Knowing a word instead requires mastery of as many as nine different aspects of vocabulary knowledge (Nation, 2001). The current study uses data from five beginning-level textbooks of…

Learning of Letter Names and Sounds and Their Contribution to Word Recognition

ERIC Educational Resources Information Center

Levin, Iris; Shatil-Carmon, Sivan; Asif-Rave, Ornit

2006-01-01

This study investigated knowledge of letter names and letter sounds, their learning, and their contributions to word recognition. Of 123 preschoolers examined on letter knowledge, 65 underwent training on both letter names and letter sounds in a counterbalanced order. Prior to training, children were more advanced in associating letters with their…

Original Knowledge, Gender and the Word's Mythology: Voicing the Doctorate

ERIC Educational Resources Information Center

Carter, Susan

2012-01-01

Using mythology as a generative matrix, this article investigates the relationship between knowledge, words, embodiment and gender as they play out in academic writing's voice and, in particular, in doctoral voice. The doctoral thesis is defensive, a performance seeking admittance into discipline scholarship. Yet in finding its scholarly voice,…

The Use of Humourous Texts in Improving ESL Learners' Vocabulary Comprehension and Retention

ERIC Educational Resources Information Center

Zabidin, Nursyafiqah Binti

2015-01-01

Successful language acquisition requires extensive word knowledge. However, learners are reportedly unable to increase their word knowledge due to insufficient meaningful input in the language classrooms. This paper intended to present another tool to encourage learners' vocabulary development. It examined the effect(s) of using short narrative…

Characterizing the spatial structure of endangered species habitat using geostatistical analysis of IKONOS imagery

USGS Publications Warehouse

Wallace, C.S.A.; Marsh, S.E.

2005-01-01

Our study used geostatistics to extract measures that characterize the spatial structure of vegetated landscapes from satellite imagery for mapping endangered Sonoran pronghorn habitat. Fine spatial resolution IKONOS data provided information at the scale of individual trees or shrubs that permitted analysis of vegetation structure and pattern. We derived images of landscape structure by calculating local estimates of the nugget, sill, and range variogram parameters within 25 ?? 25-m image windows. These variogram parameters, which describe the spatial autocorrelation of the 1-m image pixels, are shown in previous studies to discriminate between different species-specific vegetation associations. We constructed two independent models of pronghorn landscape preference by coupling the derived measures with Sonoran pronghorn sighting data: a distribution-based model and a cluster-based model. The distribution-based model used the descriptive statistics for variogram measures at pronghorn sightings, whereas the cluster-based model used the distribution of pronghorn sightings within clusters of an unsupervised classification of derived images. Both models define similar landscapes, and validation results confirm they effectively predict the locations of an independent set of pronghorn sightings. Such information, although not a substitute for field-based knowledge of the landscape and associated ecological processes, can provide valuable reconnaissance information to guide natural resource management efforts. ?? 2005 Taylor & Francis Group Ltd.

Pediatric uveitis.

PubMed

Patel, Hemang; Goldstein, Debra

2003-02-01

Uveitis in children is an entity most pediatricians and ophthalmologists seldom encounter. It is prevalent in society, however, and the high incidence of sight-threatening complications in untreated children warrants a baseline knowl-edge of the diseases and disorders involved as well as a sense of when to refer to a specialist.

Mental Imagery in Congenitally Blind Children.

ERIC Educational Resources Information Center

Anderson, David W.

1984-01-01

The study of blind children's (ages 3-9) memory of objects was invested with personalized meaning related to previous encounters with the objects. The language they used reflected that experience and their form of mental representation rather than their knowledge of the language used by sighted people. (CL)

Does Hearing Several Speakers Reduce Foreign Word Learning?

ERIC Educational Resources Information Center

Ludington, Jason Darryl

2016-01-01

Learning spoken word forms is a vital part of second language learning, and CALL lends itself well to this training. Not enough is known, however, about how auditory variation across speech tokens may affect receptive word learning. To find out, 144 Thai university students with no knowledge of the Patani Malay language learned 24 foreign words in…

Influences from Latin on Chemical Terminology

ERIC Educational Resources Information Center

Loyson, Peter

2010-01-01

This article describes the use of Latin-derived words and terms used in chemistry, and explores the meaning of these words, so as to lead to a better understanding of these words, so commonly used in the teaching of chemistry. As the article shows, there are many such words, and with some elementary knowledge, a greater meaning is given to these…

Teaching the Meaning of Words to Children with Visual Impairments

ERIC Educational Resources Information Center

Vervloed, Mathijs P. J.; Loijens, Nancy E. A.; Waller, Sarah E.

2014-01-01

In the report presented here, the authors describe a pilot intervention study that was intended to teach children with visual impairments the meaning of far-away words, and that used their mothers as mediators. The aim was to teach both labels and deep word knowledge, which is the comprehension of the full meaning of words, illustrated through…

Retention of New Words: Quantity of Encounters, Quality of Task, and Degree of Knowledge

ERIC Educational Resources Information Center

Laufer, Batia; Rozovski-Roitblat, Bella

2015-01-01

We examined how learning new second language (L2) words was affected by three "task type" conditions (reading only, reading with a dictionary, reading and word focused exercises), three "number of encounters" conditions and their combinations. Three groups of L2 learners (n = 185) were exposed to 30 target words (one group in…

Ten Important Words Plus: A Strategy for Building Word Knowledge

ERIC Educational Resources Information Center

Yopp, Ruth Helen; Yopp, Hallie Kay

2007-01-01

In this strategy, students individually select and record 10 important words on self-adhesive notes as they read a text. Then students build a group bar graph displaying their choices, write a sentence that summarizes the content, and then respond to prompts that ask them to think about words in powerful ways. Several prompts are suggested, each…

The Gap between Spanish Speakers' Word Reading and Word Knowledge: A Longitudinal Study

ERIC Educational Resources Information Center

Mancilla-Martinez, Jeannette; Lesaux, Nonie K.

2011-01-01

This longitudinal study modeled growth rates, from ages 4.5 to 11, in English and Spanish oral language and word reading skills among 173 Spanish-speaking children from low-income households. Individual growth modeling was employed using scores from standardized measures of word reading, expressive vocabulary, and verbal short-term language…

Building Foundational and Vocabulary Knowledge in the Common Core, K-8: Developmentally-Grounded Instruction about Words

ERIC Educational Resources Information Center

Templeton, Shane

2015-01-01

How young children's and older students' knowledge of words develops--their structure, their meanings, how they work in context--is reflected in the Common Core English Language Arts expectations. Meeting these expectations for each learner requires that we teach in a developmentally-responsive manner. This includes our being familiar with the…

Semantic Radical Knowledge and Word Recognition in Chinese for Chinese as Foreign Language Learners

ERIC Educational Resources Information Center

Su, Xiaoxiang; Kim, Young-Suk

2014-01-01

In the present study, we examined the relation of knowledge of semantic radicals to students' language proficiency and word reading for adult Chinese-as-a-foreign language students. Ninety-seven college students rated their proficiency in speaking, listening, reading, and writing in Chinese, and were administered measures of receptive and…

Integrating Morphological Knowledge in Literacy Instruction: Framework and Principles to Guide Special Education Teachers

ERIC Educational Resources Information Center

Claravall, Eric Blancaflor

2016-01-01

Morphology is the study of word structure and its meaning. Knowledge and awareness of morphological structure provides a new light to help students with reading disabilities build skills in their word reading and spelling. When teaching morphology, teachers can focus on four literacy components (Claravall, 2013): morphemic analysis, vocabulary and…

The Contributions of Vocabulary and Letter Writing Automaticity to Word Reading and Spelling for Kindergartners

ERIC Educational Resources Information Center

Kim, Young-Suk; Al Otaiba, Stephanie; Puranik, Cynthia; Folsom, Jessica Sidler; Gruelich, Luana

2014-01-01

In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet…

Acquisition of Three Word Knowledge Aspects through Reading

ERIC Educational Resources Information Center

Daskalovska, Nina

2016-01-01

A number of studies have shown that second or foreign language learners can acquire vocabulary through reading. The aim of the study was to investigate (a) the effects of reading an authentic novel on the acquisition of 3 aspects of word knowledge: spelling, meaning, and collocation; (b) the influence of reading on the acquisition of partial and…

How Adolescents Comprehend Unfamiliar Proverbs: The Role of Top-Down and Bottom-Up Processes.

ERIC Educational Resources Information Center

Nippold, Marilyn A.; Allen, Melissa M.; Kirsch, Dixon I.

2000-01-01

Relationships between word knowledge and proverb comprehension was examined in 150 typically achieving adolescents (ages 12, 15, and 18). Word knowledge was associated with proverb comprehension in all groups, particularly in the case of abstract proverbs. Results support a model of proverb comprehension in adolescents that includes bottom-up in…

Corpus-Based versus Traditional Learning of Collocations

ERIC Educational Resources Information Center

Daskalovska, Nina

2015-01-01

One of the aspects of knowing a word is the knowledge of which words it is usually used with. Since knowledge of collocations is essential for appropriate and fluent use of language, learning collocations should have a central place in the study of vocabulary. There are different opinions about the best ways of learning collocations. This study…

The Temporal Structure of Spoken Language Understanding.

ERIC Educational Resources Information Center

Marslen-Wilson, William; Tyler, Lorraine Komisarjevsky

1980-01-01

An investigation of word-by-word time-course of spoken language understanding focused on word recognition and structural and interpretative processes. Results supported an online interactive language processing theory, in which lexical, structural, and interpretative knowledge sources communicate and interact during processing efficiently and…

Abstract knowledge versus direct experience in processing of binomial expressions

PubMed Central

Morgan, Emily; Levy, Roger

2016-01-01

We ask whether word order preferences for binomial expressions of the form A and B (e.g. bread and butter) are driven by abstract linguistic knowledge of ordering constraints referencing the semantic, phonological, and lexical properties of the constituent words, or by prior direct experience with the specific items in questions. Using forced-choice and self-paced reading tasks, we demonstrate that online processing of never-before-seen binomials is influenced by abstract knowledge of ordering constraints, which we estimate with a probabilistic model. In contrast, online processing of highly frequent binomials is primarily driven by direct experience, which we estimate from corpus frequency counts. We propose a trade-off wherein processing of novel expressions relies upon abstract knowledge, while reliance upon direct experience increases with increased exposure to an expression. Our findings support theories of language processing in which both compositional generation and direct, holistic reuse of multi-word expressions play crucial roles. PMID:27776281

New Assessments, New Rigor

ERIC Educational Resources Information Center

Joan Herman; Robert Linn

2014-01-01

Researching. Synthesizing. Reasoning with evidence. The PARCC and Smarter Balanced assessments are clearly setting their sights on complex thinking skills. Researchers Joan Herman and Robert Linn look at the new assessments to see how they stack up against Norman Webb's depth of knowledge framework as well as against current state tests. The…

SAIL: A Framework for Promoting Next-Generation Word Study

ERIC Educational Resources Information Center

Ganske, Kathy

2016-01-01

This article introduces SAIL, an instructional framework designed to help teachers optimize students' learning during small-group word study instruction. Small-group word study interactions afford opportunities for teachers to engage students in thinking, talking, advancing vocabulary knowledge (including general academic vocabulary), and making…

Separability of Lexical and Morphological Knowledge: Evidence from Language Minority Children

PubMed Central

Shahar-Yames, Daphna; Eviatar, Zohar; Prior, Anat

2018-01-01

Lexical and morphological knowledge of school-aged children are correlated with each other, and are often difficult to distinguish. One reason for this might be that many tasks currently used to assess morphological knowledge require children to inflect or derive real words in the language, thus recruiting their vocabulary knowledge. The current study investigated the possible separability of lexical and morphological knowledge using two complementary approaches. First, we examined the correlations between vocabulary and four morphological tasks tapping different aspects of morphological processing and awareness, and using either real-word or pseudo-word stimuli. Thus, we tested the hypothesis that different morphological tasks recruit lexical knowledge to various degrees. Second, we compared the Hebrew vocabulary and morphological knowledge of 5th grade language minority speaking children to that of their native speaking peers. This comparison allows us to ask whether reduced exposure to the societal language might differentially influence vocabulary and morphological knowledge. The results demonstrate that indeed different morphological tasks rely on lexical knowledge to varying degrees. In addition, language minority students had significantly lower performance in vocabulary and in morphological tasks that recruited vocabulary knowledge to a greater extent. In contrast, both groups performed similarly in abstract morphological tasks with a lower vocabulary load. These results demonstrate that lexical and morphological knowledge may rely on partially separable learning mechanisms, and highlight the importance of distinguishing between these two linguistic components. PMID:29515486

The Influence of Prosodic Input in the Second Language Classroom: Does It Stimulate Child Acquisition of Word Order and Function Words?

ERIC Educational Resources Information Center

Campfield, Dorota E.; Murphy, Victoria A.

2017-01-01

This paper reports on an intervention study with young Polish beginners (mean age: 8 years, 3 months) learning English at school. It seeks to identify whether exposure to rhythmic input improves knowledge of word order and function words. The "prosodic bootstrapping hypothesis", relevant in developmental psycholinguistics, provided the…

How Yellow Is Your Banana? Toddlers' Language-Mediated Visual Search in Referent-Present Tasks

ERIC Educational Resources Information Center

Mani, Nivedita; Johnson, Elizabeth; McQueen, James M.; Huettig, Falk

2013-01-01

What is the relative salience of different aspects of word meaning in the developing lexicon? The current study examines the time-course of retrieval of semantic and color knowledge associated with words during toddler word recognition: At what point do toddlers orient toward an image of a yellow cup upon hearing color-matching words such as…

Get Your Head into the Clouds: Using Word Clouds for Analyzing Qualitative Assessment Data

ERIC Educational Resources Information Center

DePaolo, Concetta A.; Wilkinson, Kelly

2014-01-01

Word clouds (or tag clouds) are popular, fun ways to display text data in graphical form; however, we contend that they can also be useful tools in assessment. Using word clouds, instructors can quickly and easily produce graphical depictions of text representing student knowledge. By investigating the patterns of words or phrases, or lack…

Once Is Enough: N400 Indexes Semantic Integration of Novel Word Meanings from a Single Exposure in Context

ERIC Educational Resources Information Center

Borovsky, Arielle; Elman, Jeffrey L.; Kutas, Marta

2012-01-01

We investigated the impact of contextual constraint on the integration of novel word meanings into semantic memory. Adults read strongly or weakly constraining sentences ending in known or unknown (novel) words as scalp-recorded electrical brain activity was recorded. Word knowledge was assessed via a lexical decision task in which recently seen…

The influence of speech rate and accent on access and use of semantic information.

PubMed

Sajin, Stanislav M; Connine, Cynthia M

2017-04-01

Circumstances in which the speech input is presented in sub-optimal conditions generally lead to processing costs affecting spoken word recognition. The current study indicates that some processing demands imposed by listening to difficult speech can be mitigated by feedback from semantic knowledge. A set of lexical decision experiments examined how foreign accented speech and word duration impact access to semantic knowledge in spoken word recognition. Results indicate that when listeners process accented speech, the reliance on semantic information increases. Speech rate was not observed to influence semantic access, except in the setting in which unusually slow accented speech was presented. These findings support interactive activation models of spoken word recognition in which attention is modulated based on speech demands.

Word sense disambiguation in the clinical domain: a comparison of knowledge-rich and knowledge-poor unsupervised methods

PubMed Central

Chasin, Rachel; Rumshisky, Anna; Uzuner, Ozlem; Szolovits, Peter

2014-01-01

Objective To evaluate state-of-the-art unsupervised methods on the word sense disambiguation (WSD) task in the clinical domain. In particular, to compare graph-based approaches relying on a clinical knowledge base with bottom-up topic-modeling-based approaches. We investigate several enhancements to the topic-modeling techniques that use domain-specific knowledge sources. Materials and methods The graph-based methods use variations of PageRank and distance-based similarity metrics, operating over the Unified Medical Language System (UMLS). Topic-modeling methods use unlabeled data from the Multiparameter Intelligent Monitoring in Intensive Care (MIMIC II) database to derive models for each ambiguous word. We investigate the impact of using different linguistic features for topic models, including UMLS-based and syntactic features. We use a sense-tagged clinical dataset from the Mayo Clinic for evaluation. Results The topic-modeling methods achieve 66.9% accuracy on a subset of the Mayo Clinic's data, while the graph-based methods only reach the 40–50% range, with a most-frequent-sense baseline of 56.5%. Features derived from the UMLS semantic type and concept hierarchies do not produce a gain over bag-of-words features in the topic models, but identifying phrases from UMLS and using syntax does help. Discussion Although topic models outperform graph-based methods, semantic features derived from the UMLS prove too noisy to improve performance beyond bag-of-words. Conclusions Topic modeling for WSD provides superior results in the clinical domain; however, integration of knowledge remains to be effectively exploited. PMID:24441986

A category-specific advantage for numbers in verbal short-term memory: evidence from semantic dementia.

PubMed

Jefferies, Elizabeth; Patterson, Karalyn; Jones, Roy W; Bateman, David; Lambon Ralph, Matthew A

2004-01-01

This study explored possible reasons for the striking difference between digit span and word span in patients with semantic dementia. Immediate serial recall (ISR) of number and non-number words was examined in four patients. For every case, the recall of single-digit numbers was normal whereas the recall of non-number words was impaired relative to controls. This difference extended to multi-digit numbers, and remained even when frequency, imageability, word length, set size and size of semantic category were matched for the numbers and words. The advantage for number words also applied to the patients' reading performance. Previous studies have suggested that semantic memory plays a critical role in verbal short-term memory (STM) and reading: patients with semantic dementia show superior recall and reading of words that are still relatively well known compared to previously known but now semantically degraded words. Additional assessments suggested that this semantic locus was the basis of the patients' category-specific advantage for numbers. Comprehension was considerably better for number than non-number words. Number knowledge may be relatively preserved in semantic dementia because the cortical atrophy underlying the condition typically spares the areas of the parietal lobes thought to be crucial in numerical cognition but involves the inferolateral temporal-lobes known to support general conceptual knowledge.

Orthographic processing in pigeons (Columba livia)

PubMed Central

Scarf, Damian; Boy, Karoline; Uber Reinert, Anelisie; Devine, Jack; Güntürkün, Onur; Colombo, Michael

2016-01-01

Learning to read involves the acquisition of letter–sound relationships (i.e., decoding skills) and the ability to visually recognize words (i.e., orthographic knowledge). Although decoding skills are clearly human-unique, given they are seated in language, recent research and theory suggest that orthographic processing may derive from the exaptation or recycling of visual circuits that evolved to recognize everyday objects and shapes in our natural environment. An open question is whether orthographic processing is limited to visual circuits that are similar to our own or a product of plasticity common to many vertebrate visual systems. Here we show that pigeons, organisms that separated from humans more than 300 million y ago, process words orthographically. Specifically, we demonstrate that pigeons trained to discriminate words from nonwords picked up on the orthographic properties that define words and used this knowledge to identify words they had never seen before. In addition, the pigeons were sensitive to the bigram frequencies of words (i.e., the common co-occurrence of certain letter pairs), the edit distance between nonwords and words, and the internal structure of words. Our findings demonstrate that visual systems organizationally distinct from the primate visual system can also be exapted or recycled to process the visual word form. PMID:27638211

Development of a Knowledge Base for Incorporating Technology into Courses

ERIC Educational Resources Information Center

Rath, Logan

2013-01-01

This article discusses a project resulting from the request of a group of faculty at The College at Brockport to create a website for best practices in teaching and technology. The project evolved into a knowledge base powered by WordPress. Installation and configuration of WordPress resulted in the creation of custom taxonomies and post types,…

The Effects of Task-Induced Involvement Load on Word Learning and Confidence Judgments Mediated by Knowledge and Regulation of Cognition

ERIC Educational Resources Information Center

Teng, Feng

2017-01-01

The relationships between knowledge and regulation of cognition and how they interact to mediate the effects of task-induced involvement load on word learning and confidence judgments were investigated. The participants were 77 undergraduate English majors. They were required to complete a checklist on metacognition. Subsequently, they were…

Learning to Read Setswana and English: Cross-Language Transference of Letter Knowledge, Phonological Awareness and Word Reading Skills

ERIC Educational Resources Information Center

Lekgoko, Olemme; Winskel, Heather

2008-01-01

The current study investigates how beginner readers learn to read Setswana and English, and whether there is cross-language transference of skills between these two languages. Letter knowledge, phoneme awareness and reading of words and pseudowords in both Setswana and English were assessed in 36 Grade 2 children. A complex pattern emerged.…

The Role of Cognitive Processes, Foundational Math Skill, and Calculation Accuracy and Fluency in Word-Problem Solving versus Prealgebraic Knowledge

ERIC Educational Resources Information Center

Fuchs, Lynn S.; Gilbert, Jennifer K.; Powell, Sarah R.; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Tolar, Tammy D.

2016-01-01

The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…

Online processing of moral transgressions: ERP evidence for spontaneous evaluation

PubMed Central

Kunkel, Angelika; Mackenzie, Ian G.; Filik, Ruth

2015-01-01

Experimental studies using fictional moral dilemmas indicate that both automatic emotional processes and controlled cognitive processes contribute to moral judgments. However, not much is known about how people process socio-normative violations that are more common to their everyday life nor the time-course of these processes. Thus, we recorded participants’ electrical brain activity while they were reading vignettes that either contained morally acceptable vs unacceptable information or text materials that contained information which was either consistent or inconsistent with their general world knowledge. A first event-related brain potential (ERP) positivity peaking at ∼200 ms after critical word onset (P200) was larger when this word involved a socio-normative or knowledge-based violation. Subsequently, knowledge-inconsistent words triggered a larger centroparietal ERP negativity at ∼320 ms (N400), indicating an influence on meaning construction. In contrast, a larger ERP positivity (larger late positivity), which also started at ∼320 ms after critical word onset, was elicited by morally unacceptable compared with acceptable words. We take this ERP positivity to reflect an implicit evaluative (good–bad) categorization process that is engaged during the online processing of moral transgressions. PMID:25556210

The Role of Context and Dictionary Definitions on Varying Levels of Word Knowledge.

