The present study aimed at developing a second language pragmatic aptitude test. To do so, the relevant literature was consulted, different components contributing to pragmatics aptitude were ...identified and tabulated and test items were developed for each component. The outcome was a test comprising four sections, i.e. memory for pragmatic rule learning, extroversion and cultural intelligence self-assessment questionnaire, mind-reading from films and mind-reading from voices. Three experts were invited to examine the face and content validity of the test. It was, then, administered to 40 native speakers of English. To establish the reliability of the test, the obtained data were subjected to Cronbach's Alpha Analysis. The results indicated that the newly developed test was a valid and reliable measure of aptitude for learning pragmatics. In order to ensure the construct validation of the test, it was administered to another 160 participants. The data gathered were analyzed using Factor Analysis. The results revealed that three sections of the test measured the same construct showing quite high correlations but extroversion and cultural intelligence self-assessment questionnaire did not. Consequently, it was removed from the test.
This study investigated second language metalinguistic knowledge, or explicit knowledge about the second language, in English-speaking university-level learners of German and Spanish. The status of ...metalinguistic knowledge in relation to the individual difference variables of language-learning aptitude, working memory for language, and participants' language-learning history was identified. Language-learning experience in formal settings was found to be the strongest predictor for levels of metalinguistic knowledge attained by the participants. Moreover, it was found that despite a significant relationship with language-learning aptitude, metalinguistic knowledge is separable and distinct from both aptitude and working memory. In conclusion, suggestions for further research are put forward.
Tools Clinicians Use Caesar, Lena G.; Kohler, Paula D.
Communication disorders quarterly,
08/2009, Letnik:
30, Številka:
4
Journal Article
Recenzirano
This study used a mail survey to gather information from 409 school-based speech-language pathologists (SLPs) in the state of Michigan regarding the types of language assessment procedures they ...employed when assessing children's language skills. Descriptive data regarding respondents' demographic, caseload, and employment characteristics were also obtained. Results indicated that respondents were a homogenous group with homogenous assessment practices. Although respondents used both formal and informal procedures when assessing English-speaking children's skills, informal procedures were used more frequently. With regard to informal procedures, almost all responding SLPs (98%) reported frequently using parent—teacher interviews as an assessment procedure. Among formal, standardized procedures, the Clinical Evaluation of Language Functions was used frequently by the highest proportion of respondents (79%). Implications regarding SLPs' conformity to the American Speech-Language Hearing Association's recommended guidelines for unbiased language assessment are discussed.
The goal of this study is to investigate the role of working memory capacity in L2 attainment and performance. The study uses an L1 reading span task to measure working memory of a group of 59 high- ...intermediate/advanced learners of English, and a film retelling task to measure their oral production. The analysis first showed a moderate to high correlation between proficiency measured by a general proficiency test and learners’ fluency, lexical complexity, and accuracy but not structural complexity on the retelling task. Secondly, no correlation was found between overall proficiency and working memory. Thirdly, a weak correlation was found between fluency and lexical complexity, and working memory. When the group was split into top and bottom levels of proficiency, moderate correlations were found between lexical complexity and working memory only for the high-proficiency group. The results are discussed in the light of previous research.El objetivo de este estudio es investigar el rol de la capacidad de memoria operativa en la proficiencia y la producción en una L2. El estudio utiliza una tarea de reading span en la L1 para medir la memoria operativa de un grupo de 59 estudiantes de inglés de nivel intermedio alto/avanzado, y una tarea narrativa para medir su producción oral. Los análisis muestran correlaciones significativas entre la proficiencia medida por un test de proficiencia general y la fluidez, complejidad léxica, y corrección, aunque no con la complejidad estructural. Las correlaciones también son positivas y significativas entre la memoria operativa y la fluidez y complejidad léxica, pero no se observa una correlación significativa entre la proficiencia general y la memoria operativa. Cuando se divide el grupo entre los niveles más altos y más bajos se encuentran correlaciones moderadas entre la complejidad léxica y la memoria operativa sólo para el grupo de proficiencia alta. Los resultados se analizan en base a los escasos trabajos previos.
The functional significance of sleep spindles for overnight memory consolidation and general learning aptitude as well as the effect of four 10-minute sessions of spindle frequency (11.6-16 Hz, ...sigma) neurofeedback-training on subsequent sleep spindle activity and overnight performance change was investigated. Before sleep, subjects were trained on a paired-associate word list task after having received either neurofeedback training (NFT) or pseudofeedback training (PFT). Although NFT had no significant impact on subsequent spindle activity and behavioral outcomes, there was a trend for enhanced sigma band-power during NREM (stage 2 to 4) sleep after NFT as compared to PFT. Furthermore, a significant positive correlation between spindle activity during slow wave sleep (in the first night half) and overall memory performance was revealed. The results support the view that the considerable inter-individual variance in sleep spindle activity can at least be partly explained by differences in the ability to acquire new declarative information. We conclude that the short NFT before sleep was not sufficient to efficiently enhance phasic spindle activity and/or to influence memory processing. NFT was, however, successful in increasing sigma power, presumably because sigma NFT effects become more easily evident in actually trained frequency bands than in associated phasic spindle activity.