ERIC Educational Resources Information Center

Nist, Sherrie L.; Olejnik, Stephen

1995-01-01

Examines contextual and definitional factors that determine whether and to what extent college students learn unknown words without instruction. Finds that the quality of the definition appears to determine the extent to which college students are able to learn unknown words. (RS)

Structured Semantic Knowledge Can Emerge Automatically from Predicting Word Sequences in Child-Directed Speech

PubMed Central

Huebner, Philip A.; Willits, Jon A.

2018-01-01

Previous research has suggested that distributional learning mechanisms may contribute to the acquisition of semantic knowledge. However, distributional learning mechanisms, statistical learning, and contemporary “deep learning” approaches have been criticized for being incapable of learning the kind of abstract and structured knowledge that many think is required for acquisition of semantic knowledge. In this paper, we show that recurrent neural networks, trained on noisy naturalistic speech to children, do in fact learn what appears to be abstract and structured knowledge. We trained two types of recurrent neural networks (Simple Recurrent Network, and Long Short-Term Memory) to predict word sequences in a 5-million-word corpus of speech directed to children ages 0–3 years old, and assessed what semantic knowledge they acquired. We found that learned internal representations are encoding various abstract grammatical and semantic features that are useful for predicting word sequences. Assessing the organization of semantic knowledge in terms of the similarity structure, we found evidence of emergent categorical and hierarchical structure in both models. We found that the Long Short-term Memory (LSTM) and SRN are both learning very similar kinds of representations, but the LSTM achieved higher levels of performance on a quantitative evaluation. We also trained a non-recurrent neural network, Skip-gram, on the same input to compare our results to the state-of-the-art in machine learning. We found that Skip-gram achieves relatively similar performance to the LSTM, but is representing words more in terms of thematic compared to taxonomic relations, and we provide reasons why this might be the case. Our findings show that a learning system that derives abstract, distributed representations for the purpose of predicting sequential dependencies in naturalistic language may provide insight into emergence of many properties of the developing semantic system. PMID:29520243

Novel word retention in bilingual and monolingual speakers

PubMed Central

Kan, Pui Fong; Sadagopan, Neeraja

2014-01-01

The goal of this research was to examine word retention in bilinguals and monolinguals. Long-term word retention is an essential part of vocabulary learning. Previous studies have documented that bilinguals outperform monolinguals in terms of retrieving newly-exposed words. Yet, little is known about whether or to what extent bilinguals are different from monolinguals in word retention. Participants were 30 English-speaking monolingual adults and 30 bilingual adults who speak Spanish as a home language and learned English as a second language during childhood. In a previous study (Kan et al., 2014), the participants were exposed to the target novel words in English, Spanish, and Cantonese. In this current study, word retention was measured a week after the fast mapping task. No exposures were given during the one-week interval. Results showed that bilinguals and monolinguals retain a similar number of words. However, participants produced more words in English than in either Spanish or Cantonese. Correlation analyses revealed that language knowledge plays a role in the relationships between fast mapping and word retention. Specifically, within- and across-language relationships between bilinguals' fast mapping and word retention were found in Spanish and English, by contrast, within-language relationships between monolinguals' fast mapping and word retention were found in English and across-language relationships between their fast mapping and word retention performance in English and Cantonese. Similarly, bilinguals differed from monolinguals in the relationships among the word retention scores in three languages. Significant correlations were found among bilinguals' retention scores. However, no such correlations were found among monolinguals' retention scores. The overall findings suggest that bilinguals' language experience and language knowledge most likely contribute to how they learn and retain new words. PMID:25324789

Novel word retention in bilingual and monolingual speakers.

PubMed

Kan, Pui Fong; Sadagopan, Neeraja

2014-01-01

The goal of this research was to examine word retention in bilinguals and monolinguals. Long-term word retention is an essential part of vocabulary learning. Previous studies have documented that bilinguals outperform monolinguals in terms of retrieving newly-exposed words. Yet, little is known about whether or to what extent bilinguals are different from monolinguals in word retention. Participants were 30 English-speaking monolingual adults and 30 bilingual adults who speak Spanish as a home language and learned English as a second language during childhood. In a previous study (Kan et al., 2014), the participants were exposed to the target novel words in English, Spanish, and Cantonese. In this current study, word retention was measured a week after the fast mapping task. No exposures were given during the one-week interval. Results showed that bilinguals and monolinguals retain a similar number of words. However, participants produced more words in English than in either Spanish or Cantonese. Correlation analyses revealed that language knowledge plays a role in the relationships between fast mapping and word retention. Specifically, within- and across-language relationships between bilinguals' fast mapping and word retention were found in Spanish and English, by contrast, within-language relationships between monolinguals' fast mapping and word retention were found in English and across-language relationships between their fast mapping and word retention performance in English and Cantonese. Similarly, bilinguals differed from monolinguals in the relationships among the word retention scores in three languages. Significant correlations were found among bilinguals' retention scores. However, no such correlations were found among monolinguals' retention scores. The overall findings suggest that bilinguals' language experience and language knowledge most likely contribute to how they learn and retain new words.

Lexical Integration of Novel Words without Sleep

ERIC Educational Resources Information Center

Lindsay, Shane; Gaskell, M. Gareth

2013-01-01

Learning a new word involves integration with existing lexical knowledge. Previous work has shown that sleep-associated memory consolidation processes are important for the engagement of novel items in lexical competition. In 3 experiments we used spaced exposure regimes to investigate memory for novel words and whether lexical integration can…

Flooding Vocabulary Gaps to Accelerate Word Learning

ERIC Educational Resources Information Center

Brabham, Edna; Buskist, Connie; Henderson, Shannon Coman; Paleologos, Timon; Baugh, Nikki

2012-01-01

Students entering school with limited vocabularies are at a disadvantage compared to classmates with robust knowledge of words and meanings. Teaching a few unrelated words at a time is insufficient for catching these students up with peers and preparing them to comprehend texts they will encounter across the grades. This article presents…

The Performance of Chinese Primary School Students on Realistic Arithmetic Word Problems

ERIC Educational Resources Information Center

Xin, Ziqiang; Lin, Chongde; Zhang, Li; Yan, Rong

2007-01-01

Compared with standard arithmetic word problems demanding only the direct use of number operations and computations, realistic problems are harder to solve because children need to incorporate "real-world" knowledge into their solutions. Using the realistic word problem testing materials developed by Verschaffel, De Corte, and Lasure…

Using the Relational Paradigm: Effects on Pupils' Reasoning in Solving Additive Word Problems

ERIC Educational Resources Information Center

Polotskaia, Elena; Savard, Annie

2018-01-01

Pupils' difficulties in solving word problems continue to attract attention: while researchers highlight the importance of relational reasoning and modelling, school curricula typically use short word problems to develop pupils' knowledge of arithmetic operations and calculation strategies. The Relational Paradigm attributes the leading role in…

Bilingual College Writers' Collaborative Writing of Word Problems

ERIC Educational Resources Information Center

Esquinca, Alberto

2011-01-01

Numerous researchers have studied bilingual students' performance on word problems given that reading and writing these requires that they draw on linguistic and mathematical knowledge (Barwell, 2009a, 2009b). Some researchers have studied how bilinguals write word problems in the second language, but few have considered how bilinguals use their…

Cognitive Strategy Instruction for Teaching Word Problems to Primary-Level Struggling Students

ERIC Educational Resources Information Center

Pfannenstiel, Kathleen Hughes; Bryant, Diane Pedrotty; Bryant, Brian R.; Porterfield, Jennifer A.

2015-01-01

Students with mathematics difficulties and learning disabilities (LD) typically struggle with solving word problems. These students often lack knowledge about efficient, cognitive strategies to utilize when solving word problems. Cognitive strategy instruction has been shown to be effective in teaching struggling students how to solve word…

The Impact of Morphological Awareness on Word Reading and Dictation in Chinese Early Adolescent Readers With and Without Dyslexia.

PubMed

Kalindi, Sylvia Chanda; Chung, Kevin Kien Hoa

2018-01-01

This study investigated the role of morphological awareness in understanding Chinese word reading and dictation among Chinese-speaking adolescent readers in Hong Kong as well as the cognitive-linguistic profile of early adolescent readers with dyslexia. Fifty-four readers with dyslexia in Grades 5 and 6 were compared with 54 chronological age-matched (CA) typical readers on the following measures of cognitive-linguistic and literacy skills: morphological awareness, phonological awareness, visual-orthographic knowledge, rapid naming, vocabulary knowledge, verbal short-term memory (STM), Chinese word reading, and dictation (or spelling). The results indicated that early adolescent readers with dyslexia performed less well than the typical readers on all cognitive-linguistic and literacy measures except the phonological measures. Both groups' scores showed substantial correlations between morphological awareness and Chinese word reading and dictation. Visual-orthographic knowledge and rapid naming were also associated with dictation in early adolescent readers with and without dyslexia, respectively. Moderated multiple regression analyses further revealed that morphological awareness and rapid naming explained unique variance in word reading and dictation for the readers with dyslexia and typical readers separately after controlling readers' age and group effect. These results highlight the potential importance of morphological awareness and rapid naming in Chinese word reading and writing in Chinese early adolescents' literacy development and impairment.

The role of sleep spindles and slow-wave activity in integrating new information in semantic memory.

PubMed

Tamminen, Jakke; Lambon Ralph, Matthew A; Lewis, Penelope A

2013-09-25

Assimilating new information into existing knowledge is a fundamental part of consolidating new memories and allowing them to guide behavior optimally and is vital for conceptual knowledge (semantic memory), which is accrued over many years. Sleep is important for memory consolidation, but its impact upon assimilation of new information into existing semantic knowledge has received minimal examination. Here, we examined the integration process by training human participants on novel words with meanings that fell into densely or sparsely populated areas of semantic memory in two separate sessions. Overnight sleep was polysomnographically monitored after each training session and recall was tested immediately after training, after a night of sleep, and 1 week later. Results showed that participants learned equal numbers of both word types, thus equating amount and difficulty of learning across the conditions. Measures of word recognition speed showed a disadvantage for novel words in dense semantic neighborhoods, presumably due to interference from many semantically related concepts, suggesting that the novel words had been successfully integrated into semantic memory. Most critically, semantic neighborhood density influenced sleep architecture, with participants exhibiting more sleep spindles and slow-wave activity after learning the sparse compared with the dense neighborhood words. These findings provide the first evidence that spindles and slow-wave activity mediate integration of new information into existing semantic networks.

Perceptual recovery from consonant-cluster simplification in Korean using language-specific phonological knowledge.

PubMed

Cho, Taehong; McQueen, James M

2011-08-01

Two experiments examined whether perceptual recovery from Korean consonant-cluster simplification is based on language-specific phonological knowledge. In tri-consonantal C1C2C3 sequences such as /lkt/ and /lpt/ in Seoul Korean, either C1 or C2 can be completely deleted. Seoul Koreans monitored for C2 targets (/p/ or / k/, deleted or preserved) in the second word of a two-word phrase with an underlying /l/-C2-/t/ sequence. In Experiment 1 the target-bearing words had contextual lexical-semantic support. Listeners recovered deleted targets as fast and as accurately as preserved targets with both Word and Intonational Phrase (IP) boundaries between the two words. In Experiment 2, contexts were low-pass filtered. Listeners were still able to recover deleted targets as well as preserved targets in IP-boundary contexts, but better with physically-present targets than with deleted targets in Word-boundary contexts. This suggests that the benefit of having target acoustic-phonetic information emerges only when higher-order (contextual and phrase-boundary) information is not available. The strikingly efficient recovery of deleted phonemes with neither acoustic-phonetic cues nor contextual support demonstrates that language-specific phonological knowledge, rather than language-universal perceptual processes which rely on fine-grained phonetic details, is employed when the listener perceives the results of a continuous-speech process in which reduction is phonetically complete.

Attention Is Required for Knowledge-Based Sequential Grouping: Insights from the Integration of Syllables into Words.

PubMed

Ding, Nai; Pan, Xunyi; Luo, Cheng; Su, Naifei; Zhang, Wen; Zhang, Jianfeng

2018-01-31

How the brain groups sequential sensory events into chunks is a fundamental question in cognitive neuroscience. This study investigates whether top-down attention or specific tasks are required for the brain to apply lexical knowledge to group syllables into words. Neural responses tracking the syllabic and word rhythms of a rhythmic speech sequence were concurrently monitored using electroencephalography (EEG). The participants performed different tasks, attending to either the rhythmic speech sequence or a distractor, which was another speech stream or a nonlinguistic auditory/visual stimulus. Attention to speech, but not a lexical-meaning-related task, was required for reliable neural tracking of words, even when the distractor was a nonlinguistic stimulus presented cross-modally. Neural tracking of syllables, however, was reliably observed in all tested conditions. These results strongly suggest that neural encoding of individual auditory events (i.e., syllables) is automatic, while knowledge-based construction of temporal chunks (i.e., words) crucially relies on top-down attention. SIGNIFICANCE STATEMENT Why we cannot understand speech when not paying attention is an old question in psychology and cognitive neuroscience. Speech processing is a complex process that involves multiple stages, e.g., hearing and analyzing the speech sound, recognizing words, and combining words into phrases and sentences. The current study investigates which speech-processing stage is blocked when we do not listen carefully. We show that the brain can reliably encode syllables, basic units of speech sounds, even when we do not pay attention. Nevertheless, when distracted, the brain cannot group syllables into multisyllabic words, which are basic units for speech meaning. Therefore, the process of converting speech sound into meaning crucially relies on attention. Copyright © 2018 the authors 0270-6474/18/381178-11$15.00/0.

Our Solar System at a Glance. Information Summaries.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Washington, DC.

The United States has explored the solar system with automated spacecraft and human-crewed expeditions that have produced a quantum leap in our knowledge and understanding of the solar system. Through the electronic sight and other "senses" of our automated spacecraft, color and complexion have been given to worlds that for centuries…

Preparing the Future Workforce: Science, Technology, Engineering and Math (STEM) Policy in K-12 Education

ERIC Educational Resources Information Center

Dickman, Anneliese; Schwabe, Amy; Schmidt, Jeff; Henken, Rob

2009-01-01

Last December, the Science, Technology, Engineering, and Mathematics (STEM) Education Coalition--a national organization of more than 600 groups representing knowledge workers, educators, scientists, engineers, and technicians--wrote to President-elect Obama urging him to "not lose sight of the critical role that STEM education plays in…

Synthetic phonics and decodable instructional reading texts: How far do these support poor readers?

PubMed

Price-Mohr, Ruth Maria; Price, Colin Bernard

2018-05-01

This paper presents data from a quasi-experimental trial with paired randomisation that emerged during the development of a reading scheme for children in England. This trial was conducted with a group of 12 children, aged 5-6, and considered to be falling behind their peers in reading ability and a matched control group. There were two intervention conditions (A: using mixed teaching methods and a high percentage of non-phonically decodable vocabulary; P: using mixed teaching methods and low percentage of non-decodable vocabulary); allocation to these was randomised. Children were assessed at pre- and post-test on standardised measures of receptive vocabulary, phoneme awareness, word reading, and comprehension. Two class teachers in the same school each selected 6 children, who they considered to be poor readers, to participate (n = 12). A control group (using synthetic phonics only and phonically decodable vocabulary) was selected from the same 2 classes based on pre-test scores for word reading (n = 16). Results from the study show positive benefits for poor readers from using both additional teaching methods (such as analytic phonics, sight word vocabulary, and oral vocabulary extension) in addition to synthetic phonics, and also non-decodable vocabulary in instructional reading text. Copyright © 2018 John Wiley & Sons, Ltd.

Effect of congenital blindness on the semantic representation of some everyday concepts.

PubMed

Connolly, Andrew C; Gleitman, Lila R; Thompson-Schill, Sharon L

2007-05-15

This study explores how the lack of first-hand experience with color, as a result of congenital blindness, affects implicit judgments about "higher-order" concepts, such as "fruits and vegetables" (FV), but not others, such as "household items" (HHI). We demonstrate how the differential diagnosticity of color across our test categories interacts with visual experience to produce, in effect, a category-specific difference in implicit similarity. Implicit pair-wise similarity judgments were collected by using an odd-man-out triad task. Pair-wise similarities for both FV and for HHI were derived from this task and were compared by using cluster analysis and regression analyses. Color was found to be a significant component in the structure of implicit similarity for FV for sighted participants but not for blind participants; and this pattern remained even when the analysis was restricted to blind participants who had good explicit color knowledge of the stimulus items. There was also no evidence that either subject group used color knowledge in making decisions about HHI, nor was there an indication of any qualitative differences between blind and sighted subjects' judgments on HHI.

Home Literacy Environment and Word Knowledge Development: A Study of Young Learners of Chinese as a Heritage Language

ERIC Educational Resources Information Center

Zhang, Dongbo; Koda, Keiko

2011-01-01

This study examined young Heritage Language (HL) learners' home literacy environment and its impact on HL word-knowledge development, focusing on a group of Chinese-English bilingual children learning to read in Chinese as a Heritage Language in the United States. A home literacy survey revealed that parents mostly used HL to talk to children,…

How Word Decoding, Vocabulary and Prior Topic Knowledge Predict Reading Comprehension. A Study of Language-Minority Students in Norwegian Fifth Grade Classrooms

ERIC Educational Resources Information Center

Rydland, Veslemoy; Aukrust, Vibeke Grover; Fulland, Helene

2012-01-01

This study examined the contribution of word decoding, first-language (L1) and second-language (L2) vocabulary and prior topic knowledge to L2 reading comprehension. For measuring reading comprehension we employed two different reading tasks: Woodcock Passage Comprehension and a researcher-developed content-area reading assignment (the Global…

Redintegration and the Benefits of Long-Term Knowledge in Verbal Short-Term Memory: An Evaluation of Schweickert's (1993) Multinomial Processing Tree Model

ERIC Educational Resources Information Center

Thorn, Annabel S. C.; Gathercole, Susan E.; Frankish, Clive R.

2005-01-01

The impact of four long-term knowledge variables on serial recall accuracy was investigated. Serial recall was tested for high and low frequency words and high and low phonotactic frequency nonwords in 2 groups: monolingual English speakers and French-English bilinguals. For both groups the recall advantage for words over nonwords reflected more…

Novel-word learning deficits in Mandarin-speaking preschool children with specific language impairments.

PubMed

Chen, Yuchun; Liu, Huei-Mei

2014-01-01

Children with SLI exhibit overall deficits in novel word learning compared to their age-matched peers. However, the manifestation of the word learning difficulty in SLI was not consistent across tasks and the factors affecting the learning performance were not yet determined. Our aim is to examine the extent of word learning difficulties in Mandarin-speaking preschool children with SLI, and to explore the potent influence of existing lexical knowledge on to the word learning process. Preschool children with SLI (n=37) and typical language development (n=33) were exposed to novel words for unfamiliar objects embedded in stories. Word learning tasks including the initial mapping and short-term repetitive learning were designed. Results revealed that Mandarin-speaking preschool children with SLI performed as well as their age-peers in the initial form-meaning mapping task. Their word learning difficulty was only evidently shown in the short-term repetitive learning task under a production demand, and their learning speed was slower than the control group. Children with SLI learned the novel words with a semantic head better in both the initial mapping and repetitive learning tasks. Moderate correlations between stand word learning performances and scores on standardized vocabulary were found after controlling for children's age and nonverbal IQ. The results suggested that the word learning difficulty in children with SLI occurred in the process of establishing a robust phonological representation at the beginning stage of word learning. Also, implicit compound knowledge is applied to aid word learning process for children with and without SLI. We also provide the empirical data to validate the relationship between preschool children's word learning performance and their existing receptive vocabulary ability. Copyright © 2013 Elsevier Ltd. All rights reserved.

Foundations for the Development of a Simple Natural Language Interface for Task Knowledge Elicitation and Representation.

DTIC Science & Technology

1982-01-01

the best known being ELIZA - a simulated Rogerian psychotherapist (Weizenbaum 1966), and PARRY - a simulated paranoid patient (Colby 1968). These...derived from the syntactic aspects of the input, that is, the word classes (noun, verb etc) rather than the word meanings. The concept of parsing is...captures the "full" meaning of a word or concept , consequently few researchers actually seek "absolute" definitions of words. The definition of a word, as

Determining inclinations of active galactic nuclei via their narrow-line region kinematics

NASA Astrophysics Data System (ADS)

Fischer, Travis Cody

Active Galactic Nuclei (AGN) are axisymmetric systems to first order; their observed properties are likely strong functions of inclination with respect to our line of sight. However, except for a few special cases, the specific inclinations of individual AGN are unknown. We have developed a promising technique for determining the inclinations of nearby AGN by mapping the kinematics of their narrow-line regions (NLRs), which are easily resolved with Hubble Space Telescope (HST) [O III] imaging and long-slit spectra from the Space Telescope Imaging Spectrograph (STIS). Our studies indicate that NLR kinematics dominated by radial outflow can be fit with simple biconical outflow models that can be used to determine the inclination of the bicone axis, and hence the obscuring torus, with respect to our line of sight. We present NLR analysis of 53 Seyfert galaxies and resultant inclinations from models of 17 individual AGN with clear signatures of biconical outflow. From these AGN, which we can for the first time assess the effect of inclination on other observable properties in radio-quiet AGN, including the discovery of a distinct correlation between AGN inclination and X-ray column density. INDEX WORDS: AGN, Seyfert galaxies, NLR, Outflows, Kinematics, Bicones, Unified Model Graduation.

Strategic deployment of orthographic knowledge in phoneme detection.

PubMed

Cutler, Anne; Treiman, Rebecca; van Ooijen, Brit

2010-01-01

The phoneme detection task is widely used in spoken-word recognition research. Alphabetically literate participants, however, are more used to explicit representations of letters than of phonemes. The present study explored whether phoneme detection is sensitive to how target phonemes are, or may be, orthographically realized. Listeners detected the target sounds [b, m, t, f, s, k] in word-initial position in sequences of isolated English words. Response times were faster to the targets [b, m, t], which have consistent word-initial spelling, than to the targets [f, s, k], which are inconsistently spelled, but only when spelling was rendered salient by the presence in the experiment of many irregularly spelled filler words. Within the inconsistent targets [f, s, k], there was no significant difference between responses to targets in words with more usual (foam, seed, cattle) versus less usual (phone, cede, kettle) spellings. Phoneme detection is thus not necessarily sensitive to orthographic effects; knowledge of spelling stored in the lexical representations of words does not automatically become available as word candidates are activated. However, salient orthographic manipulations in experimental input can induce such sensitivity. We attribute this to listeners' experience of the value of spelling in everyday situations that encourage phonemic decisions (such as learning new names).

Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension.

PubMed

Kim, Young-Suk Grace

2015-01-01

The primary goal was to expand our understanding of text reading fluency (efficiency or automaticity)-how its relation to other constructs (e.g., word reading fluency and reading comprehension) changes over time and how it is different from word reading fluency and reading comprehension. We examined (1) developmentally changing relations among word reading fluency, listening comprehension, text reading fluency, and reading comprehension; (2) the relation of reading comprehension to text reading fluency; (3) unique emergent literacy predictors (i.e., phonological awareness, orthographic awareness, morphological awareness, letter name knowledge, vocabulary) of text reading fluency vs. word reading fluency; and (4) unique language and cognitive predictors (e.g., vocabulary, grammatical knowledge, theory of mind) of text reading fluency vs. reading comprehension. These questions were addressed using longitudinal data (two timepoints; Mean age = 5;24 & 6;08) from Korean-speaking children ( N = 143). Results showed that listening comprehension was related to text reading fluency at time 2, but not at time 1. At both times text reading fluency was related to reading comprehension, and reading comprehension was related to text reading fluency over and above word reading fluency and listening comprehension. Orthographic awareness was related to text reading fluency over and above other emergent literacy skills and word reading fluency. Vocabulary and grammatical knowledge were independently related to text reading fluency and reading comprehension whereas theory of mind was related to reading comprehension, but not text reading fluency. These results reveal developmental nature of relations and mechanism of text reading fluency in reading development.

Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension

PubMed Central

Kim, Young-Suk Grace

2015-01-01

The primary goal was to expand our understanding of text reading fluency (efficiency or automaticity)—how its relation to other constructs (e.g., word reading fluency and reading comprehension) changes over time and how it is different from word reading fluency and reading comprehension. We examined (1) developmentally changing relations among word reading fluency, listening comprehension, text reading fluency, and reading comprehension; (2) the relation of reading comprehension to text reading fluency; (3) unique emergent literacy predictors (i.e., phonological awareness, orthographic awareness, morphological awareness, letter name knowledge, vocabulary) of text reading fluency vs. word reading fluency; and (4) unique language and cognitive predictors (e.g., vocabulary, grammatical knowledge, theory of mind) of text reading fluency vs. reading comprehension. These questions were addressed using longitudinal data (two timepoints; Mean age = 5;24 & 6;08) from Korean-speaking children (N = 143). Results showed that listening comprehension was related to text reading fluency at time 2, but not at time 1. At both times text reading fluency was related to reading comprehension, and reading comprehension was related to text reading fluency over and above word reading fluency and listening comprehension. Orthographic awareness was related to text reading fluency over and above other emergent literacy skills and word reading fluency. Vocabulary and grammatical knowledge were independently related to text reading fluency and reading comprehension whereas theory of mind was related to reading comprehension, but not text reading fluency. These results reveal developmental nature of relations and mechanism of text reading fluency in reading development. PMID:26435550

Multisyllabic Word Reading as a Moderator of Morphological Awareness and Reading Comprehension

PubMed Central

Gilbert, Jennifer K.; Goodwin, Amanda P.; Compton, Donald L.; Kearns, Devin M.

2013-01-01

The purpose of this study was to investigate whether the relation between morphological awareness on reading comprehension is moderated by multisyllabic word reading ability in fifth grade students (N = 169, 53.7% female, 65.2% minority status, 69.2% free/reduced lunch status), oversampled for poor reading skill, when controlling for general knowledge and vocabulary. Based on the lexical quality hypothesis (Perfetti, 2007), it was expected that morphological awareness would have a stronger effect on comprehension for children with poor word reading skills, suggesting possible use of morphological awareness for word identification support. Results indicated that neither morphological awareness nor word reading was uniquely associated with reading comprehension when both were included in the model along with vocabulary and general knowledge. Instead, the interaction between word reading and morphological awareness explained significant additional variance in reading comprehension. By probing this interaction, it was determined that the effect of morphological awareness on reading comprehension was significant for the 39% of the sample that had more difficulty reading multisyllabic words), but not for students at the higher end of the multisyllabic word reading continuum. We conclude from these results that the relation between morphological awareness and reading comprehension is moderated by multisyllabic word reading ability, providing support for the lexical quality hypothesis (Perfetti, 2007). Although we have only correlational data, we suggest tentative instructional practices for improving the reading skill of upper elementary struggling readers. PMID:24219914

Word Learning during Reading: Effects of Language Ability in School-Age Children

ERIC Educational Resources Information Center

Hill, Margaret S.; Wagovich, Stacy A.; Manfra, Louis

2017-01-01

Most vocabulary growth during the school-age years occurs incidentally. However, little is understood about the influence of language skills on word knowledge growth during reading. Using a pretest-posttest quasi-experimental design, we examined incidental word learning through reading, considering the presence/absence of supportive context and…

Second Language Vocabulary Acquisition. The Cambridge Applied Linguistics Series.

ERIC Educational Resources Information Center

Coady, James, Ed.; Huckin, Thomas, Ed.

A collection of essays on second language vocabulary learning includes: "Historical Trends in Second Language Vocabulary Instruction" (Cheryl Boyd Zimmerman); "The Lexical Plight in Second Language Reading: Words You Don't Know, Words You Think You Know, and Words You Can't Guess" (Batia Laufer); "Orthographic Knowledge in L2 Lexical Processing: A…

Aphasic Speech in Interaction: Relearning to Communicate by Gesture When a Word Is Lacking

ERIC Educational Resources Information Center

Colon De Carvajal, Isabel; Teston-Bonnard, Sandra

2015-01-01

Resolving the inability to produce a word through a gestural realization is often a compensatory strategy used with aphasic patients. However, context and interpersonal knowledge between participants are also essential factors for finding or guessing the right word or the right gesture. In the "Interactions between Aphasic people &…

The Association between Semantic Dementia and Surface Dyslexia in Japanese

ERIC Educational Resources Information Center

Fushimi, Takao; Komori, Kenjiro; Ikeda, Manabu; Lambon, Matthew A.; Patterson, Ralph; Patterson, Karalyn

2009-01-01

One theory about reading suggests that producing the correct pronunciations of written words, particularly less familiar words with an atypical spelling-sound relationship, relies in part on knowledge of the word's meaning. This hypothesis has been supported by reports of surface dyslexia in large case-series studies of English-speaking/reading…

Procedural versus Content-Related Hints for Word Problem Solving: An Exploratory Study

ERIC Educational Resources Information Center

Kock, W. D.; Harskamp, E. G.

2016-01-01

For primary school students, mathematical word problems are often more difficult to solve than straightforward number problems. Word problems require reading and analysis skills, and in order to explain their situational contexts, the proper mathematical knowledge and number operations have to be selected. To improve students' ability in solving…

An Initial Investigation of the Neural Correlates of Word Processing in Preschoolers with Specific Language Impairment

ERIC Educational Resources Information Center

Haebig, Eileen; Leonard, Laurence; Usler, Evan; Deevy, Patricia; Weber, Christine

2018-01-01

Purpose: Previous behavioral studies have found deficits in lexical--semantic abilities in children with specific language impairment (SLI), including reduced depth and breadth of word knowledge. This study explored the neural correlates of early emerging familiar word processing in preschoolers with SLI and typical development. Method: Fifteen…

Distributional Cues to Grammatical Categorization: Acquiring Categories in a Miniature Artificial Grammar

ERIC Educational Resources Information Center

Reeder, Patricia A.

2010-01-01

A crucial component of language acquisition involves organizing words into grammatical categories and discovering relations between them. The organization of words into categories, and the generalization of patterns from some seen word combinations to novel ones, account for important aspects of the expansion of linguistic knowledge in the early…

Insight into the Structure of Compound Words among Speakers of Chinese and English

ERIC Educational Resources Information Center

Zhang, Jie; Anderson, Richard C.; Wang, Qiuying; Packard, Jerome; Wu, Xinchun; Tang, Shan; Ke, Xiaoling

2012-01-01

Knowledge of compound word structures in Chinese and English was investigated, comparing 435 Chinese and 258 Americans, including second, fourth, and sixth graders, and college undergraduates. As anticipated, the results revealed that Chinese speakers performed better on a word structure analogy task than their English-speaking counterparts. Also,…

Why Segmentation Matters: Experience-Driven Segmentation Errors Impair "Morpheme" Learning

ERIC Educational Resources Information Center

Finn, Amy S.; Hudson Kam, Carla L.

2015-01-01

We ask whether an adult learner's knowledge of their native language impedes statistical learning in a new language beyond just word segmentation (as previously shown). In particular, we examine the impact of native-language word-form phonotactics on learners' ability to segment words into their component morphemes and learn phonologically…

Duality of Mathematical Thinking When Making Sense of Simple Word Problems: Theoretical Essay

ERIC Educational Resources Information Center

Polotskaia, Elena; Savard, Annie; Freiman, Viktor

2015-01-01

This essay proposes a reflection on the learning difficulties and teaching approaches associated with arithmetic word problem solving. We question the development of word problem solving skills in the early grades of elementary school. We are trying to revive the discussion because first, the knowledge in question--reversibility of arithmetic…

Arbitrary Symbolism in Natural Language Revisited: When Word Forms Carry Meaning

PubMed Central

Reilly, Jamie; Westbury, Chris; Kean, Jacob; Peelle, Jonathan E.

2012-01-01

Cognitive science has a rich history of interest in the ways that languages represent abstract and concrete concepts (e.g., idea vs. dog). Until recently, this focus has centered largely on aspects of word meaning and semantic representation. However, recent corpora analyses have demonstrated that abstract and concrete words are also marked by phonological, orthographic, and morphological differences. These regularities in sound-meaning correspondence potentially allow listeners to infer certain aspects of semantics directly from word form. We investigated this relationship between form and meaning in a series of four experiments. In Experiments 1–2 we examined the role of metalinguistic knowledge in semantic decision by asking participants to make semantic judgments for aurally presented nonwords selectively varied by specific acoustic and phonetic parameters. Participants consistently associated increased word length and diminished wordlikeness with abstract concepts. In Experiment 3, participants completed a semantic decision task (i.e., abstract or concrete) for real words varied by length and concreteness. Participants were more likely to misclassify longer, inflected words (e.g., “apartment”) as abstract and shorter uninflected abstract words (e.g., “fate”) as concrete. In Experiment 4, we used a multiple regression to predict trial level naming data from a large corpus of nouns which revealed significant interaction effects between concreteness and word form. Together these results provide converging evidence for the hypothesis that listeners map sound to meaning through a non-arbitrary process using prior knowledge about statistical regularities in the surface forms of words. PMID:22879931

Arbitrary symbolism in natural language revisited: when word forms carry meaning.

PubMed

Reilly, Jamie; Westbury, Chris; Kean, Jacob; Peelle, Jonathan E

2012-01-01

Cognitive science has a rich history of interest in the ways that languages represent abstract and concrete concepts (e.g., idea vs. dog). Until recently, this focus has centered largely on aspects of word meaning and semantic representation. However, recent corpora analyses have demonstrated that abstract and concrete words are also marked by phonological, orthographic, and morphological differences. These regularities in sound-meaning correspondence potentially allow listeners to infer certain aspects of semantics directly from word form. We investigated this relationship between form and meaning in a series of four experiments. In Experiments 1-2 we examined the role of metalinguistic knowledge in semantic decision by asking participants to make semantic judgments for aurally presented nonwords selectively varied by specific acoustic and phonetic parameters. Participants consistently associated increased word length and diminished wordlikeness with abstract concepts. In Experiment 3, participants completed a semantic decision task (i.e., abstract or concrete) for real words varied by length and concreteness. Participants were more likely to misclassify longer, inflected words (e.g., "apartment") as abstract and shorter uninflected abstract words (e.g., "fate") as concrete. In Experiment 4, we used a multiple regression to predict trial level naming data from a large corpus of nouns which revealed significant interaction effects between concreteness and word form. Together these results provide converging evidence for the hypothesis that listeners map sound to meaning through a non-arbitrary process using prior knowledge about statistical regularities in the surface forms of words.

Cognitive Predictors of Spoken Word Recognition in Children With and Without Developmental Language Disorders.

PubMed

Evans, Julia L; Gillam, Ronald B; Montgomery, James W

2018-05-10

This study examined the influence of cognitive factors on spoken word recognition in children with developmental language disorder (DLD) and typically developing (TD) children. Participants included 234 children (aged 7;0-11;11 years;months), 117 with DLD and 117 TD children, propensity matched for age, gender, socioeconomic status, and maternal education. Children completed a series of standardized assessment measures, a forward gating task, a rapid automatic naming task, and a series of tasks designed to examine cognitive factors hypothesized to influence spoken word recognition including phonological working memory, updating, attention shifting, and interference inhibition. Spoken word recognition for both initial and final accept gate points did not differ for children with DLD and TD controls after controlling target word knowledge in both groups. The 2 groups also did not differ on measures of updating, attention switching, and interference inhibition. Despite the lack of difference on these measures, for children with DLD, attention shifting and interference inhibition were significant predictors of spoken word recognition, whereas updating and receptive vocabulary were significant predictors of speed of spoken word recognition for the children in the TD group. Contrary to expectations, after controlling for target word knowledge, spoken word recognition did not differ for children with DLD and TD controls; however, the cognitive processing factors that influenced children's ability to recognize the target word in a stream of speech differed qualitatively for children with and without DLDs.

The influence of orthographic experience on the development of phonological preparation in spoken word production.

PubMed

Li, Chuchu; Wang, Min

2017-08-01

Three sets of experiments using the picture naming tasks with the form preparation paradigm investigated the influence of orthographic experience on the development of phonological preparation unit in spoken word production in native Mandarin-speaking children. Participants included kindergarten children who have not received formal literacy instruction, Grade 1 children who are comparatively more exposed to the alphabetic pinyin system and have very limited Chinese character knowledge, Grades 2 and 4 children who have better character knowledge and more exposure to characters, and skilled adult readers who have the most advanced character knowledge and most exposure to characters. Only Grade 1 children showed the form preparation effect in the same initial consonant condition (i.e., when a list of target words shared the initial consonant). Both Grade 4 children and adults showed the preparation effect when the initial syllable (but not tone) among target words was shared. Kindergartners and Grade 2 children only showed the preparation effect when the initial syllable including tonal information was shared. These developmental changes in phonological preparation could be interpreted as a joint function of the modification of phonological representation and attentional shift. Extensive pinyin experience encourages speakers to attend to and select onset phoneme in phonological preparation, whereas extensive character experience encourages speakers to prepare spoken words in syllables.

Online processing of moral transgressions: ERP evidence for spontaneous evaluation.

PubMed

Leuthold, Hartmut; Kunkel, Angelika; Mackenzie, Ian G; Filik, Ruth

2015-08-01

Experimental studies using fictional moral dilemmas indicate that both automatic emotional processes and controlled cognitive processes contribute to moral judgments. However, not much is known about how people process socio-normative violations that are more common to their everyday life nor the time-course of these processes. Thus, we recorded participants' electrical brain activity while they were reading vignettes that either contained morally acceptable vs unacceptable information or text materials that contained information which was either consistent or inconsistent with their general world knowledge. A first event-related brain potential (ERP) positivity peaking at ∼200 ms after critical word onset (P200) was larger when this word involved a socio-normative or knowledge-based violation. Subsequently, knowledge-inconsistent words triggered a larger centroparietal ERP negativity at ∼320 ms (N400), indicating an influence on meaning construction. In contrast, a larger ERP positivity (larger late positivity), which also started at ∼320 ms after critical word onset, was elicited by morally unacceptable compared with acceptable words. We take this ERP positivity to reflect an implicit evaluative (good-bad) categorization process that is engaged during the online processing of moral transgressions. © The Author (2015). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

Affix Meaning Knowledge in First Through Third Grade Students.

PubMed

Apel, Kenn; Henbest, Victoria Suzanne

2016-04-01

We examined grade-level differences in 1st- through 3rd-grade students' performance on an experimenter-developed affix meaning task (AMT) and determined whether AMT performance explained unique variance in word-level reading and reading comprehension, beyond other known contributors to reading development. Forty students at each grade level completed an assessment battery that included measures of phonological awareness, receptive vocabulary, word-level reading, reading comprehension, and affix meaning knowledge. On the AMT, 1st-grade students were significantly less accurate than 2nd- and 3rd-grade students; there was no significant difference in performance between the 2nd- and 3rd-grade students. Regression analyses revealed that the AMT accounted for 8% unique variance of students' performance on word-level reading measures and 6% unique variance of students' performance on the reading comprehension measure, after age, phonological awareness, and receptive vocabulary were explained. These results provide initial information on the development of affix meaning knowledge via an explicit measure in 1st- through 3rd-grade students and demonstrate that affix meaning knowledge uniquely contributes to the development of reading abilities above other known literacy predictors. These findings provide empirical support for how students might use morphological problem solving to read unknown multimorphemic words successfully.

Harnessing Our Inner Angels and Demons: What We Have Learned About Want/Should Conflicts and How That Knowledge Can Help Us Reduce Short-Sighted Decision Making.

PubMed

Milkman, Katherine L; Rogers, Todd; Bazerman, Max H

2008-07-01

Although observers of human behavior have long been aware that people regularly struggle with internal conflict when deciding whether to behave responsibly or indulge in impulsivity, psychologists and economists did not begin to empirically investigate this type of want/should conflict until recently. In this article, we review and synthesize the latest research on want/should conflict, focusing our attention on the findings from an empirical literature on the topic that has blossomed over the last 15 years. We then turn to a discussion of how individuals and policy makers can use what has been learned about want/should conflict to help decision makers select far-sighted options. © 2008 Association for Psychological Science.

Posting Traditional Ecological Knowledge on Open Access Biodiversity Platforms: Implications for Learning Design

ERIC Educational Resources Information Center

Funk, Johanna; Guthadjaka, Kathy; Kong, Gary

2015-01-01

BowerBird is an open platform biodiversity website (http://www.BowerBird.org.au) and a nationally funded project under management of the Atlas of Living Australia (ALA) and Museum Victoria. Members post sightings and information about local species of plants and animals, and record other features of ecosystems. Charles Darwin University's Northern…

Phrase Units as Determinants of Visual Processing in Music Reading

ERIC Educational Resources Information Center

Sloboda, John A.

1977-01-01

Keyboard musicians sight-read passages of music in which the amount of information about the presence of phrase units was systematically varied. Results suggest a clear analogy between the cognition of music and language, in that knowledge of abstract structure is of importance in the organization of immediate visual processing of text. (Editor/RK)

Sex Education Instruction for Students Who Are Visually Impaired: Recommendations to Guide Practitioners

ERIC Educational Resources Information Center

Kapperman, Gaylen; Kelly, Stacy M.

2013-01-01

Individuals with visual impairments (that is, those who are blind or have low vision) do not have the same opportunities to develop their knowledge of sexual health and participate in sex education as their sighted peers (Krupa & Esmail, 2010), although young adults with visual impairments participate in sexual activities at similar rates as their…

Effects of Self-Assessment and Successive Approximations on "Knowing" and "Valuing" Selected Keyboard Skills.

ERIC Educational Resources Information Center

Kostka, Marilyn J.

1997-01-01

Presents the results of a study that questioned 32 college music students concerning what students know compared to how their knowledge and skills are valued. Suggests that students may value highest those piano skills (sight reading and musicality) in which they feel least competent. Includes tabular and statistical data. (MJP)

Hiding in plain sight: communication theory in implementation science.

PubMed

Manojlovich, Milisa; Squires, Janet E; Davies, Barbara; Graham, Ian D

2015-04-23

Poor communication among healthcare professionals is a pressing problem, contributing to widespread barriers to patient safety. The word "communication" means to share or make common. In the literature, two communication paradigms dominate: (1) communication as a transactional process responsible for information exchange, and (2) communication as a transformational process responsible for causing change. Implementation science has focused on information exchange attributes while largely ignoring transformational attributes of communication. In this paper, we debate the merits of encompassing both paradigms. We conducted a two-staged literature review searching for the concept of communication in implementation science to understand how communication is conceptualized. Twenty-seven theories, models, or frameworks were identified; only Rogers' Diffusion of Innovations theory provides a definition of communication and includes both communication paradigms. Most models (notable exceptions include Diffusion of Innovations, The Ottawa Model of Research Use, and Normalization Process Theory) describe communication as a transactional process. But thinking of communication solely as information transfer or exchange misrepresents reality. We recommend that implementation science theories (1) propose and test the concept of shared understanding when describing communication, (2) acknowledge that communication is multi-layered, identify at least a few layers, and posit how identified layers might affect the development of shared understanding, (3) acknowledge that communication occurs in a social context, providing a frame of reference for both individuals and groups, (4) acknowledge the unpredictability of communication (and healthcare processes in general), and (5) engage with and draw on work done by communication theorists. Implementation science literature has conceptualized communication as a transactional process (when communication has been mentioned at all), thereby ignoring a key contributor to implementation intervention success. When conceptualized as a transformational process, the focus of communication moves to shared understanding and is grounded in human interactions and the way we go about constructing knowledge. Instead of hiding in plain sight, we suggest explicitly acknowledging the role that communication plays in our implementation efforts. By using both paradigms, we can investigate when communication facilitates implementation, when it does not, and how to improve it so that our implementation and clinical interventions are embraced by clinicians and patients alike.

Effects of Emotional Experience for Abstract Words in the Stroop Task

ERIC Educational Resources Information Center

Siakaluk, Paul D.; Knol, Nathan; Pexman, Penny M.

2014-01-01

In this study, we examined the effects of emotional experience, a relatively new dimension of emotional knowledge that gauges the ease with which words evoke emotional experience, on abstract word processing in the Stroop task. In order to test the context-dependency of these effects, we accentuated the saliency of this dimension in Experiment 1A…

Issues Related to the Construction of a Purpose-Built Domain-Specific Word Corpus

ERIC Educational Resources Information Center

Thomas, Lisa; Pfister, H. Peter; Peterson, Peter

2004-01-01

There is growing interest in the use of semantic collections in order to identify and analyse domain knowledge. This paper describes some technical issues to consider when contemplating research which incorporates small-to-medium domain-specific word sets. The purpose of the corpus construction described was to provide an external word collection…

Knowledge of a Second Language Influences Auditory Word Recognition in the Native Language

ERIC Educational Resources Information Center

Lagrou, Evelyne; Hartsuiker, Robert J.; Duyck, Wouter

2011-01-01

Many studies in bilingual visual word recognition have demonstrated that lexical access is not language selective. However, research on bilingual word recognition in the auditory modality has been scarce, and it has yielded mixed results with regard to the degree of this language nonselectivity. In the present study, we investigated whether…

Abstract Knowledge of Word Order by 19 Months: An Eye-Tracking Study

ERIC Educational Resources Information Center

Franck, Julie; Millotte, Severine; Posada, Andres; Rizzi, Luigi

2013-01-01

Word order is one of the earliest aspects of grammar that the child acquires, because her early utterances already respect the basic word order of the target language. However, the question of the nature of early syntactic representations is subject to debate. Approaches inspired by formal syntax assume that the head-complement order,…

Providing Controlled Exposure To Target Vocabulary through the Screening and Arranging of Texts.

ERIC Educational Resources Information Center

Ghadirian, Sina

2002-01-01

Considers how to bring foreign language students with limited vocabulary knowledge, consisting mainly of high-frequency words, to where they can comprehend authentic texts in a target domain. Proposes bridging the vocabulary gap by determining which word families account for 95% of the target domain's running words, and having students learn these…

Models of Vocabulary Acquisition: Direct Tests and Text-Derived Simulations of Vocabulary Growth

ERIC Educational Resources Information Center

Biemiller, Andrew; Rosenstein, Mark; Sparks, Randall; Landauer, Thomas K.; Foltz, Peter W.

2014-01-01

Determining word meanings that ought to be taught or introduced is important for educators. A sequence for vocabulary growth can be inferred from many sources, including testing children's knowledge of word meanings at various ages, predicting from print frequency, or adult-recalled Age of Acquisition. A new approach, Word Maturity, is based on…

UK Age-Related Macular Degeneration Electronic Medical Record System (AMD EMR) Users Group Report IV: Incidence of Blindness and Sight Impairment in Ranibizumab-Treated Patients.

PubMed

Johnston, Robert L; Lee, Aaron Y; Buckle, Miranda; Antcliff, Richard; Bailey, Clare; McKibbin, Martin; Chakravarthy, Usha; Tufail, Adnan

2016-11-01

To study the incidence of blindness and sight impairment in treatment-naive patients receiving ranibizumab (Lucentis) for neovascular age-related macular degeneration (nAMD) in the United Kingdom (UK) National Health Service. Multicenter nAMD database study. A total of 11 135 patients who collectively received 92 976 treatment episodes to 12 951 eyes. Data were extracted from 14 UK centers using the same electronic medical record system (EMR). The EMR-mandated collection of a data set (defined before first data entry) including: age, Early Treatment Diabetic Retinopathy Study visual acuity letter score (VA) for both eyes at all visits, and injection episodes. Participating centers used overwhelmingly a pro re nata re-treatment posology at intended monthly follow-up visits following a loading phase of 3 monthly injections. Incidence of blindness and sight impairment (VA in the better-seeing eye <38 letters [≤20/200 Snellen, approximately], and <68 letters [≤20/50 Snellen, approximately] at 2 consecutive visits, or 1 visit if no further follow-up data) in each year after initiating treatment. Information from >300 000 clinic visits (2.8 million data points) collected over 5 years was collated from 14 centers. Mean age at first treatment was 79.7 years (standard deviation = 9.19 years), with a female preponderance (63%). The mean (median) VA at baseline in the better-seeing eye was 67.2 (72.0) letters, 20/40- (20/40+) approximate Snellen conversion. The cumulative incidence of new blindness and sight impairment in patients with treated nAMD in at least 1 eye at years 1 to 4 after first injection were 5.1%, 8.6%, 12% and 15.6% for new blindness and 29.6%, 41.0%, 48.7%, and 53.7% for new sight impairment, but with significant reductions in the rates between year cohorts initiating treatment (blindness [P = 4.72 × 10 -08 ], sight impaired [P = 3.27 × 10 -06 ]). To the best of our knowledge, this is the first multicenter real-world study on the incidence of blindness and sight impairment based on VA data in patients treated with ranibizumab for nAMD, and its results show low incidences of both blindness and sight impairment, which both declined during the study period. Copyright © 2016 American Academy of Ophthalmology. Published by Elsevier Inc. All rights reserved.

Older adults' use of metacognitive knowledge in source monitoring: spared monitoring but impaired control.

PubMed

Kuhlmann, Beatrice G; Touron, Dayna R

2011-03-01

While episodic memory declines with age, metacognitive monitoring is spared. The current study explored whether older adults can use their preserved metacognitive knowledge to make source guesses in the absence of source memory. Through repetition, words from two sources (italic vs. bold text type) differed in memorability. There were no age differences in monitoring this difference despite an age difference in memory. Older adults used their metacognitive knowledge to make source guesses but showed a deficit in varying their source guessing based on word recognition. Therefore, older adults may not fully benefit from metacognitive knowledge about sources in source monitoring. (c) 2011 APA, all rights reserved.

People Use their Knowledge of Common Events to Understand Language, and Do So as Quickly as Possible

PubMed Central

McRae, Ken; Matsuki, Kazunaga

2011-01-01

People possess a great deal of knowledge about how the world works, and it is undoubtedly true that adults use this knowledge when understanding and producing language. However, psycholinguistic theories differ regarding whether this extra-linguistic pragmatic knowledge can be activated and used immediately, or only after a delay. The authors present research that investigates whether people immediately use their generalized knowledge of common events when understanding language. This research demonstrates that (i) individual isolated words immediately activate event-based knowledge; (ii) combinations of words in sentences immediately constrain people’s event-based expectations for concepts that are upcoming in language; (iii) syntax modulates people’s expectations for ensuing concepts; and (iv) event-based knowledge can produce expectations for ensuing syntactic structures. It is concluded that theories of sentence comprehension must allow for the rapid dynamic interplay among these sources of information. PMID:22125574

Differences in word associations to pictures and words.

PubMed

Saffran, Eleanor M; Coslett, H Branch; Keener, Matthew T

2003-01-01

Normal subjects were asked to produce the "first word that comes to mind" in response to pictures or words that differed with respect to manipulability and animacy. In separate analyses across subjects and items, normal subjects produced a significantly higher proportion of action words (that is, verbs) to pictures as compared to words, to manipulable as compared to non-manipulable stimuli and to inanimate as compared to animate stimuli. The largest proportion of action words was elicited by pictures of non-living, manipulable objects. Furthermore, associates to words matched standard word associates significantly more often than those elicited by pictures. These data suggest that pictures and words initially contact different forms of conceptual information and are consistent with an account of semantic organization that assumes that information is distributed across different domains reflecting the mode of acquisition of that knowledge.

Concepts, Control, and Context: A Connectionist Account of Normal and Disordered Semantic Cognition

PubMed Central

2018-01-01

Semantic cognition requires conceptual representations shaped by verbal and nonverbal experience and executive control processes that regulate activation of knowledge to meet current situational demands. A complete model must also account for the representation of concrete and abstract words, of taxonomic and associative relationships, and for the role of context in shaping meaning. We present the first major attempt to assimilate all of these elements within a unified, implemented computational framework. Our model combines a hub-and-spoke architecture with a buffer that allows its state to be influenced by prior context. This hybrid structure integrates the view, from cognitive neuroscience, that concepts are grounded in sensory-motor representation with the view, from computational linguistics, that knowledge is shaped by patterns of lexical co-occurrence. The model successfully codes knowledge for abstract and concrete words, associative and taxonomic relationships, and the multiple meanings of homonyms, within a single representational space. Knowledge of abstract words is acquired through (a) their patterns of co-occurrence with other words and (b) acquired embodiment, whereby they become indirectly associated with the perceptual features of co-occurring concrete words. The model accounts for executive influences on semantics by including a controlled retrieval mechanism that provides top-down input to amplify weak semantic relationships. The representational and control elements of the model can be damaged independently, and the consequences of such damage closely replicate effects seen in neuropsychological patients with loss of semantic representation versus control processes. Thus, the model provides a wide-ranging and neurally plausible account of normal and impaired semantic cognition. PMID:29733663

Heated Words: The Politics and Poetics of Work in ‘A Complaint against Blacksmiths’

PubMed Central

Thorpe, Deborah

2016-01-01

‘A Complaint against Blacksmiths’, unique to BL, MS Arundel 292, may gesture towards fourteenth-century legislation against night-time work, yet is underpinned by delight in the sights and sounds of the forge. The smith’s smoke-smattered visage is simultaneously disgraceful and inspiring to its medieval audience. Many of us experience a different kind of unease in the digital age, as hours are converted into immaterial goods. For many, the clamour of physical labour has been replaced by the noise of automation. Looking back into the forge, the modern urban worker may yearn for its sonic landscape, with clattering hammers, grunting mouths, and hissing waters. PMID:27170826

Origins of the specialization for letters and numbers in ventral occipitotemporal cortex.

PubMed

Hannagan, Thomas; Amedi, Amir; Cohen, Laurent; Dehaene-Lambertz, Ghislaine; Dehaene, Stanislas

2015-07-01

Deep in the occipitotemporal cortex lie two functional regions, the visual word form area (VWFA) and the number form area (NFA), which are thought to play a special role in letter and number recognition, respectively. We review recent progress made in characterizing the origins of these symbol form areas in children or adults, sighted or blind subjects, and humans or monkeys. We propose two non-mutually-exclusive hypotheses on the origins of the VWFA and NFA: the presence of a connectivity bias, and a sensitivity to shape features. We assess the explanatory power of these hypotheses, describe their consequences, and offer several experimental tests. Copyright © 2015 Elsevier Ltd. All rights reserved.

What is the Essence of Hypnosis?

PubMed

Dell, Paul F

2017-01-01

The author explores the nature of hypnosis, which he characterizes as a motivated mode of neural functioning that enables most humans to alter, to varying degrees, their experience of body, self, actions, and world. The essence of hypnosis is not to be found in hetero-hypnosis; instead, it lies in the spontaneous self-activation of that mode of neural functioning. The hypnosis field has substantially lost sight of spontaneous self-activation, because the word hypnosis is usually used to mean hetero-hypnosis. Self-activation of this mode of neural functioning is the necessary sine qua non of hypnotic psychopathology. Moreover, self-activation of trance is the characteristic hypnotic behavior of a distinct subset of highly hypnotizable individuals.

Learning representations for the early detection of sepsis with deep neural networks.

PubMed

Kam, Hye Jin; Kim, Ha Young

2017-10-01

Sepsis is one of the leading causes of death in intensive care unit patients. Early detection of sepsis is vital because mortality increases as the sepsis stage worsens. This study aimed to develop detection models for the early stage of sepsis using deep learning methodologies, and to compare the feasibility and performance of the new deep learning methodology with those of the regression method with conventional temporal feature extraction. Study group selection adhered to the InSight model. The results of the deep learning-based models and the InSight model were compared. With deep feedforward networks, the area under the ROC curve (AUC) of the models were 0.887 and 0.915 for the InSight and the new feature sets, respectively. For the model with the combined feature set, the AUC was the same as that of the basic feature set (0.915). For the long short-term memory model, only the basic feature set was applied and the AUC improved to 0.929 compared with the existing 0.887 of the InSight model. The contributions of this paper can be summarized in three ways: (i) improved performance without feature extraction using domain knowledge, (ii) verification of feature extraction capability of deep neural networks through comparison with reference features, and (iii) improved performance with feedforward neural networks using long short-term memory, a neural network architecture that can learn sequential patterns. Copyright © 2017 Elsevier Ltd. All rights reserved.

Interactive SIGHT: textual access to simple bar charts

NASA Astrophysics Data System (ADS)

Demir, Seniz; Oliver, David; Schwartz, Edward; Elzer, Stephanie; Carberry, Sandra; Mccoy, Kathleen F.; Chester, Daniel

2010-12-01

Information graphics, such as bar charts and line graphs, are an important component of many articles from popular media. The majority of such graphics have an intention (a high-level message) to communicate to the graph viewer. Since the intended message of a graphic is often not repeated in the accompanying text, graphics together with the textual segments contribute to the overall purpose of an article and cannot be ignored. Unfortunately, these visual displays are provided in a format which is not readily accessible to everyone. For example, individuals with sight impairments who use screen readers to listen to documents have limited access to the graphics. This article presents a new accessibility tool, the Interactive SIGHT (Summarizing Information GrapHics Textually) system, that is intended to enable visually impaired users to access the knowledge that one would gain from viewing information graphics found on the web. The current system, which is implemented as a browser extension that works on simple bar charts, can be invoked by a user via a keystroke combination while navigating the web. Once launched, Interactive SIGHT first provides a brief summary that conveys the underlying intention of a bar chart along with the chart's most significant and salient features, and then produces history-aware follow-up responses to provide further information about the chart upon request from the user. We present two user studies that were conducted with sighted and visually impaired users to determine how effective the initial summary and follow-up responses are in conveying the informational content of bar charts, and to evaluate how easy it is to use the system interface. The evaluation results are promising and indicate that the system responses are well-structured and enable visually impaired users to answer key questions about bar charts in an easy-to-use manner. Post-experimental interviews revealed that visually impaired participants were very satisfied with the system offering different options to access the content of a chart to meet their specific needs and that they would use Interactive SIGHT if it was publicly available so as not to have to ignore graphics on the web. Being a language based assistive technology designed to compensate for the lack of sight, our work paves the road for a stronger acceptance of natural language interfaces to graph interpretation that we believe will be of great benefit to the visually impaired community.

Word and World Knowledge Among Deaf Learners With and Without Cochlear Implants

PubMed Central

Convertino, Carol; Borgna, Georgianna; Marschark, Marc; Durkin, Andreana

2014-01-01

Deaf learners frequently demonstrate significantly less vocabulary knowledge than hearing age-mates. Studies involving other domains of knowledge, and perhaps deaf learners’ academic performance, indicate similar lags with regard to world knowledge. Such gaps often are attributed to limitations on deaf children’s incidental learning by virtue of not having access to the conversations of others. Cochlear implants (CIs) have been described as providing such access, and rapid growth in vocabularies following pediatric cochlear implantation has suggested that, over time, children with implants might close the gap relative to hearing peers. Two experiments evaluated this possibility through the assessment of word and world knowledge among deaf college students with and without CIs and a hearing comparison group. Results across essentially all tasks indicated hearing students to outperform deaf students both with and without CIs with no significant differences between the latter two groups. Separate analyses of a subset of implant users who received their implants at a young age did not reveal any long-term advantages, nor was age of implantation related to enhanced performance on any of the tasks. Results are discussed in terms of incidental learning and the accessibility of word and world knowledge to deaf learners with and without CIs. PMID:25145461

Effects of stress typicality during speeded grammatical classification.

PubMed

Arciuli, Joanne; Cupples, Linda

2003-01-01

The experiments reported here were designed to investigate the influence of stress typicality during speeded grammatical classification of disyllabic English words by native and non-native speakers. Trochaic nouns and iambic gram verbs were considered to be typically stressed, whereas iambic nouns and trochaic verbs were considered to be atypically stressed. Experiments 1a and 2a showed that while native speakers classified typically stressed words individual more quickly and more accurately than atypically stressed words during differences reading, there were no overall effects during classification of spoken stimuli. However, a subgroup of native speakers with high error rates did show a significant effect during classification of spoken stimuli. Experiments 1b and 2b showed that non-native speakers classified typically stressed words more quickly and more accurately than atypically stressed words during reading. Typically stressed words were classified more accurately than atypically stressed words when the stimuli were spoken. Importantly, there was a significant relationship between error rates, vocabulary size and the size of the stress typicality effect in each experiment. We conclude that participants use information about lexical stress to help them distinguish between disyllabic nouns and verbs during speeded grammatical classification. This is especially so for individuals with a limited vocabulary who lack other knowledge (e.g., semantic knowledge) about the differences between these grammatical categories.

Redintegration and the benefits of long-term knowledge in verbal short-term memory: an evaluation of Schweickert's (1993) multinomial processing tree model.

PubMed

Thorn, Annabel S C; Gathercole, Susan E; Frankish, Clive R

2005-03-01

The impact of four long-term knowledge variables on serial recall accuracy was investigated. Serial recall was tested for high and low frequency words and high and low phonotactic frequency nonwords in 2 groups: monolingual English speakers and French-English bilinguals. For both groups the recall advantage for words over nonwords reflected more fully correct recalls with fewer recall attempts that consisted of fragments of the target memory items (one or two of the three target phonemes recalled correctly); completely incorrect recalls were equivalent for the 2 list types. However, word frequency (for both groups), nonword phonotactic frequency (for the monolingual group), and language familiarity all influenced the proportions of completely incorrect recalls that were made. These results are not consistent with the view that long-term knowledge influences on immediate recall accuracy can be exclusively attributed to a redintegration process of the type specified in multinomial processing tree model of immediate recall. The finding of a differential influence on completely incorrect recalls of these four long-term knowledge variables suggests instead that the beneficial effects of long-term knowledge on short-term recall accuracy are mediated by more than one mechanism.

Baseline MNREAD Measures for Normally Sighted Subjects From Childhood to Old Age

PubMed Central

Calabrèse, Aurélie; Cheong, Allen M. Y.; Cheung, Sing-Hang; He, Yingchen; Kwon, MiYoung; Mansfield, J. Stephen; Subramanian, Ahalya; Yu, Deyue; Legge, Gordon E.

2016-01-01

Purpose The continuous-text reading-acuity test MNREAD is designed to measure the reading performance of people with normal and low vision. This test is used to estimate maximum reading speed (MRS), critical print size (CPS), reading acuity (RA), and the reading accessibility index (ACC). Here we report the age dependence of these measures for normally sighted individuals, providing baseline data for MNREAD testing. Methods We analyzed MNREAD data from 645 normally sighted participants ranging in age from 8 to 81 years. The data were collected in several studies conducted by different testers and at different sites in our research program, enabling evaluation of robustness of the test. Results Maximum reading speed and reading accessibility index showed a trilinear dependence on age: first increasing from 8 to 16 years (MRS: 140–200 words per minute [wpm]; ACC: 0.7–1.0); then stabilizing in the range of 16 to 40 years (MRS: 200 ± 25 wpm; ACC: 1.0 ± 0.14); and decreasing to 175 wpm and 0.88 by 81 years. Critical print size was constant from 8 to 23 years (0.08 logMAR), increased slowly until 68 years (0.21 logMAR), and then more rapidly until 81 years (0.34 logMAR). logMAR reading acuity improved from −0.1 at 8 years to −0.18 at 16 years, then gradually worsened to −0.05 at 81 years. Conclusions We found a weak dependence of the MNREAD parameters on age in normal vision. In broad terms, MNREAD performance exhibits differences between three age groups: children 8 to 16 years, young adults 16 to 40 years, and middle-aged to older adults >40 years. PMID:27442222

Development of a battery of functional tests for low vision.

PubMed

Dougherty, Bradley E; Martin, Scott R; Kelly, Corey B; Jones, Lisa A; Raasch, Thomas W; Bullimore, Mark A

2009-08-01

We describe the development and evaluation of a battery of tests of functional visual performance of everyday tasks intended to be suitable for assessment of low vision patients. The functional test battery comprises-Reading rate: reading aloud 20 unrelated words for each of four print sizes (8, 4, 2, & 1 M); Telephone book: finding a name and reading the telephone number; Medicine bottle label: reading the name and dosing; Utility bill: reading the due date and amount due; Cooking instructions: reading cooking time on a food package; Coin sorting: making a specified amount from coins placed on a table; Playing card recognition: identifying denomination and suit; and Face recognition: identifying expressions of printed, life-size faces at 1 and 3 m. All tests were timed except face and playing card recognition. Fourteen normally sighted and 24 low vision subjects were assessed with the functional test battery. Visual acuity, contrast sensitivity, and quality of life (National Eye Institute Visual Function Questionnaire 25 [NEI-VFQ 25]) were measured and the functional tests repeated. Subsequently, 23 low vision patients participated in a pilot randomized clinical trial with half receiving low vision rehabilitation and half a delayed intervention. The functional tests were administered at enrollment and 3 months later. Normally sighted subjects could perform all tasks but the proportion of trials performed correctly by the low vision subjects ranged from 35% for face recognition at 3 m, to 95% for the playing card identification. On average, low vision subjects performed three times slower than the normally sighted subjects. Timed tasks with a visual search component showed poorer repeatability. In the pilot clinical trial, low vision rehabilitation produced the greatest improvement for the medicine bottle and cooking instruction tasks. Performance of patients on these functional tests has been assessed. Some appear responsive to low vision rehabilitation.

Do Chinese Readers Follow the National Standard Rules for Word Segmentation during Reading?

PubMed Central

Liu, Ping-Ping; Li, Wei-Jun; Lin, Nan; Li, Xing-Shan

2013-01-01

We conducted a preliminary study to examine whether Chinese readers’ spontaneous word segmentation processing is consistent with the national standard rules of word segmentation based on the Contemporary Chinese language word segmentation specification for information processing (CCLWSSIP). Participants were asked to segment Chinese sentences into individual words according to their prior knowledge of words. The results showed that Chinese readers did not follow the segmentation rules of the CCLWSSIP, and their word segmentation processing was influenced by the syntactic categories of consecutive words. In many cases, the participants did not consider the auxiliary words, adverbs, adjectives, nouns, verbs, numerals and quantifiers as single word units. Generally, Chinese readers tended to combine function words with content words to form single word units, indicating they were inclined to chunk single words into large information units during word segmentation. Additionally, the “overextension of monosyllable words” hypothesis was tested and it might need to be corrected to some degree, implying that word length have an implicit influence on Chinese readers’ segmentation processing. Implications of these results for models of word recognition and eye movement control are discussed. PMID:23408981

Strengthening Connections between Elementary Classroom Mathematics and Literacy

ERIC Educational Resources Information Center

Altieri, Jennifer L.

2009-01-01

Enjoyable literacy strategies help elementary teachers reinforce students' mathematics knowledge. This article shares a number of literacy strategies that can easily connect with mathematics. These strategies include word associations, multimeaning word cards, and games. (Contains 7 figures.)

The benefits of sensorimotor knowledge: body-object interaction facilitates semantic processing.

PubMed

Siakaluk, Paul D; Pexman, Penny M; Sears, Christopher R; Wilson, Kim; Locheed, Keri; Owen, William J

2008-04-05

This article examined the effects of body-object interaction (BOI) on semantic processing. BOI measures perceptions of the ease with which a human body can physically interact with a word's referent. In Experiment 1, BOI effects were examined in 2 semantic categorization tasks (SCT) in which participants decided if words are easily imageable. Responses were faster and more accurate for high BOI words (e.g., mask) than for low BOI words (e.g., ship). In Experiment 2, BOI effects were examined in a semantic lexical decision task (SLDT), which taps both semantic feedback and semantic processing. The BOI effect was larger in the SLDT than in the SCT, suggesting that BOI facilitates both semantic feedback and semantic processing. The findings are consistent with the embodied cognition perspective (e.g., Barsalou's, 1999, Perceptual Symbols Theory), which proposes that sensorimotor interactions with the environment are incorporated in semantic knowledge. 2008 Cognitive Science Society, Inc.

Word Learning and Attention Allocation Based on Word Class and Category Knowledge

ERIC Educational Resources Information Center

Hupp, Julie M.

2015-01-01

Attention allocation in word learning may vary developmentally based on the novelty of the object. It has been suggested that children differentially learn verbs based on the novelty of the agent, but adults do not because they automatically infer the object's category and thus treat it like a familiar object. The current research examined…

Semantic Specificity in One-Year-Olds' Word Comprehension

ERIC Educational Resources Information Center

Bergelson, Elika; Aslin, Richard

2017-01-01

The present study investigated infants' knowledge about familiar nouns. Infants (n = 46, 12-20-month-olds) saw two-image displays of familiar objects, or one familiar and one novel object. Infants heard either a matching word (e.g. "foot' when seeing foot and juice), a related word (e.g. "sock" when seeing foot and juice) or a nonce…

The Impact of Topic Interest, L2 Proficiency, and Gender on EFL Incidental Vocabulary Acquisition through Reading

ERIC Educational Resources Information Center

Lee, Sunjung; Pulido, Diana

2017-01-01

This study investigated the impact of topic interest, alongside L2 proficiency and gender, on L2 vocabulary acquisition through reading. A repeated-measures design was used with 135 Korean EFL students. Control variables included topic familiarity, prior target-word knowledge, and target-word difficulty (word length, class, and concreteness).…

Looking and Touching: What Extant Approaches Reveal about the Structure of Early Word Knowledge

ERIC Educational Resources Information Center

Hendrickson, Kristi; Mitsven, Samantha; Poulin-Dubois, Diane; Zesiger, Pascal; Friend, Margaret

2015-01-01

The goal of the current study is to assess the temporal dynamics of vision and action to evaluate the underlying word representations that guide infants' responses. Sixteen-month-old infants participated in a two-alternative forced-choice word-picture matching task. We conducted a moment-by-moment analysis of looking and reaching behaviors as they…

Localizing the Frequency x Regularity Word Reading Interaction in the Cerebral Cortex

ERIC Educational Resources Information Center

Cummine, Jacqueline; Sarty, Gordon E.; Borowsky, Ron

2010-01-01

The aim of this work is to combine behavioural and functional magnetic resonance imaging (fMRI) data to advance our knowledge of where the Frequency x Regularity interaction on word naming is located in the cerebral cortex. Participants named high and low frequency, regular and exception words in a behavioural lab (Experiment 1) and during an fMRI…

Accelerating Receptive Language Acquisition in Kindergarten Students: An Action Research Study

ERIC Educational Resources Information Center

Hewitt, Christine L.

2013-01-01

Receptive language skills allow students to understand the meaning of words spoken to them. When students are unable to comprehend the majority of the words that are spoken to them, they do not have the ability to act on those words, follow given directions, build on prior knowledge, or construct adequate meaning. The inability to understand the…

Reading Comprehension and the Assessment and Acquisition of Word Knowledge. Technical Report No. 249.

ERIC Educational Resources Information Center

Anderson, Richard C.; Freebody, Peter

The "yes/no" method of vocabulary assessment requires students to indicate words they know from among a list of words and nonwords. Preliminary evidence gained from a study involving fifth grade students indicates that the method is superior in many ways to the multiple choice method of assessment. Analysis of "false alarms," cases in which…

Moving Adapted Physical Activity: The Possibilities of Arts-Based Research

ERIC Educational Resources Information Center

Eales, Lindsay; Peers, Danielle

2016-01-01

Where is the moving body in our written bodies of work? How might we articulate truly unspeakable and deeply moving moments of understanding? In what ways can we reflect and honor the knowledge of those who do not use academic words, English words, or any words at all? How might art move us to answer these questions differently--and more…

Interpreting Vocabulary Test Scores: What Do Various Item Formats Tell Us about Learners' Ability to Employ Words?

ERIC Educational Resources Information Center

Kremmel, Benjamin; Schmitt, Norbert

2016-01-01

The scores from vocabulary size tests have typically been interpreted as demonstrating that the target words are "known" or "learned." But "knowing" a word should entail the ability to use it in real language communication in one or more of the four skills. It should also entail deeper knowledge, such as knowing the…

Towards an Understanding of How Children Read and Spell Irregular Words: The Role of Nonword and Orthographic Processing Skills

ERIC Educational Resources Information Center

Johnston, Rhona; McGeown, Sarah; Moxon, Gerri Elizabeth

2014-01-01

This study examined, in 180 children aged from 6 to 9?years, to what extent irregular word reading and spelling were predicted by vocabulary knowledge, reading frequency, orthographic processing and nonword reading skill. Consistent with models of reading highlighting the quasi-regular nature of irregular words, it was found that nonword reading…

The Vocabulary Thresholds of Business Textbooks and Business Research Articles for EFL Learners

ERIC Educational Resources Information Center

Hsu, Wenhua

2011-01-01

This research compiled two corpora, one for English-medium textbooks for business core courses (totaling 7.2 million running words) and the other for business research articles (7.62 million tokens), to form a basis of analysis. The results show that knowledge of the most frequent 3500 word families and 5000 word families plus proper nouns would…

Word Class Distinctions in Second Language Acquisition: An Experimental Study of L2 Spanish

ERIC Educational Resources Information Center

Zyzik, Eve; Azevedo, Clara

2009-01-01

Although the problem of word class has been explored in numerous first language studies, relatively little is known about this process in SLA. The present study measures second language (L2) learners' knowledge of word class distinctions (e.g., noun vs. adjective) in a variety of syntactic contexts. English-speaking learners of Spanish from…

Young Children's Knowledge of the Symbolic Nature of Writing

ERIC Educational Resources Information Center

Treiman, Rebecca; Hompluem, Lana; Gordon, Jessica; Decker, Kristina; Markson, Lori

2016-01-01

Two experiments with one hundred and fourteen 3- to 5-year-old children examined whether children understand that a printed word represents a specific spoken word and that it differs in this way from a drawing. When an experimenter read a word to children and then a puppet used a different but related label for it, such as "dog" for the…

The Effects of Multiple Script Priming on Word Recognition by the Two Cerebral Hemispheres: Implications for Discourse Processing

ERIC Educational Resources Information Center

Faust, Miriam; Barak, Ofra; Chiarello, Christine

2006-01-01

The present study examined left (LH) and right (RH) hemisphere involvement in discourse processing by testing the ability of each hemisphere to use world knowledge in the form of script contexts for word recognition. Participants made lexical decisions to laterally presented target words preceded by centrally presented script primes (four…

Dyslexia in Adults: Evidence for Deficits in Non-Word Reading and in the Phonological Representation of Lexical Items.

ERIC Educational Resources Information Center

Elbro, Carsten; And Others

1994-01-01

Compared to controls, adults (n=102) who reported a history of difficulties in learning to read were disabled in phonological coding, but less disabled in reading comprehension. Adults with poor phonological coding skills had basic deficits in phonological representations of spoken words, even when semantic word knowledge, phonemic awareness,…

Learning Building Layouts with Non-geometric Visual Information: The Effects of Visual Impairment and Age

PubMed Central

Kalia, Amy A.; Legge, Gordon E.; Giudice, Nicholas A.

2009-01-01

Previous studies suggest that humans rely on geometric visual information (hallway structure) rather than non-geometric visual information (e.g., doors, signs and lighting) for acquiring cognitive maps of novel indoor layouts. This study asked whether visual impairment and age affect reliance on non-geometric visual information for layout learning. We tested three groups of participants—younger (< 50 years) normally sighted, older (50–70 years) normally sighted, and low vision (people with heterogeneous forms of visual impairment ranging in age from 18–67). Participants learned target locations in building layouts using four presentation modes: a desktop virtual environment (VE) displaying only geometric cues (Sparse VE), a VE displaying both geometric and non-geometric cues (Photorealistic VE), a Map, and a Real building. Layout knowledge was assessed by map drawing and by asking participants to walk to specified targets in the real space. Results indicate that low-vision and older normally-sighted participants relied on additional non-geometric information to accurately learn layouts. In conclusion, visual impairment and age may result in reduced perceptual and/or memory processing that makes it difficult to learn layouts without non-geometric visual information. PMID:19189732

Vocabulary Knowledge Predicts Lexical Processing: Evidence from a Group of Participants with Diverse Educational Backgrounds

PubMed Central

Mainz, Nina; Shao, Zeshu; Brysbaert, Marc; Meyer, Antje S.

2017-01-01

Vocabulary knowledge is central to a speaker's command of their language. In previous research, greater vocabulary knowledge has been associated with advantages in language processing. In this study, we examined the relationship between individual differences in vocabulary and language processing performance more closely by (i) using a battery of vocabulary tests instead of just one test, and (ii) testing not only university students (Experiment 1) but young adults from a broader range of educational backgrounds (Experiment 2). Five vocabulary tests were developed, including multiple-choice and open antonym and synonym tests and a definition test, and administered together with two established measures of vocabulary. Language processing performance was measured using a lexical decision task. In Experiment 1, vocabulary and word frequency were found to predict word recognition speed while we did not observe an interaction between the effects. In Experiment 2, word recognition performance was predicted by word frequency and the interaction between word frequency and vocabulary, with high-vocabulary individuals showing smaller frequency effects. While overall the individual vocabulary tests were correlated and showed similar relationships with language processing as compared to a composite measure of all tests, they appeared to share less variance in Experiment 2 than in Experiment 1. Implications of our findings concerning the assessment of vocabulary size in individual differences studies and the investigation of individuals from more varied backgrounds are discussed. PMID:28751871

The use of music to enhance reading skills of second grade students and students with reading disabilities.

PubMed

Register, Dena; Darrow, Alice-Ann; Standley, Jayne; Swedberg, Olivia

2007-01-01

The purpose of the present study was to determine the efficacy of using music as a remedial strategy to enhance the reading skills of second-grade students and students who have been identified as having a specific learning disability (SLD) in reading. First, an intensive short-term music curriculum was designed to target reading comprehension and vocabulary skills at the second grade level. The curriculum was then implemented in classrooms at two public schools in the Southeast. Reading skills were evaluated pre and post curriculum intervention via the vocabulary and reading comprehension subtests of the Gates-MacGinitie Reading Test for second grade. Analysis of pre/posttest data revealed that students with a specific disability in reading improved significantly from pre to post on all three subtests: word decoding (p = .04), word knowledge (p = .01), reading comprehension (p = .01), and test total (p = .01). Paired t-tests revealed that for 2nd grade students, both treatment and control classes improved significantly from pre to post on the subtests word decoding, word knowledge, and test total. While both classes made gains from pre to post on the subtest, reading comprehension, neither improved significantly. Analysis of Covariance revealed that the treatment class made greater gains pre to post than the control class on all 3 subtests (Including reading comprehension), and significantly greater gains on the subtest, word knowledge (p = .01).

The Effect of Language Exposure and Word Characteristics on the Arab EFL Learners' Word Associations.

PubMed

El-Dakhs, Dina Abdel Salam

2017-08-01

The present study investigates the patterns of word associations among Arab EFL learners and compares these patterns with those of native speakers of English. The study also examines the influence of increased language exposure and word characteristics on the learners' association patterns. To this end, 45 native speakers of English and 421 Arab learners of English at a Saudi university with two distinct levels of English language exposure completed a multiple-response word association test and their responses were analyzed, examined and compared. The results revealed strong influence for language exposure and word characteristics on the learners' associations and support a developmental approach to the second language lexicon where an increase in language exposure and word knowledge enhances mental word connectivity and increases its native-like similarity.

Learning builds on learning: Infants' use of native language sound patterns to learn words

PubMed Central

Graf Estes, Katharine

2014-01-01

The present research investigated how infants apply prior knowledge of environmental regularities to support new learning. The experiments tested whether infants could exploit experience with native language (English) phonotactic patterns to facilitate associating sounds with meanings during word learning. Fourteen-month-olds heard fluent speech that contained cues for detecting target words; they were embedded in sequences that occur across word boundaries. A separate group heard the target words embedded without word boundary cues. Infants then participated in an object label-learning task. With the opportunity to use native language patterns to segment the target words, infants subsequently learned the labels. Without this experience, infants failed. Novice word learners can take advantage of early learning about sounds scaffold lexical development. PMID:24980741

Neural network for interpretation of multi-meaning Chinese words

NASA Astrophysics Data System (ADS)

He, Qianhua; Xu, Bingzheng

1994-03-01

We proposed a neural network that can interpret multi-meaning Chinese words correctly by using context information. The self-organized network, designed for translating Chinese to English, builds a context according to key words of the processed text and utilizes it to interpret multi-meaning words correctly. The network is generated automatically basing on a Chinese-English dictionary and a knowledge-base of weights, and can adapt to the change of contexts. Simulation experiments have proved that the network worked as expected.

Differing contributions of inferior prefrontal and anterior temporal cortex to concrete and abstract conceptual knowledge

PubMed Central

Hoffman, Paul; Binney, Richard J.; Lambon Ralph, Matthew A.

2015-01-01

Semantic cognition is underpinned by regions involved in representing conceptual knowledge and executive control areas that provide regulation of this information according to current task requirements. Using distortion-corrected fMRI, we investigated the contributions of these two systems to abstract and concrete word comprehension. We contrasted semantic decisions made either with coherent contextual support, which encouraged retrieval of a rich conceptual representation, or with irrelevant contextual information, which instead maximised demands on control processes. Inferior prefrontal cortex was activated more when decisions were made in the presence of irrelevant context, suggesting that this region is crucial for the semantic control functions required to select appropriate aspects of meaning in the face of competing information. It also exhibited greater activation for abstract words, which reflects the fact that abstract words tend to have variable, context-dependent meanings that place higher demands on control processes. In contrast, anterior temporal regions (ATL) were most active when decisions were made with the benefit of a coherent context, suggesting a representational role. There was a graded shift in concreteness effects in this region, with dorsolateral areas particularly active for abstract words and ventromedial areas preferentially activated by concrete words. This supports the idea that concrete concepts are closely associated with visual experience and abstract concepts with auditory-verbal information; and that sub-regions of the ATL display graded specialisation for these two types of knowledge. Between these two extremes, we identified significant activations for both word types in ventrolateral ATL. This area is known to be involved in representing knowledge for concrete concepts; here we established that it is also activated by abstract concepts. These results converge with data from rTMS and neuropsychological investigations in demonstrating that representational content and task demands influence recruitment of different areas in the semantic network. PMID:25303272

Differing contributions of inferior prefrontal and anterior temporal cortex to concrete and abstract conceptual knowledge.

PubMed

Hoffman, Paul; Binney, Richard J; Lambon Ralph, Matthew A

2015-02-01

Semantic cognition is underpinned by regions involved in representing conceptual knowledge and executive control areas that provide regulation of this information according to current task requirements. Using distortion-corrected fMRI, we investigated the contributions of these two systems to abstract and concrete word comprehension. We contrasted semantic decisions made either with coherent contextual support, which encouraged retrieval of a rich conceptual representation, or with irrelevant contextual information, which instead maximised demands on control processes. Inferior prefrontal cortex was activated more when decisions were made in the presence of irrelevant context, suggesting that this region is crucial for the semantic control functions required to select appropriate aspects of meaning in the face of competing information. It also exhibited greater activation for abstract words, which reflects the fact that abstract words tend to have variable, context-dependent meanings that place higher demands on control processes. In contrast, anterior temporal regions (ATL) were most active when decisions were made with the benefit of a coherent context, suggesting a representational role. There was a graded shift in concreteness effects in this region, with dorsolateral areas particularly active for abstract words and ventromedial areas preferentially activated by concrete words. This supports the idea that concrete concepts are closely associated with visual experience and abstract concepts with auditory-verbal information; and that sub-regions of the ATL display graded specialisation for these two types of knowledge. Between these two extremes, we identified significant activations for both word types in ventrolateral ATL. This area is known to be involved in representing knowledge for concrete concepts; here we established that it is also activated by abstract concepts. These results converge with data from rTMS and neuropsychological investigations in demonstrating that representational content and task demands influence recruitment of different areas in the semantic network. Copyright © 2014 The Authors. Published by Elsevier Ltd.. All rights reserved.

Preschool children master the logic of number word meanings.

PubMed

Lipton, Jennifer S; Spelke, Elizabeth S

2006-01-01

Although children take over a year to learn the meanings of the first three number words, they eventually master the logic of counting and the meanings of all the words in their count list. Here, we ask whether children's knowledge applies to number words beyond those they have mastered: Does a child who can only count to 20 infer that number words above 'twenty' refer to exact cardinal values? Three experiments provide evidence for this understanding in preschool children. Before beginning formal education or gaining counting skill, children possess a productive symbolic system for representing number.

After PISA--Real Approaches to Science in Wales

ERIC Educational Resources Information Center

Jones, Verity

2017-01-01

As a teacher, author Verity Jones found for many years that the science knowledge and understanding of the children she taught in year 6 (age 10-11) was being compromised by the pressures of a government focus on maths and literacy and a short-sighted approach to how to teach those subjects in a cross-curricular way. As the science coordinator for…

The Road to Interest and Curiosity: It Begins with a Deliberate Choice.

ERIC Educational Resources Information Center

Rude, Ron

2002-01-01

Suggests that in the push to make lessons more interesting for students, it is important not to lose sight of the chicken-and-egg paradox--that knowledge and effort are often what beget interest in the first place. Asserts that if the teacher begins with what is already interesting, the eventual result may be boredom. (SM)

I Know My Neighbour: Individual Recognition in Octopus vulgaris

PubMed Central

Tricarico, Elena; Borrelli, Luciana; Gherardi, Francesca; Fiorito, Graziano

2011-01-01

Background Little is known about individual recognition (IR) in octopuses, although they have been abundantly studied for their sophisticated behaviour and learning capacities. Indeed, the ability of octopuses to recognise conspecifics is suggested by a number of clues emerging from both laboratory studies (where they appear to form and maintain dominance hierarchies) and field observations (octopuses of neighbouring dens display little agonism between each other). To fill this gap in knowledge, we investigated the behaviour of 24 size-matched pairs of Octopus vulgaris in laboratory conditions. Methodology/Principal Findings The experimental design was composed of 3 phases: Phase 1 (acclimatization): 12 “sight-allowed” (and 12 “isolated”) pairs were maintained for 3 days in contiguous tanks separated by a transparent (and opaque) partition to allow (and block) the vision of the conspecific; Phase 2 (cohabitation): members of each pair (both sight-allowed and isolated) were transferred into an experimental tank and were allowed to interact for 15 min every day for 3 consecutive days; Phase 3 (test): each pair (both sight-allowed and isolated) was subject to a switch of an octopus to form pairs composed of either familiar (“sham switches”) or unfamiliar conspecifics (“real switches”). Longer latencies (i.e. the time elapsed from the first interaction) and fewer physical contacts in the familiar pairs as opposed to the unfamiliar pairs were used as proxies for recognition. Conclusions Octopuses appear able to recognise conspecifics and to remember the individual previously met for at least one day. To the best of our knowledge, this is the first experimental study showing the occurrence of a form of IR in cephalopods. Future studies should clarify whether this is a “true” IR. PMID:21533257

Effect of congenital blindness on the semantic representation of some everyday concepts

PubMed Central

Connolly, Andrew C.; Gleitman, Lila R.; Thompson-Schill, Sharon L.

2007-01-01

This study explores how the lack of first-hand experience with color, as a result of congenital blindness, affects implicit judgments about “higher-order” concepts, such as “fruits and vegetables” (FV), but not others, such as “household items” (HHI). We demonstrate how the differential diagnosticity of color across our test categories interacts with visual experience to produce, in effect, a category-specific difference in implicit similarity. Implicit pair-wise similarity judgments were collected by using an odd-man-out triad task. Pair-wise similarities for both FV and for HHI were derived from this task and were compared by using cluster analysis and regression analyses. Color was found to be a significant component in the structure of implicit similarity for FV for sighted participants but not for blind participants; and this pattern remained even when the analysis was restricted to blind participants who had good explicit color knowledge of the stimulus items. There was also no evidence that either subject group used color knowledge in making decisions about HHI, nor was there an indication of any qualitative differences between blind and sighted subjects' judgments on HHI. PMID:17483447

Adaptive Changes in Early and Late Blind: A fMRI Study of Verb Generation to Heard Nouns

PubMed Central

BURTON, H.; SNYDER, A. Z.; DIAMOND, J. B.; RAICHLE, M. E.

2013-01-01

Literacy for blind people requires learning Braille. Along with others, we have shown that reading Braille activates visual cortex. This includes striate cortex (V1), i.e., banks of calcarine sulcus, and several higher visual areas in lingual, fusiform, cuneus, lateral occipital, inferior temporal, and middle temporal gyri. The spatial extent and magnitude of magnetic resonance (MR) signals in visual cortex is greatest for those who became blind early in life. Individuals who lost sight as adults, and subsequently learned Braille, still exhibited activity in some of the same visual cortex regions, especially V1. These findings suggest these visual cortex regions become adapted to processing tactile information and that this cross-modal neural change might support Braille literacy. Here we tested the alternative hypothesis that these regions directly respond to linguistic aspects of a task. Accordingly, language task performance by blind persons should activate the same visual cortex regions regardless of input modality. Specifically, visual cortex activity in blind people ought to arise during a language task involving heard words. Eight early blind, six late blind, and eight sighted subjects were studied using functional magnetic resonance imaging (fMRI) during covert generation of verbs to heard nouns. The control task was passive listening to indecipherable sounds (reverse words) matched to the nouns in sound intensity, duration, and spectral content. Functional responses were analyzed at the level of individual subjects using methods based on the general linear model and at the group level, using voxel based ANOVA and t-test analyses. Blind and sighted subjects showed comparable activation of language areas in left inferior frontal, dorsolateral prefrontal, and left posterior superior temporal gyri. The main distinction was bilateral, left dominant activation of the same visual cortex regions previously noted with Braille reading in all blind subjects. The spatial extent and magnitude of responses was greatest on the left in early blind individuals. Responses in the late blind group mostly were confined to V1 and nearby portions of the lingual and fusiform gyri. These results confirm the presence of adaptations in visual cortex of blind people but argue against the notion that this activity during Braille reading represents somatosensory (haptic) processing. Rather, we suggest that these responses can be most parsimoniously explained in terms of linguistic operations. It remains possible that these responses represent adaptations which initially are for processing either sound or touch, but which are later generalized to the other modality during acquisition of Braille reading skills. PMID:12466452

Effects of Hearing Loss on Dual-Task Performance in an Audiovisual Virtual Reality Simulation of Listening While Walking.

PubMed

Lau, Sin Tung; Pichora-Fuller, M Kathleen; Li, Karen Z H; Singh, Gurjit; Campos, Jennifer L

2016-07-01

Most activities of daily living require the dynamic integration of sights, sounds, and movements as people navigate complex environments. Nevertheless, little is known about the effects of hearing loss (HL) or hearing aid (HA) use on listening during multitasking challenges. The objective of the current study was to investigate the effect of age-related hearing loss (ARHL) on word recognition accuracy in a dual-task experiment. Virtual reality (VR) technologies in a specialized laboratory (Challenging Environment Assessment Laboratory) were used to produce a controlled and safe simulated environment for listening while walking. In a simulation of a downtown street intersection, participants completed two single-task conditions, listening-only (standing stationary) and walking-only (walking on a treadmill to cross the simulated intersection with no speech presented), and a dual-task condition (listening while walking). For the listening task, they were required to recognize words spoken by a target talker when there was a competing talker. For some blocks of trials, the target talker was always located at 0° azimuth (100% probability condition); for other blocks, the target talker was more likely (60% of trials) to be located at the center (0° azimuth) and less likely (40% of trials) to be located at the left (270° azimuth). The participants were eight older adults with bilateral HL (mean age = 73.3 yr, standard deviation [SD] = 8.4; three males) who wore their own HAs during testing and eight controls with normal hearing (NH) thresholds (mean age = 69.9 yr, SD = 5.4; two males). No participant had clinically significant visual, cognitive, or mobility impairments. Word recognition accuracy and kinematic parameters (head and trunk angles, step width and length, stride time, cadence) were analyzed using mixed factorial analysis of variances with group as a between-subjects factor. Task condition (single versus dual) and probability (100% versus 60%) were within-subject factors. In analyses of the 60% listening condition, spatial expectation (likely versus unlikely) was a within-subject factor. Differences between groups in age and baseline measures of hearing, mobility, and cognition were tested using t tests. The NH group had significantly better word recognition accuracy than the HL group. Both groups performed better when the probability was higher and the target location more likely. For word recognition, dual-task costs for the HL group did not depend on condition, whereas the NH group demonstrated a surprising dual-task benefit in conditions with lower probability or spatial expectation. For the kinematic parameters, both groups demonstrated a more upright and less variable head position and more variable trunk position during dual-task conditions compared to the walking-only condition, suggesting that safe walking was prioritized. The HL group demonstrated more overall stride time variability than the NH group. This study provides new knowledge about the effects of ARHL, HA use, and aging on word recognition when individuals also perform a mobility-related task that is typically experienced in everyday life. This research may help inform the development of more effective function-based approaches to assessment and intervention for people who are hard-of-hearing. American Academy of Audiology.

Mapping the knowledge structure of research on patient adherence: knowledge domain visualization based co-word analysis and social network analysis.

PubMed

Zhang, Juan; Xie, Jun; Hou, Wanli; Tu, Xiaochen; Xu, Jing; Song, Fujian; Wang, Zhihong; Lu, Zuxun

2012-01-01

Patient adherence is an important issue for health service providers and health researchers. However, the knowledge structure of diverse research on treatment adherence is unclear. This study used co-word analysis and social network analysis techniques to analyze research literature on adherence, and to show their knowledge structure and evolution over time. Published scientific papers about treatment adherence were retrieved from Web of Science (2000 to May 2011). A total of 2308 relevant articles were included: 788 articles published in 2000-2005 and 1520 articles published in 2006-2011. The keywords of each article were extracted by using the software Biblexcel, and the synonym and isogenous words were merged manually. The frequency of keywords and their co-occurrence frequency were counted. High frequency keywords were selected to yield the co-words matrix. Finally the decomposition maps were used to comb the complex knowledge structures. Research themes were more general in the first period (2000 to 2005), and more extensive with many more new terms in the second period (2006 to 2011). Research on adherence has covered more and more diseases, populations and methods, but other diseases/conditions are not as hot as HIV/AIDS and have not become specialty themes/sub-directions. Most studies originated from the United States. The dynamic of this field is mainly divergent, with increasing number of new sub-directions of research. Future research is required to investigate specific directions and converge as well to construct a general paradigm in this field.

Mapping the Knowledge Structure of Research on Patient Adherence: Knowledge Domain Visualization Based Co-Word Analysis and Social Network Analysis

PubMed Central

Hou, Wanli; Tu, Xiaochen; Xu, Jing; Song, Fujian; Wang, Zhihong; Lu, Zuxun

2012-01-01

Background Patient adherence is an important issue for health service providers and health researchers. However, the knowledge structure of diverse research on treatment adherence is unclear. This study used co-word analysis and social network analysis techniques to analyze research literature on adherence, and to show their knowledge structure and evolution over time. Methods Published scientific papers about treatment adherence were retrieved from Web of Science (2000 to May 2011). A total of 2308 relevant articles were included: 788 articles published in 2000–2005 and 1520 articles published in 2006–2011. The keywords of each article were extracted by using the software Biblexcel, and the synonym and isogenous words were merged manually. The frequency of keywords and their co-occurrence frequency were counted. High frequency keywords were selected to yield the co-words matrix. Finally the decomposition maps were used to comb the complex knowledge structures. Results Research themes were more general in the first period (2000 to 2005), and more extensive with many more new terms in the second period (2006 to 2011). Research on adherence has covered more and more diseases, populations and methods, but other diseases/conditions are not as hot as HIV/AIDS and have not become specialty themes/sub-directions. Most studies originated from the United States. Conclusion The dynamic of this field is mainly divergent, with increasing number of new sub-directions of research. Future research is required to investigate specific directions and converge as well to construct a general paradigm in this field. PMID:22496819

Reflections of Distraction in Memory: Transfer of Previous Distraction Improves Recall in Younger and Older Adults

PubMed Central

Thomas, Ruthann C.; Hasher, Lynn

2012-01-01

Three studies explored whether younger and older adults’ free recall performance can benefit from prior exposure to distraction that becomes relevant in a memory task. Participants initially read stories that included distracting text. Later, they studied a list of words for free recall, with half of the list consisting of previously distracting words. When the memory task was indirect in its use of distraction (Study 1), only older adults showed transfer, with better recall of previously distracting compared with new words, which increased their recall to match that of younger adults. However, younger adults showed transfer when cued about the relevance of previous distraction both before studying the words (Study 2) and before recalling the words (Study 3) in the memory test. Results suggest that both younger and older adults encode distraction, but younger adults require explicit cueing to use their knowledge of distraction. In contrast, older adults transfer knowledge of distraction in both explicitly cued and indirect memory tasks. Results are discussed in terms of age differences in inhibition and source-constrained retrieval. PMID:21843024

Reflections of distraction in memory: transfer of previous distraction improves recall in younger and older adults.

PubMed

Thomas, Ruthann C; Hasher, Lynn

2012-01-01

Three studies explored whether younger and older adults' free recall performance can benefit from prior exposure to distraction that becomes relevant in a memory task. Participants initially read stories that included distracting text. Later, they studied a list of words for free recall, with half of the list consisting of previously distracting words. When the memory task was indirect in its use of distraction (Study 1), only older adults showed transfer, with better recall of previously distracting compared with new words, which increased their recall to match that of younger adults. However, younger adults showed transfer when cued about the relevance of previous distraction both before studying the words (Study 2) and before recalling the words (Study 3) in the memory test. Results suggest that both younger and older adults encode distraction, but younger adults require explicit cueing to use their knowledge of distraction. In contrast, older adults transfer knowledge of distraction in both explicitly cued and indirect memory tasks. Results are discussed in terms of age differences in inhibition and source-constrained retrieval.

Word add-in for ontology recognition: semantic enrichment of scientific literature.

PubMed

Fink, J Lynn; Fernicola, Pablo; Chandran, Rahul; Parastatidis, Savas; Wade, Alex; Naim, Oscar; Quinn, Gregory B; Bourne, Philip E

2010-02-24

In the current era of scientific research, efficient communication of information is paramount. As such, the nature of scholarly and scientific communication is changing; cyberinfrastructure is now absolutely necessary and new media are allowing information and knowledge to be more interactive and immediate. One approach to making knowledge more accessible is the addition of machine-readable semantic data to scholarly articles. The Word add-in presented here will assist authors in this effort by automatically recognizing and highlighting words or phrases that are likely information-rich, allowing authors to associate semantic data with those words or phrases, and to embed that data in the document as XML. The add-in and source code are publicly available at http://www.codeplex.com/UCSDBioLit. The Word add-in for ontology term recognition makes it possible for an author to add semantic data to a document as it is being written and it encodes these data using XML tags that are effectively a standard in life sciences literature. Allowing authors to mark-up their own work will help increase the amount and quality of machine-readable literature metadata.

Quantity and structure of word knowledge across adulthood.

PubMed

Salthouse, Timothy A

2014-09-01

Cross-sectional and longitudinal data from moderately large samples of healthy adults confirmed prior findings of age-related declines in measures of the quantity of word knowledge beginning around age 65. Additional analyses were carried out to investigate the interrelations of different types of vocabulary knowledge at various periods in adulthood. Although the organizational structures were similar in adults of different ages, scores on tests with different formats had weaker relations to a higher-order vocabulary construct beginning when adults were in their 60's. The within-person dispersion among different vocabulary test scores was also greater after about 65 years of age. The discovery of quantitative decreases in amount of knowledge occurring at about the same age as qualitative shifts in the structure of knowledge raises the possibility that the two types of changes may be causally linked.

Activating Event Knowledge

ERIC Educational Resources Information Center

Hare, Mary; Jones, Michael; Thomson, Caroline; Kelly, Sarah; McRae, Ken

2009-01-01

An increasing number of results in sentence and discourse processing demonstrate that comprehension relies on rich pragmatic knowledge about real-world events, and that incoming words incrementally activate such knowledge. If so, then even outside of any larger context, nouns should activate knowledge of the generalized events that they denote or…

The left inferior frontal gyrus: A neural crossroads between abstract and concrete knowledge.

PubMed

Della Rosa, Pasquale Anthony; Catricalà, Eleonora; Canini, Matteo; Vigliocco, Gabriella; Cappa, Stefano F

2018-07-15

Evidence from both neuropsychology and neuroimaging suggests that different types of information are necessary for representing and processing concrete and abstract word meanings. Both abstract and concrete concepts, however, conjointly rely on perceptual, verbal and contextual knowledge, with abstract concepts characterized by low values of imageability (IMG) (low sensory-motor grounding) and low context availability (CA) (more difficult to contextualize). Imaging studies supporting differences between abstract and concrete concepts show a greater recruitment of the left inferior frontal gyrus (LIFG) for abstract concepts, which has been attributed either to the representation of abstract-specific semantic knowledge or to the request for more executive control than in the case of concrete concepts. We conducted an fMRI study on 27 participants, using a lexical decision task involving both abstract and concrete words, whose IMG and CA values were explicitly modelled in separate parametric analyses. The LIFG was significantly more activated for abstract than for concrete words, and a conjunction analysis showed a common activation for words with low IMG or low CA only in the LIFG, in the same area reported for abstract words. A regional template map of brain activations was then traced for words with low IMG or low CA, and BOLD regional time-series were extracted and correlated with the specific LIFG neural activity elicited for abstract words. The regions associated to low IMG, which were functionally correlated with LIFG, were mainly in the left hemisphere, while those associated with low CA were in the right hemisphere. Finally, in order to reveal which LIFG-related network increased its connectivity with decreases of IMG or CA, we conducted generalized psychophysiological interaction analyses. The connectivity strength values extracted from each region connected with the LIFG were correlated with specific LIFG neural activity for abstract words, and a regression analysis was conducted to highlight which areas recruited by low IMG or low CA predicted the greater activation of the IFG for abstract concepts. Only the left middle temporal gyrus/angular gyrus, known to be involved in semantic processing, was a significant predictor of LIFG activity differentiating abstract from concrete words. The results show that the abstract conceptual processing requires the interplay of multiple brain regions, necessary for both the intrinsic and extrinsic properties of abstract knowledge. The LIFG can be thus identified as the neural crossroads between different types of information equally necessary for representing processing and differentiating abstract concepts from concrete ones. Copyright © 2018 Elsevier Inc. All rights reserved.

The Effects of Using Drawings in Developing Young Children's Mathematical Word Problem Solving: A Design Experiment with Third-Grade Hungarian Students

ERIC Educational Resources Information Center

Csikos, Csaba; Szitanyi, Judit; Kelemen, Rita

2012-01-01

The present study aims to investigate the effects of a design experiment developed for third-grade students in the field of mathematics word problems. The main focus of the program was developing students' knowledge about word problem solving strategies with an emphasis on the role of visual representations in mathematical modeling. The experiment…

Proximate Units in Word Production: Phonological Encoding Begins with Syllables in Mandarin Chinese but with Segments in English

ERIC Educational Resources Information Center

O'Seaghdha, Padraig G.; Chen, Jenn-Yeu; Chen, Train-Min

2010-01-01

In Mandarin Chinese, speakers benefit from fore-knowledge of what the first syllable but not of what the first phonemic segment of a disyllabic word will be (Chen, Chen, & Dell, 2002), contrasting with findings in English, Dutch, and other Indo-European languages, and challenging the generality of current theories of word production. In this…

Activation of the occipital cortex and deactivation of the default mode network during working memory in the early blind.

PubMed

Park, Hae-Jeong; Chun, Ji-Won; Park, Bumhee; Park, Haeil; Kim, Joong Il; Lee, Jong Doo; Kim, Jae-Jin

2011-05-01

Although blind people heavily depend on working memory to manage daily life without visual information, it is not clear yet whether their working memory processing involves functional reorganization of the memory-related cortical network. To explore functional reorganization of the cortical network that supports various types of working memory processes in the early blind, we investigated activation differences between 2-back tasks and 0-back tasks using fMRI in 10 congenitally blind subjects and 10 sighted subjects. We used three types of stimulus sequences: words for a verbal task, pitches for a non-verbal task, and sound locations for a spatial task. When compared to the sighted, the blind showed additional activations in the occipital lobe for all types of stimulus sequences for working memory and more significant deactivation in the posterior cingulate cortex of the default mode network. The blind had increased effective connectivity from the default mode network to the left parieto-frontal network and from the occipital cortex to the right parieto-frontal network during the 2-back tasks than the 0-back tasks. These findings suggest not only cortical plasticity of the occipital cortex but also reorganization of the cortical network for the executive control of working memory.

Symbol recognition produced by points of tactile stimulation: the illusion of linear continuity.

PubMed

Gonzales, G R

1996-11-01

To determine whether tactile receptive communication is possible through the use of a mechanical device that produces the phi phenomenon on the body surface. Twenty-six subjects (11 blind and 15 sighted participants) were tested with use of a tactile communication device (TCD) that produces an illusion of linear continuity forming numbers on the dorsal aspect of the wrist. Recognition of a number or number set was the goal. A TCD with protruding and vibrating solenoids produced sequentially delivered points of cutaneous stimulation along a pattern resembling numbers and created the illusion of dragging a vibrating stylet to form numbers, similar to what might be felt by testing for graphesthesia. Blind subjects recognized numbers with fewer trials than did sighted subjects, although all subjects were able to recognize all the numbers produced by the TCD. Subjects who had been blind since birth and had no prior tactile exposure to numbers were able to draw the numbers after experiencing them delivered by the TCD even though they did not recognize their meaning. The phi phenomenon is probably responsible for the illusion of continuous lines in the shape of numbers as produced by the TCD. This tactile illusion could potentially be used for more complex tactile communications such as letters and words.

The Ups and Downs of ASVAB: Fluctuations in Armed Services Vocational Aptitude Battery Scores and Implications for U.S. Army Force Readiness

DTIC Science & Technology

2017-03-30

reflect my own personal views and are not necessarily endorsed by the National Defense University, Joint Forces Staff College, the Department of State, or...thesis and are sincerely appreciated. I also thank Mr. Jeffrey Turner, JAWS Academic Writing Specialist for his tireless r writing assistance, as well... AR ) 28 Word Knowledge (WK) 29 Mechanical Comprehension (MC) 30 2009-2015 31 General Science (GS) 31 Arithmetic Reasoning ( AR ) 32 Word Knowledge (WK) 32

A Cappella: A Report on the Realities, Concerns, Expectations and Barriers Experienced by Adolescent Women in Canada = A Cappella: Rapport sur les realites, preoccupations, attentes et obstacles que connaissent les adolescentes au Canada.

ERIC Educational Resources Information Center

Canadian Teachers' Federation, Ottawa (Ontario).

In the spring of 1990 a project was undertaken in Canada to document the major concerns and perceptions of adolescent women; to supplement the words of adolescent women with brief summaries of current knowledge; to use the words of adolescent women and the additional knowledge gathered to provide information to young women on issues which are of…

Sound to Language: Different Cortical Processing for First and Second Languages in Elementary School Children as Revealed by a Large-Scale Study Using fNIRS

PubMed Central

Ojima, Shiro; Matsuba-Kurita, Hiroko; Dan, Ippeita; Tsuzuki, Daisuke; Katura, Takusige; Hagiwara, Hiroko

2011-01-01

A large-scale study of 484 elementary school children (6–10 years) performing word repetition tasks in their native language (L1-Japanese) and a second language (L2-English) was conducted using functional near-infrared spectroscopy. Three factors presumably associated with cortical activation, language (L1/L2), word frequency (high/low), and hemisphere (left/right), were investigated. L1 words elicited significantly greater brain activation than L2 words, regardless of semantic knowledge, particularly in the superior/middle temporal and inferior parietal regions (angular/supramarginal gyri). The greater L1-elicited activation in these regions suggests that they are phonological loci, reflecting processes tuned to the phonology of the native language, while phonologically unfamiliar L2 words were processed like nonword auditory stimuli. The activation was bilateral in the auditory and superior/middle temporal regions. Hemispheric asymmetry was observed in the inferior frontal region (right dominant), and in the inferior parietal region with interactions: low-frequency words elicited more right-hemispheric activation (particularly in the supramarginal gyrus), while high-frequency words elicited more left-hemispheric activation (particularly in the angular gyrus). The present results reveal the strong involvement of a bilateral language network in children’s brains depending more on right-hemispheric processing while acquiring unfamiliar/low-frequency words. A right-to-left shift in laterality should occur in the inferior parietal region, as lexical knowledge increases irrespective of language. PMID:21350046

Sound to language: different cortical processing for first and second languages in elementary school children as revealed by a large-scale study using fNIRS.

PubMed

Sugiura, Lisa; Ojima, Shiro; Matsuba-Kurita, Hiroko; Dan, Ippeita; Tsuzuki, Daisuke; Katura, Takusige; Hagiwara, Hiroko

2011-10-01

A large-scale study of 484 elementary school children (6-10 years) performing word repetition tasks in their native language (L1-Japanese) and a second language (L2-English) was conducted using functional near-infrared spectroscopy. Three factors presumably associated with cortical activation, language (L1/L2), word frequency (high/low), and hemisphere (left/right), were investigated. L1 words elicited significantly greater brain activation than L2 words, regardless of semantic knowledge, particularly in the superior/middle temporal and inferior parietal regions (angular/supramarginal gyri). The greater L1-elicited activation in these regions suggests that they are phonological loci, reflecting processes tuned to the phonology of the native language, while phonologically unfamiliar L2 words were processed like nonword auditory stimuli. The activation was bilateral in the auditory and superior/middle temporal regions. Hemispheric asymmetry was observed in the inferior frontal region (right dominant), and in the inferior parietal region with interactions: low-frequency words elicited more right-hemispheric activation (particularly in the supramarginal gyrus), while high-frequency words elicited more left-hemispheric activation (particularly in the angular gyrus). The present results reveal the strong involvement of a bilateral language network in children's brains depending more on right-hemispheric processing while acquiring unfamiliar/low-frequency words. A right-to-left shift in laterality should occur in the inferior parietal region, as lexical knowledge increases irrespective of language.

Evidence for the activation of sensorimotor information during visual word recognition: the body-object interaction effect.

PubMed

Siakaluk, Paul D; Pexman, Penny M; Aguilera, Laura; Owen, William J; Sears, Christopher R

2008-01-01

We examined the effects of sensorimotor experience in two visual word recognition tasks. Body-object interaction (BOI) ratings were collected for a large set of words. These ratings assess perceptions of the ease with which a human body can physically interact with a word's referent. A set of high BOI words (e.g., mask) and a set of low BOI words (e.g., ship) were created, matched on imageability and concreteness. Facilitatory BOI effects were observed in lexical decision and phonological lexical decision tasks: responses were faster for high BOI words than for low BOI words. We discuss how our findings may be accounted for by (a) semantic feedback within the visual word recognition system, and (b) an embodied view of cognition (e.g., Barsalou's perceptual symbol systems theory), which proposes that semantic knowledge is grounded in sensorimotor interactions with the environment.

The impact of word prevalence on lexical decision times: Evidence from the Dutch Lexicon Project 2.

PubMed

Brysbaert, Marc; Stevens, Michaël; Mandera, Paweł; Keuleers, Emmanuel

2016-03-01

Keuleers, Stevens, Mandera, and Brysbaert (2015) presented a new variable, word prevalence, defined as word knowledge in the population. Some words are known to more people than other. This is particularly true for low-frequency words (e.g., screenshot vs. scourage). In the present study, we examined the impact of the measure by collecting lexical decision times for 30,000 Dutch word lemmas of various lengths (the Dutch Lexicon Project 2). Word prevalence had the second highest correlation with lexical decision times (after word frequency): Words known by everyone in the population were responded to 100 ms faster than words known to only half of the population, even after controlling for word frequency, word length, age of acquisition, similarity to other words, and concreteness. Because word prevalence has rather low correlations with the existing measures (including word frequency), the unique variance it contributes to lexical decision times is higher than that of the other variables. We consider the reasons why word prevalence has an impact on word processing times and we argue that it is likely to be the most important new variable protecting researchers against experimenter bias in selecting stimulus materials. (c) 2016 APA, all rights reserved).

Affective significance enhances covert attention: roles of anxiety and word familiarity.

PubMed

Calvo, Manuel G; Eysenck, Michael W

2008-11-01

To investigate the processing of emotional words by covert attention, threat-related, positive, and neutral word primes were presented parafoveally (2.2 degrees away from fixation) for 150 ms, under gaze-contingent foveal masking, to prevent eye fixations. The primes were followed by a probe word in a lexical-decision task. In Experiment 1, results showed a parafoveal threat-anxiety superiority: Parafoveal prime threat words facilitated responses to probe threat words for high-anxiety individuals, in comparison with neutral and positive words, and relative to low-anxiety individuals. This reveals an advantage in threat processing by covert attention, without differences in overt attention. However, anxiety was also associated with greater familiarity with threat words, and the parafoveal priming effects were significantly reduced when familiarity was covaried out. To further examine the role of word knowledge, in Experiment 2, vocabulary and word familiarity were equated for low- and high-anxiety groups. In these conditions, the parafoveal threat-anxiety advantage disappeared. This suggests that the enhanced covert-attention effect depends on familiarity with words.

Word and world knowledge among deaf learners with and without cochlear implants.

PubMed

Convertino, Carol; Borgna, Georgianna; Marschark, Marc; Durkin, Andreana

2014-10-01

Deaf learners frequently demonstrate significantly less vocabulary knowledge than hearing age-mates. Studies involving other domains of knowledge, and perhaps deaf learners' academic performance, indicate similar lags with regard to world knowledge. Such gaps often are attributed to limitations on deaf children's incidental learning by virtue of not having access to the conversations of others. Cochlear implants (CIs) have been described as providing such access, and rapid growth in vocabularies following pediatric cochlear implantation has suggested that, over time, children with implants might close the gap relative to hearing peers. Two experiments evaluated this possibility through the assessment of word and world knowledge among deaf college students with and without CIs and a hearing comparison group. Results across essentially all tasks indicated hearing students to outperform deaf students both with and without CIs with no significant differences between the latter two groups. Separate analyses of a subset of implant users who received their implants at a young age did not reveal any long-term advantages, nor was age of implantation related to enhanced performance on any of the tasks. Results are discussed in terms of incidental learning and the accessibility of word and world knowledge to deaf learners with and without CIs. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Knowledge Utility: From Social Relevance to Knowledge Mobilization

ERIC Educational Resources Information Center

Naidorf, Judith

2014-01-01

In recent years, a more sophisticated vocabulary has emerged in the field of higher education. Categories such as" socially relevant research"; "knowledge mobilization"; "research impact"; "innovation"; and "university priorities" have appeared. At first glance, these words may appear neutral,…

[The effect of taboo word on language processing].

PubMed

Huszár, Tamás; Makra, Emese; Hallgató, Emese; Janacsek, Karolina; Németh, Dezsö

2010-01-01

Knowledge about how we process taboo words brings us closer to the and emotional processes, and broadens the interpretative framework in psychiatry and psychotherapy. In this study the lexical decision paradigm was used. Subjects were presented neutral words, taboo words and pseudowords in a random order, and they had to indicate whether the presented word was meaningful (neutral and taboo words) or meaningless (pseudowords). Each target word was preceded by a prime word (either taboo or neutral). SOA differed in the two experimental conditions (it was 250 msec in the experimental group, and 500 msec in the control group). In the experimental group, response latencies increased for target words that were preceded by taboo prime words, as compared to those that were preceded by neutral prime words. In the control group prime had no such differential effects on response latencies. Results indicate that emotional processing of taboo words occur very early and the negative effect of taboo words on the following lexical decision fades away in 500 msec. Our experiment and other empirical data are presented in this paper.

Abregrams or deleweds: A forty-year view of acronyms. [Abbreviations

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

Bowden, D.D.

New concepts often call for new words and abbreviated forms in the language. Not linguists, but persons who first envision, describe, and use new ideas are the ones who rearrange existing word combinations or create new terminology. Professional communicators do not prescribe usage, but can influence the selection of new words and especially acronyms. A practical knowledge of etymology, usage, and trends will help communicators make more discriminating choices.

The nature of compounds: a psychocentric perspective.

PubMed

Libben, Gary

2014-01-01

Although compound words often seem to be words that themselves contain words, this paper argues that this is not the case for the vast majority of lexicalized compounds. Rather, it is claimed that as a result of acts of lexical processing, the constituents of compound words develop into new lexical representations. These representations are bound to specific morphological roles and positions (e.g., head, modifier) within a compound word. The development of these positionally bound compound constituents creates a rich network of lexical knowledge that facilitates compound processing and also creates some of the well-documented patterns in the psycholinguistic and neurolinguistic study of compounding.

Object-based attention in Chinese readers of Chinese words: beyond Gestalt principles.

PubMed

Li, Xingshan; Logan, Gordon D

2008-10-01

Most object-based attention studies use objects defined bottom-up by Gestalt principles. In the present study, we defined objects top-down, using Chinese words that were seen as objects by skilled readers of Chinese. Using a spatial cuing paradigm, we found that a target character was detected faster if it was in the same word as the cued character than if it was in a different word. Because there were no bottom-up factors that distinguished the words, these results showed that objects defined by subjects' knowledge--in this case, lexical information--can also constrain the deployment of attention.

The rationale, development, and standardization of a basic word vocabulary test.

PubMed

Dupuy, H J

1974-04-01

The results of the studies to date indicate that the Basic Word Vocabulary Test provides a range of items in terms of item difficulty levels useful in printed form from about the third grade to the highest educational levels. Since pictorial and orally given vocabulary tests are used from about ages 2 to 8 years, further work should be done to extend the scale downward so that a single comprehensive vocabulary scale ranging from age 2 years to the highest level of verbal development is available for general use. Validation studies should also be conducted with other well-known intelligence tests so that scores can be compared. Alternate forms need to be developed to allow for longitudinal studies of growth and development. The use of a single standard of measurement of vocabulary development, suitable over a wide range of age and ability levels, by different investigators should materially aid in comparing results across studies and samples and lead to more consistent findings, advances in knowledge, and wider application of findings in practical circumstances, The findings presented in this report indicate that the Basic Word Vocabulary Test adequately measures basic word knowledge acquisition and development. The BWVT is suitable for evaluation of individuals and for use in making group comparisons in levels of basic word knowledge attainment, growth, and development. All material appearing in this report is in the public domain and may be reproduced or copied without permission; citation as to source, however, is appreciated.

Triangulation of the neurocomputational architecture underpinning reading aloud

PubMed Central

Hoffman, Paul; Lambon Ralph, Matthew A.; Woollams, Anna M.

2015-01-01

The goal of cognitive neuroscience is to integrate cognitive models with knowledge about underlying neural machinery. This significant challenge was explored in relation to word reading, where sophisticated computational-cognitive models exist but have made limited contact with neural data. Using distortion-corrected functional MRI and dynamic causal modeling, we investigated the interactions between brain regions dedicated to orthographic, semantic, and phonological processing while participants read words aloud. We found that the lateral anterior temporal lobe exhibited increased activation when participants read words with irregular spellings. This area is implicated in semantic processing but has not previously been considered part of the reading network. We also found meaningful individual differences in the activation of this region: Activity was predicted by an independent measure of the degree to which participants use semantic knowledge to read. These characteristics are predicted by the connectionist Triangle Model of reading and indicate a key role for semantic knowledge in reading aloud. Premotor regions associated with phonological processing displayed the reverse characteristics. Changes in the functional connectivity of the reading network during irregular word reading also were consistent with semantic recruitment. These data support the view that reading aloud is underpinned by the joint operation of two neural pathways. They reveal that (i) the ATL is an important element of the ventral semantic pathway and (ii) the division of labor between the two routes varies according to both the properties of the words being read and individual differences in the degree to which participants rely on each route. PMID:26124121

Tests of a Prior Marksmanship Knowledge Predictor Test

DTIC Science & Technology

2014-01-01

shooters based on their anticipated performance. Further research and test development is needed to group Soldiers for BRM training according to...Things get more challenging, however, as the size of the instructional group increases for one simple reason: the instructor feedback that helps one ...might stand to benefit from additional instruction on sight alignment. Expanding this example to larger groups such as a platoon or company, one

Comparison of the Use of the Internet by Partially-Sighted and Blind Pupils Placed in a Special School Environment

ERIC Educational Resources Information Center

Jones, Rob

2004-01-01

A questionnaire investigation was undertaken at a special needs school into pupils' knowledge of, and use of, the Internet following the general up-grading of ICT facilities, including the installation of a network providing high-speed Internet connection in every classroom, and prior to the development of a planned new and specific teaching…

Initiative-Oriented Training.

DTIC Science & Technology

1998-06-05

Conditions, and Standards Prior to STXs 70 13. Knowledge of the Enemy Situation Prior to STXs 71 14. Frequency of MILES Free - Play Exercises 72...in addition to realistic sights, sounds, and smells. With regards to force-on-force, or free - play MILES exercises, uncertainty and initiative can...sounds, and (to some degree) smells of the battlefield; use MILES force-on-force, free - play exercises to incorporate cognitive mental Stressors and

The Hands and Feet of the Child: Towards a Philosophy of Habilitation

ERIC Educational Resources Information Center

Anthamatten, Eric

2012-01-01

Much of the history of philosophy has deployed the metaphor of sight over and above language of tactility and feeling. The body, the flesh, the hands and feet are seen as impediments to reason's upward journey towards the pure "light" of truth. But it is precisely these tactile points of contact with the world where knowledge and action begins and…

Two-Year-Old Children's Understanding of Visual Perception and Knowledge Formation in Others

ERIC Educational Resources Information Center

Teufel, Christoph; Clayton, Nicola S.; Russell, James

2013-01-01

A landmark study by O'Neill (1996), in which 2-year-old children were found to be more likely to point toward a hidden object to help an adult who was unsighted during the hiding event than to point helpfully for an adult who had been sighted, seems to undermine the conventional assumption that children this young do not understand the…

The Xs and Whys of Algebra: Key Ideas and Common Misconceptions

ERIC Educational Resources Information Center

Collins, Anne; Dacey, Linda

2011-01-01

In many ways, algebra can be as challenging for teachers as it is for students. With so much emphasis placed on procedural knowledge and the manipulations of variables and symbols, it can be easy to lose sight of the key ideas that underlie algebraic thinking and the relevance algebra has to the real world. In the The Xs and Whys of Algebra: Key…

Non-word repetition in children with specific language impairment: a deficit in phonological working memory or in long-term verbal knowledge?

PubMed

Casalini, Claudia; Brizzolara, Daniela; Chilosi, Anna; Cipriani, Paola; Marcolini, Stefania; Pecini, Chiara; Roncoli, Silvia; Burani, Cristina

2007-08-01

In this study we investigated the effects of long-term memory (LTM) verbal knowledge on short-term memory (STM) verbal recall in a sample of Italian children affected by different subtypes of specific language impairment (SLI). The aim of the study was to evaluate if phonological working memory (PWM) abilities of SLI children can be supported by LTM linguistic representations and if PWM performances can be differently affected in the various subtypes of SLI. We tested a sample of 54 children affected by Mixed Receptive-Expressive (RE), Expressive (Ex) and Phonological (Ph) SLI (DSM-IV - American Psychiatric Association, 1994) by means of a repetition task of words (W) and non-words (NW) differing in morphemic structure [morphological non-words (MNW), consisting of combinations of roots and affixes - and simple non-words - with no morphological constituency]. We evaluated the effects of lexical and morpho-lexical LTM representations on STM recall by comparing the repetition accuracy across the three types of stimuli. Results indicated that although SLI children, as a group, showed lower repetition scores than controls, their performance was affected similarly to controls by the type of stimulus and the experimental manipulation of the non-words (better repetition of W than MNW and NW, and of MNW than NW), confirming the recourse to LTM verbal representations to support STM recall. The influence of LTM verbal knowledge on STM recall in SLI improved with age and did not differ among the three types of SLI. However, the three types of SLI differed in the accuracy of their repetition performances (PMW abilities), with the Phonological group showing the best scores. The implications for SLI theory and practice are discussed.

An extension of incidental teaching procedures to reading instruction for autistic children.

PubMed Central

McGee, G G; Krantz, P J; McClannahan, L E

1986-01-01

In an extension of incidental teaching procedures to reading instruction, two autistic children acquired functional sight-word reading skills in the context of a play activity. Children gained access to preferred toys by selecting the label of the toy in tasks requiring increasingly complex visual discriminations. In addition to demonstrating rapid acquisition of 5-choice discriminations, they showed comprehension on probes requiring reading skills to locate toys stored in labeled boxes. Also examined was postteaching transfer across stimulus materials and response modalities. Implications are that extensions of incidental teaching to new response classes may produce the same benefits documented in communication training, in terms of producing generalization concurrent with skill acquisition in the course of child-preferred activities. PMID:3733586

The Impact of Time Delay on the Content of Discussions at a Computer-Mediated Conference

NASA Astrophysics Data System (ADS)

Huntley, Byron C.; Thatcher, Andrew

2008-11-01

This study investigates the relationship between the content of computer-mediated discussions and the time delay between online postings. The study aims to broaden understanding of the dynamics of computer-mediated discussion regarding the time delay and the actual content of computer-mediated discussions (knowledge construction, social aspects, amount of words and number of postings) which has barely been researched. The computer-mediated discussions of the CybErg 2005 virtual conference served as the sample for this study. The Interaction Analysis Model [1] was utilized to analyze the level of knowledge construction in the content of the computer-mediated discussions. Correlations have been computed for all combinations of the variables. The results demonstrate that knowledge construction, social aspects and amount of words generated within postings were independent of, and not affected by, the time delay between the postings and the posting from which the reply was formulated. When greater numbers of words were utilized within postings, this was typically associated with a greater level of knowledge construction. Social aspects in the discussion were found to neither advantage nor disadvantage the overall effectiveness of the computer-mediated discussion.

Adult Education and Theological Interpretations.

ERIC Educational Resources Information Center

Jarvis, Peter, Ed.; Walters, Nicholas, Ed.

The following chapters are included in this book: "Learning as a Religious Phenomenon?" (Jarvis); "Truth, Belief, and Knowledge" (Clark); "The Authority of the Word" (Ferro); "The Priesthood of the Teacher--Language and the Teaching of the Word" (McCaffry); "Teaching--Catechism, Preaching, and Indoctrination" (Willis); "Meaning, Being, and…

The Integrated Spelling Curriculum.

ERIC Educational Resources Information Center

Ediger, Marlow

The traditional spelling curriculum emphasized that pupils learn to spell a specific set of words through memorization. However, major problems existed pertaining to using that method of teaching. Pupils soon forgot the correct spelling of memorized words. Educational psychologists have long advocated that pupils perceive knowledge as being…

When benefits outweigh costs: reconsidering "automatic" phonological recoding when reading aloud.

PubMed

Robidoux, Serje; Besner, Derek

2011-06-01

Skilled readers are slower to read aloud exception words (e.g., PINT) than regular words (e.g., MINT). In the case of exception words, sublexical knowledge competes with the correct pronunciation driven by lexical knowledge, whereas no such competition occurs for regular words. The dominant view is that the cost of this "regularity" effect is evidence that sublexical spelling-sound conversion is impossible to prevent (i.e., is "automatic"). This view has become so reified that the field rarely questions it. However, the results of simulations from the most successful computational models on the table suggest that the claim of "automatic" sublexical phonological recoding is premature given that there is also a benefit conferred by sublexical processing. Taken together with evidence from skilled readers that sublexical phonological recoding can be stopped, we suggest that the field is too narrowly focused when it asserts that sublexical phonological recoding is "automatic" and that a broader, more nuanced and contextually driven approach provides a more useful framework.

Contrasting contributions of phonological short-term memory and long-term knowledge to vocabulary learning in a foreign language.

PubMed

Masoura, Elvira V; Gathercole, Susan E

2005-01-01

The contributions of phonological short-term memory and existing foreign vocabulary knowledge to the learning of new words in a second language were compared in a sample of 40 Greek children studying English at school. The children's speed of learning new English words in a paired-associate learning task was strongly influenced by their current English vocabulary, but was independent of phonological memory skill, indexed by nonword repetition ability. However, phonological memory performance was closely linked to English vocabulary scores. The findings suggest that in learners with considerable familiarity with a second language, foreign vocabulary acquisition is mediated largely by use of existing knowledge representations.

Speech recognition: Acoustic phonetic and lexical knowledge representation

NASA Astrophysics Data System (ADS)

Zue, V. W.

1983-02-01

The purpose of this program is to develop a speech data base facility under which the acoustic characteristics of speech sounds in various contexts can be studied conveniently; investigate the phonological properties of a large lexicon of, say 10,000 words, and determine to what extent the phontactic constraints can be utilized in speech recognition; study the acoustic cues that are used to mark work boundaries; develop a test bed in the form of a large-vocabulary, IWR system to study the interactions of acoustic, phonetic and lexical knowledge; and develop a limited continuous speech recognition system with the goal of recognizing any English word from its spelling in order to assess the interactions of higher-level knowledge sources.

Semantic Coherence Facilitates Distributional Learning.

PubMed

Ouyang, Long; Boroditsky, Lera; Frank, Michael C

2017-04-01

Computational models have shown that purely statistical knowledge about words' linguistic contexts is sufficient to learn many properties of words, including syntactic and semantic category. For example, models can infer that "postman" and "mailman" are semantically similar because they have quantitatively similar patterns of association with other words (e.g., they both tend to occur with words like "deliver," "truck," "package"). In contrast to these computational results, artificial language learning experiments suggest that distributional statistics alone do not facilitate learning of linguistic categories. However, experiments in this paradigm expose participants to entirely novel words, whereas real language learners encounter input that contains some known words that are semantically organized. In three experiments, we show that (a) the presence of familiar semantic reference points facilitates distributional learning and (b) this effect crucially depends both on the presence of known words and the adherence of these known words to some semantic organization. Copyright © 2016 Cognitive Science Society, Inc.

Word and World Knowledge among Deaf Learners with and without Cochlear Implants

ERIC Educational Resources Information Center

Convertino, Carol; Borgna, Georgianna; Marschark, Marc; Durkin, Andreana

2014-01-01

Deaf learners frequently demonstrate significantly less vocabulary knowledge than hearing age-mates. Studies involving other domains of knowledge, and perhaps deaf learners' academic performance, indicate similar lags with regard to world knowledge. Such gaps often are attributed to limitations on deaf children's incidental learning by…

Why is number word learning hard? Evidence from bilingual learners.

PubMed

Wagner, Katie; Kimura, Katherine; Cheung, Pierina; Barner, David

2015-12-01

Young children typically take between 18 months and 2 years to learn the meanings of number words. In the present study, we investigated this developmental trajectory in bilingual preschoolers to examine the relative contributions of two factors in number word learning: (1) the construction of numerical concepts, and (2) the mapping of language specific words onto these concepts. We found that children learn the meanings of small number words (i.e., one, two, and three) independently in each language, indicating that observed delays in learning these words are attributable to difficulties in mapping words to concepts. In contrast, children generally learned to accurately count larger sets (i.e., five or greater) simultaneously in their two languages, suggesting that the difficulty in learning to count is not tied to a specific language. We also replicated previous studies that found that children learn the counting procedure before they learn its logic - i.e., that for any natural number, n, the successor of n in the count list denotes the cardinality n+1. Consistent with past studies, we found that children's knowledge of successors is first acquired incrementally. In bilinguals, we found that this knowledge exhibits item-specific transfer between languages, suggesting that the logic of the positive integers may not be stored in a language-specific format. We conclude that delays in learning the meanings of small number words are mainly due to language-specific processes of mapping words to concepts, whereas the logic and procedures of counting appear to be learned in a format that is independent of a particular language and thus transfers rapidly from one language to the other in development. Copyright © 2015. Published by Elsevier Inc.

The Effect of Orthography on the Lexical Encoding of Palatalized Consonants in L2 Russian.

PubMed

Simonchyk, Ala; Darcy, Isabelle

2018-03-01

The current study investigated the potential facilitative or inhibiting effects of orthography on the lexical encoding of palatalized consonants in L2 Russian. We hypothesized that learners with stable knowledge of orthographic and metalinguistic representations of palatalized consonants would display more accurate lexical encoding of the plain/palatalized contrast. The participants of the study were 40 American learners of Russian. Ten Russian native speakers served as a control group. The materials of the study comprised 20 real words, familiar to the participants, with target coronal consonants alternating in word-final and intervocalic positions. The participants performed three tasks: written picture naming, metalinguistic, and auditory word-picture matching. Results showed that learners were not entirely familiar with the grapheme-phoneme correspondences in L2 Russian. Even though they spelled almost all of these familiar Russian words accurately, they were able to identify the plain/palatalized status of the target consonants in these words with about 80% accuracy on a metalinguistic task. The effect of orthography on the lexical encoding was found to be dependent on the syllable position of the target consonants. In intervocalic position, learners erroneously relied on vowels following the target consonants rather than the consonants themselves to encode words with plain/palatalized consonants. In word-final position, although learners possessed the orthographic and metalinguistic knowledge of the difference in the palatalization status of the target consonants-and hence had established some aspects of the lexical representations for the words-those representations appeared to lack in phonological granularity and detail, perhaps due to the lack of perceptual salience.

Size and modality effects in Braille learning: Implications for the blind child from pre-reading sighted children.

PubMed

Barlow-Brown, Fiona; Barker, Christopher; Harris, Margaret

2018-06-17

Beginning readers are typically introduced to enlarged print, and the size of this print decreases as readers become more fluent. In comparison, beginning blind readers are expected to learn standard-sized Braille from the outset because past research suggests letter knowledge cannot be transferred across different sizes of Braille. The study aims to investigate whether learning Braille using an oversized pegboard leads to faster, transferable, letter learning and whether performance is mediated by either tactile or visual learning. Sixty-eight children participated in the study. All children were sighted pre-readers with no previous knowledge of Braille. The children came from two nursery schools with an average age of 47.8 months. Children were taught specific Braille letters using either an enlarged pegboard or standard Braille. Two other groups of children were taught using visually presented Braille characters in either an enlarged or standard size and a further control group mirrored the experience of blind children in receiving non-specific tactile training prior to being introduced to Braille. In all tactile conditions it was ensured that the children did not visually experience any Braille for the duration of the study. Results demonstrated that initially training children with large Braille tactually led to the best subsequent learning of standard Braille. Despite the fact that both initial visual and large tactual learning were significantly faster than learning standard Braille, when transferring letter knowledge to standard tactile Braille, previous tactile experience with the large pegboard offered the most efficient route. Braille letter knowledge can be transferred across size and modality particularly effectively with large tactile Braille. This has significant implications for the education of blind children. © 2018 The British Psychological Society.

Transfer of learning on a spatial memory task between the blind and sighted people.

PubMed

Akpinar, Selcuk; Popović, Stevo; Kirazci, Sadettin

2012-12-01

The purpose of this study was to analyze the effect of two different types of feedback on a spatial memory task between the blind and blindfolded-sighted participants. Participants tried to estimate the predetermined distance by using their dominant hands. Both blind and blindfolded-sighted groups were randomly divided into two feedback subgroups as "100% frequency" and "10% bandwidth". The score of the participants was given verbally to the participants as knowledge of results (KR). The target distance was set as 60 cm. Sixty acquisition trials were performed in 4 sets each including 15 repetition afterwards immediate and delayed retention tests were undertaken. Moreover, 24 hours past the delayed retention test, the participants completed 15 no-KR trials as a transfer test (target distance was 30 cm). The results of the statistical analyses revealed no significant differences for both acquisition and retention tests. However, a significant difference was found at transfer test. 100% frequency blind group performed significantly less accurate than all other groups. As a result, it can be concluded that different types of feedback have similar effect on spatial memory task used in this study. However, types of feedback can change the performance of accuracy on transferring this skill among the blind.

Thinking about Seeing: perceptual sources of knowledge are encoded in the theory of mind brain regions of sighted and blind adults

PubMed Central

Koster-Hale, Jorie; Bedny, Marina; Saxe, Rebecca

2014-01-01

Blind people's inferences about how other people see provide a window into fundamental questions about the human capacity to think about one another's thoughts. By working with blind individuals, we can ask both what kinds of representations people form about others’ minds, and how much these representations depend on the observer having had similar mental states themselves. Thinking about others’ mental states depends on a specific group of brain regions, including the right temporo-parietal junction (RTPJ). We investigated the representations of others’ mental states in these brain regions, using multivoxel pattern analyses (MVPA). We found that, first, in the RTPJ of sighted adults, the pattern of neural response distinguished the source of the mental state (did the protagonist see or hear something?) but not the valence (did the protagonist feel good or bad?). Second, these neural representations were preserved in congenitally blind adults. These results suggest that the temporo-parietal junction contains explicit, abstract representations of features of others’ mental states, including the perceptual source. The persistence of these representations in congenitally blind adults, who have no first-person experience with sight, provides evidence that these representations emerge even in the absence of first-person perceptual experiences. PMID:24960530

Thinking about seeing: perceptual sources of knowledge are encoded in the theory of mind brain regions of sighted and blind adults.

PubMed

Koster-Hale, Jorie; Bedny, Marina; Saxe, Rebecca

2014-10-01

Blind people's inferences about how other people see provide a window into fundamental questions about the human capacity to think about one another's thoughts. By working with blind individuals, we can ask both what kinds of representations people form about others' minds, and how much these representations depend on the observer having had similar mental states themselves. Thinking about others' mental states depends on a specific group of brain regions, including the right temporo-parietal junction (RTPJ). We investigated the representations of others' mental states in these brain regions, using multivoxel pattern analyses (MVPA). We found that, first, in the RTPJ of sighted adults, the pattern of neural response distinguished the source of the mental state (did the protagonist see or hear something?) but not the valence (did the protagonist feel good or bad?). Second, these neural representations were preserved in congenitally blind adults. These results suggest that the temporo-parietal junction contains explicit, abstract representations of features of others' mental states, including the perceptual source. The persistence of these representations in congenitally blind adults, who have no first-person experience with sight, provides evidence that these representations emerge even in the absence of relevant first-person perceptual experiences. Copyright © 2014 Elsevier B.V. All rights reserved.

Debunking the Buzz Words Or Can Hermeneutic Analysis Be Used To Evaluate Pedagogically Based Learning Objects Designed from Constructivist Epistemological Ontologies Defined in XML Metadata?

ERIC Educational Resources Information Center

Stuckey, Bronwyn; Hensman, Jim; Hofmann, Tobias; Dewey, Barbara; Brown, Helen; Cameron, Sonja

Arguably the biggest "buzz word" of the current year has been "learning or knowledge object". To understand the learning object and why it should be such a highly desirable commodity, it is necessary to unpack not only this concept but more importantly revisit some contributing concepts and constructs (more buzz words) that support the building of…

Creating Vocabulary Item Types That Measure Students' Depth of Semantic Knowledge. Research Report. ETS RR-14-02

ERIC Educational Resources Information Center

Deane, Paul; Lawless, René R.; Li, Chen; Sabatini, John; Bejar, Isaac I.; O'Reilly, Tenaha

2014-01-01

We expect that word knowledge accumulates gradually. This article draws on earlier approaches to assessing depth, but focuses on one dimension: richness of semantic knowledge. We present results from a study in which three distinct item types were developed at three levels of depth: knowledge of common usage patterns, knowledge of broad topical…

The Measurement of Auditory Abilities of Blind, Partially Sighted, and Sighted Children.

ERIC Educational Resources Information Center

Stankov, Lazar; Spilsbury, Georgina

1979-01-01

Auditory tests were administered to 30 blind, partially sighted, and sighted children. Overall, the blind and sighted were equal on most of the measured abilities. Blind children performed well on tonal memory tests. Partially sighted children performed more poorly than the other two groups. (MH)

Semantic categorization: a comparison between deaf and hearing children.

PubMed

Ormel, Ellen A; Gijsel, Martine A R; Hermans, Daan; Bosman, Anna M T; Knoors, Harry; Verhoeven, Ludo

2010-01-01

Learning to read is a major obstacle for children who are deaf. The otherwise significant role of phonology is often limited as a result of hearing loss. However, semantic knowledge may facilitate reading comprehension. One important aspect of semantic knowledge concerns semantic categorization. In the present study, the quality of the semantic categorization of both deaf and hearing children was examined for written words and pictures at two categorization levels. The deaf children performed better at the picture condition compared to the written word condition, while the hearing children performed similarly at pictures and written words. The hearing children outperformed the deaf children, in particular for written words. In addition, the results of the deaf children for the written words correlated to their sign vocabulary and sign language comprehension. The increase in semantic categorization was limited across elementary school grade levels. Readers will be able to: (1) understand several semantic categorization differences between groups of deaf and hearing children; (2) describe factors that may affect the development of semantic categorization, in particular the relationship between sign language skills and semantic categorization for deaf children. Copyright 2010 Elsevier Inc. All rights reserved.

[Quality of diagnosis information given to terminal cancer patients].

PubMed

Font-Ritort, Sergi; Martos-Gutiérrez, José Antonio; Montoro-Lorite, Mercedes; Mundet-Pons, Lluís

To determine the information that terminal cancer patients have about their diagnosis, identifying key words used, and quantifying the conspiracy of silence. A cross-sectional, analytical study was conducted by reviewing the hospice support team data base which contains the medical history and a semi-structured interview with terminal cancer patients in the first visit to the hospice. Demographic and socioeconomic data was collected, as well as relevant clinical information (diagnosis, prevalent symptoms, number of symptoms, patient functionality, QoL, information given, and words used). Out of total of sample of 723 records, 77.87% (95% CI: 74.70-80.74) of the patients were properly informed about their diagnosis. The most used words were cancer in 26% of the patients, tumour in 51.59%, and for the remaining 10.65%, the word inflammation was used. Statistically significant differences of information were found between sexes, age, types of cancer, and hospital ward. Terminal cancer patients have knowledge on their diagnosis, suggesting that the conspiracy of silence is present to a lesser extent. This knowledge is transmitted using different words and with euphemisms. Copyright © 2016 Elsevier España, S.L.U. All rights reserved.

Children’s level of word knowledge predicts their exclusion of familiar objects as referents of novel words

PubMed Central

Grassmann, Susanne; Schulze, Cornelia; Tomasello, Michael

2015-01-01

When children are learning a novel object label, they tend to exclude as possible referents familiar objects for which they already have a name. In the current study, we wanted to know if children would behave in this same way regardless of how well they knew the name of potential referent objects, specifically, whether they could only comprehend it or they could both comprehend and produce it. Sixty-six monolingual German-speaking 2-, 3-, and 4-year-old children participated in two experimental sessions. In one session the familiar objects were chosen such that their labels were in the children’s productive vocabularies, and in the other session the familiar objects were chosen such that their labels were only in the children’s receptive vocabularies. Results indicated that children at all three ages were more likely to exclude a familiar object as the potential referent of the novel word if they could comprehend and produce its name rather than comprehend its name only. Indeed, level of word knowledge as operationalized in this way was a better predictor than was age. These results are discussed in the context of current theories of word learning by exclusion. PMID:26322005

Word add-in for ontology recognition: semantic enrichment of scientific literature

PubMed Central

2010-01-01

Background In the current era of scientific research, efficient communication of information is paramount. As such, the nature of scholarly and scientific communication is changing; cyberinfrastructure is now absolutely necessary and new media are allowing information and knowledge to be more interactive and immediate. One approach to making knowledge more accessible is the addition of machine-readable semantic data to scholarly articles. Results The Word add-in presented here will assist authors in this effort by automatically recognizing and highlighting words or phrases that are likely information-rich, allowing authors to associate semantic data with those words or phrases, and to embed that data in the document as XML. The add-in and source code are publicly available at http://www.codeplex.com/UCSDBioLit. Conclusions The Word add-in for ontology term recognition makes it possible for an author to add semantic data to a document as it is being written and it encodes these data using XML tags that are effectively a standard in life sciences literature. Allowing authors to mark-up their own work will help increase the amount and quality of machine-readable literature metadata. PMID:20181245

Consolidation of Vocabulary Is Associated with Sleep in Children

ERIC Educational Resources Information Center

Henderson, Lisa M.; Weighall, Anna R.; Brown, Helen; Gaskell, M. Gareth

2012-01-01

Although the acquisition of a novel word is apparently rapid, adult research suggests that integration of novel and existing knowledge (measured by engagement in lexical competition) requires sleep-associated consolidation. We present the first investigation of whether a similar time-course dissociation characterizes word learning across…

Morphological Awareness and Reading in Second and Fifth Grade: Evidence from Hebrew

ERIC Educational Resources Information Center

Vaknin-Nusbaum, Vered; Sarid, Miri; Shimron, Joseph

2016-01-01

Research suggests that morphological awareness facilitates word decoding, improves lexical knowledge, and helps reading comprehension (Carlisle, 2010; Nagy et al., 2014; Verhoeven & Perfetti, 2011). The present study examined the relationship among morphological awareness, word recognition and reading comprehension in 153 second- and…

Processing complex pseudo-words in mild cognitive impairment: The interaction of preserved morphological rule knowledge with compromised cognitive ability.

PubMed

Manouilidou, Christina; Dolenc, Barbara; Marvin, Tatjana; Pirtošek, Zvezdan

2016-01-01

Mild cognitive impairment (MCI) affects the cognitive performance of elderly adults. However, the level of severity is not high enough to be diagnosed with dementia. Previous research reports subtle language impairments in individuals with MCI specifically in domains related to lexical meaning. The present study used both off-line (grammaticality judgment) and on-line (lexical decision) tasks to examine aspects of lexical processing and how they are affected by MCI. 21 healthy older adults and 23 individuals with MCI saw complex pseudo-words that violated various principles of word formation in Slovenian and decided if each letter string was an actual word of their language. The pseudo-words ranged in their degree of violability. A task effect was found, with MCI performance to be similar to that of healthy controls in the off-line task but different in the on-line task. Overall, the MCI group responded slower than the elderly controls. No significant differences were observed in the off-line task, while the on-line task revealed a main effect of Violation type, a main effect of Group and a significant Violation × Group interaction reflecting a difficulty for the MCI group to process pseudo-words in real time. That is, while individuals with MCI seem to preserve morphological rule knowledge, they experience additional difficulties while processing complex pseudo-words. This was attributed to an executive dysfunction associated with MCI that delays the recognition of ungrammatical formations.

Word segmentation by alternating colors facilitates eye guidance in Chinese reading.

PubMed

Zhou, Wei; Wang, Aiping; Shu, Hua; Kliegl, Reinhold; Yan, Ming

2018-02-12

During sentence reading, low spatial frequency information afforded by spaces between words is the primary factor for eye guidance in spaced writing systems, whereas saccade generation for unspaced writing systems is less clear and under debate. In the present study, we investigated whether word-boundary information, provided by alternating colors (consistent or inconsistent with word-boundary information) influences saccade-target selection in Chinese. In Experiment 1, as compared to a baseline (i.e., uniform color) condition, word segmentation with alternating color shifted fixation location towards the center of words. In contrast, incorrect word segmentation shifted fixation location towards the beginning of words. In Experiment 2, we used a gaze-contingent paradigm to restrict the color manipulation only to the upcoming parafoveal words and replicated the results, including fixation location effects, as observed in Experiment 1. These results indicate that Chinese readers are capable of making use of parafoveal word-boundary knowledge for saccade generation, even if such information is unfamiliar to them. The present study provides novel support for the hypothesis that word segmentation is involved in the decision about where to fixate next during Chinese reading.

Generation of surgical pathology report using a 5,000-word speech recognizer.

PubMed

Tischler, A S; Martin, M R

1989-10-01

Pressures to decrease both turnaround time and operating costs simultaneously have placed conflicting demands on traditional forms of medical transcription. The new technology of voice recognition extends the promise of enabling the pathologist or other medical professional to dictate a correct report and have it printed and/or transmitted to a database immediately. The usefulness of voice recognition systems depends on several factors, including ease of use, reliability, speed, and accuracy. These in turn depend on the general underlying design of the systems and inclusion in the systems of a specific knowledge base appropriate for each application. Development of a good knowledge base requires close collaboration between a domain expert and a knowledge engineer with expertise in voice recognition. The authors have recently completed a knowledge base for surgical pathology using the Kurzweil VoiceReport 5,000-word system.

Semantic and phonological schema influence spoken word learning and overnight consolidation.

PubMed

Havas, Viktória; Taylor, Jsh; Vaquero, Lucía; de Diego-Balaguer, Ruth; Rodríguez-Fornells, Antoni; Davis, Matthew H

2018-06-01

We studied the initial acquisition and overnight consolidation of new spoken words that resemble words in the native language (L1) or in an unfamiliar, non-native language (L2). Spanish-speaking participants learned the spoken forms of novel words in their native language (Spanish) or in a different language (Hungarian), which were paired with pictures of familiar or unfamiliar objects, or no picture. We thereby assessed, in a factorial way, the impact of existing knowledge (schema) on word learning by manipulating both semantic (familiar vs unfamiliar objects) and phonological (L1- vs L2-like novel words) familiarity. Participants were trained and tested with a 12-hr intervening period that included overnight sleep or daytime awake. Our results showed (1) benefits of sleep to recognition memory that were greater for words with L2-like phonology and (2) that learned associations with familiar but not unfamiliar pictures enhanced recognition memory for novel words. Implications for complementary systems accounts of word learning are discussed.

Using Knowledge Networks to Develop Preschoolers' Content Vocabulary

ERIC Educational Resources Information Center

Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Simmons, Deborah C.; Davis, Matthew J.; Simmons, Leslie; Nava-Walichowski, Miranda

2012-01-01

Research shows that children accrue vocabulary knowledge by understanding relationships between new words and their connected concepts. This article describes three research-based principles that preschool teachers can use to design shared book reading lessons that accelerate content vocabulary knowledge by helping young children to talk about…

Reading and the Development of Intelligence.

ERIC Educational Resources Information Center

Cahn, Lorynne D.

Through the meaningful interpretation of sensory data and a background in language experiences, an individual can build more effective knowledge structures. With more effective knowledge structures, one can react more discriminatingly to the written and printed word. Sound knowledge structures involve not only the ability to organize and…

The representation of grammatical categories in the brain.

PubMed

Shapiro, Kevin; Caramazza, Alfonso

2003-05-01

Language relies on the rule-based combination of words with different grammatical properties, such as nouns and verbs. Yet most research on the problem of word retrieval has focused on the production of concrete nouns, leaving open a crucial question: how is knowledge about different grammatical categories represented in the brain, and what components of the language production system make use of it? Drawing on evidence from neuropsychology, electrophysiology and neuroimaging, we argue that information about a word's grammatical category might be represented independently of its meaning at the levels of word form and morphological computation.

Learning words and learning sounds: Advances in language development.

PubMed

Vihman, Marilyn M

2017-02-01

Phonological development is sometimes seen as a process of learning sounds, or forming phonological categories, and then combining sounds to build words, with the evidence taken largely from studies demonstrating 'perceptual narrowing' in infant speech perception over the first year of life. In contrast, studies of early word production have long provided evidence that holistic word learning may precede the formation of phonological categories. In that account, children begin by matching their existing vocal patterns to adult words, with knowledge of the phonological system emerging from the network of related word forms. Here I review evidence from production and then consider how the implicit and explicit learning mechanisms assumed by the complementary memory systems model might be understood as reconciling the two approaches. © 2016 The British Psychological Society.

Lexical Testing and the Reliability of the Modified Vocabulary Knowledge Scale

ERIC Educational Resources Information Center

Tan, Debbita; Pandian, Ambigapathy; Jaganathan, Paramaswari

2016-01-01

This paper highlights some of the vocabulary tests available, and reports the reliability of the modified Vocabulary Knowledge Scale (VKS) (Rosszell, 2007). Although there is no consensus as to what actually constitutes vocabulary knowledge, the notion that it is made up of receptive knowledge (words recognised or known when seen or heard) and…

Generation of Signs within Semantic and Phonological Categories: Data from Deaf Adults and Children Who Use American Sign Language

ERIC Educational Resources Information Center

Beal-Alvarez, Jennifer S.; Figueroa, Daileen M.

2017-01-01

Two key areas of language development include semantic and phonological knowledge. Semantic knowledge relates to word and concept knowledge. Phonological knowledge relates to how language parameters combine to create meaning. We investigated signing deaf adults' and children's semantic and phonological sign generation via one-minute tasks,…

The Development of Word Frequency Lists Prior to the 1944 Thorndike-Lorge List.

ERIC Educational Resources Information Center

Bontrager, Terry

1991-01-01

Examines the word frequency studies that preceded the 1944 Thorndike-Lorge count and places those investigations in their broad, cultural perspective. Draws attention to the impact of the studies on knowledge about language and its development, educational curriculum and assessment, and methods of research. (MG)

Spelling across the Curriculum.

ERIC Educational Resources Information Center

Fowler, Elaine D.

There are many reasons for teachers' reluctance to address the issue of spelling content area vocabulary words; however, content vocabulary word spelling need not be ignored because of time constraints, boredom, or lack of knowledge on the teacher's part any longer. A method which can be utilized is an adaption of "Scratch, Scribble and…

Can Group Discussions and Individualized Assignments Help More Students Succeed in Developmental Mathematics?

ERIC Educational Resources Information Center

Jaafar, Reem

2015-01-01

Students taking developmental mathematics courses resist attempting word problems when they are presented to them. Although word problems can help students contextualize learning, develop better understanding of the concepts and apply world knowledge, they constitute an impediment to students' progress in developmental mathematics courses. A…

A Model of Reading Comprehension in Chinese Elementary School Children

ERIC Educational Resources Information Center

Yeung, Pui-sze; Ho, Connie Suk-han; Chan, David Wai-ock; Chung, Kevin Kien-hoa; Wong, Yau-kai

2013-01-01

The relationships of reading-related skills (rapid naming, morphological awareness, syntactic skills, discourse skills, and verbal working memory) and word reading to reading comprehension were examined among 248 Chinese fourth graders in Hong Kong. Multiple regression analysis results showed that syntactic skills (word order knowledge,…

Cognitive Skills and Literacy Performance of Chinese Adolescents with and without Dyslexia

ERIC Educational Resources Information Center

Chung, Kevin K. H.; Ho, Connie S.-H.; Chan, David W.; Tsang, Suk-Man; Lee, Suk-Han

2011-01-01

The present study sought to identify cognitive abilities that might distinguish Hong Kong Chinese adolescents with dyslexia and to assess how these abilities were associated with Chinese word reading, word dictation, and reading comprehension. The cognitive skills of interest were morphological awareness, visual-orthographic knowledge, rapid…