본 연구는 가정 방문교육 프로그램이 다문화가정 자녀의 학업 및 자기주도학습태도에 미치는 영향을 살펴봄으로써 다문화가정 자녀 학업 능력 향상을 위한 기초 자료를 제공하는데 목적이 있다. 이를 위해 서울, 경기, 부산지역 175명의 다문화가정 자녀의 학업 및 자기주도학습태도 수준을 분석하였다. 다문화가정 자녀들을 위한 가정 방문교육 프로그램이 교과 학력 ...증진과 자기주도학습에 도움을 주는가를 확인하기 위하여, 실험전과 실험후의 교과별 평가 점수와 자기주도학습태도 변화를 조사하였다. 그 결과 실험전과 실험후의 전체 평균은 통계적으로 유의미한 차이가 있는 것으로 나타났으며, 자기주도학습태도도 실험전과 실험후의 평균도 통계적으로 유의미한 차이가 있는 것으로 나타났다. 교과별 전체 평균값이 30.31점으로 낮게 나타났으며, 과학이 51.82점으로 가장 높고, 국어 38.22점, 수학 31.31점, 영어 9.85점으로 가장 낮게 나타났다. 자기주도학습태도를 분석한 결과, 하위영역 중 자기주도능력이 학습법보다 높은 것으로 나타났다. 자기주도능력의 하위변인은 고학년, 저학년의 관계없이 주도성, 지기효능감, 만족지연 순으로 나타났다. 학습법의경우에는 저학년은 자기관리능력이 인지전략보다 다소 높게 나타났다. 고학년의 경우에는 사고전략연역에서 메타인지가 인지전략보다 높게 나타났고, 관리영역에서는 도움구하기, 자기관리, 시간관리의 순으로 나타났다. 다문화가정 자녀의 인구학적 변인에 따른 학력 수준을 분석한 결과 통계적으로 유의미한 변인은 없는 것으로 나타났다. 반면, 인구학적 특성에 따른 자기주도 학습 수준을 분석한 결과 이중언어, 친구관계, 학업 수준에 따라 통계적인 유의미한 차이를 보였다. 연구 결과를 바탕으로 다문화가정 자녀의 학력 및 자기주도학습태도 증진을 위해 가정 방문을 통한 1:1 교육 프로그램이 사사하는 바를 논의하였다.
The purpose of this study is to offer fundamental data to improve academic ability and self-directed learning aptitude of multicultural children. For this study, I measured the level of academic ability and self-directed learning aptitude of 175 multicultural children in the area of Seoul, Kyonggi-do, and Busan. According to the results, the average of subject tests of multicultural children was 30.31. The highest score was science (M=51.83), followed by Korean (M=38.22), Math (M=31.31), and lastly English (M=9.83). In regards to younger students (1-3 grades), the self-directed learning aptitude was 3.37 and with older students (4-6 grades), the self-directed learning aptitude was 3.27. Both indicated the same result; the self-directed skill score was higher than the learning method score. Moreover, I found that there were no background variables that affect multicultural children`s academic abilities. However, the self-directed learning aptitude showed a meaningful difference according to bilingual ability, friendship, and academic ability. The result of this study indicated that the 1:1 visiting education showed a statically meaningful difference for improving academic ability and self-directed learning aptitude. Based on this study, I have discussed the importance of 1:1 visiting education in order to improve academic ability and self-directed learning aptitude of multicultural children.
Provider: - Institution: - Data provided by Europeana Collections- The relationship between education, skills and labour market outcomes is becoming an increasingly pressing issue in many countries. ...In the UK, recent changes in education and skills funding structures and the ongoing consequences of the 2008 recession may have affected participation in training. "Virtuous" and "vicious" circles of learning may exist, whereby access to training is associated with social advantage, and training begets more training. We explore workers' participation in different types of training and how this is associated with wages using the UK Household Longitudinal Study. Our exploratory findings suggest that those working in lower-level occupations may not only be less likely to undertake training in general, but also less likely to have done types of training associated with wage increases (e.g., to meet occupational standards), and more likely to have done training associated with no or negative changes in wages (e.g., health and safety) compared to those working in higher-level occupations. We suggest that further research is needed to unpack the "black box" of training and its impacts upon different groups of people. We discuss the implications of our findings to help break the "vicious" circles.- All metadata published by Europeana are available free of restriction under the Creative Commons CC0 1.0 Universal Public Domain Dedication. However, Europeana requests that you actively acknowledge and give attribution to all metadata sources including Europeana
Provider: - Institution: - Data provided by Europeana Collections- The primary aim of this article is to provide a comprehensive review and elaboration of model matching and its theoretical ...propositions. Model matching explains and predicts individuals' outcomes related to gameplay by focusing on the interrelationships among games' systems of mechanics, relevant situations external to the game, and players' mental models. Formalizing model matching theory in this way provides researchers a unified explanation for game-based learning, game performance, and related gameplay outcomes while also providing a theory-based direction for advancing the study of games more broadly. The propositions explicated in this article are intended to serve as the primary tenets of model matching theory. Considerations for how these propositions may be tested in future games studies research are discussed.- All metadata published by Europeana are available free of restriction under the Creative Commons CC0 1.0 Universal Public Domain Dedication. However, Europeana requests that you actively acknowledge and give attribution to all metadata sources including Europeana
Provider: - Institution: - Data provided by Europeana Collections- "The main goal of this investigation was to determine the influence of the family contextual variables on children's basic learning ...skills. Basic abilities tests for children's academic learning were administered to a sample of 447 children aged three, four, and five years in preschool education. The parents completed the
questionnaire, which collected data about the structural variables of the family context: family structure, educational level, occupational activity, cultural resources available in the home, and monthly family income. Univariate analyses of variance were performed. The parents' educational level and some of the variables of cultural resources, such as access to the Internet, influence the basic abilities of the participants. This study indicates that structural variables condition family resources of a dynamic nature, and these are significant variables for academic achievement." (author's abstract)- All metadata published by Europeana are available free of restriction under the Creative Commons CC0 1.0 Universal Public Domain Dedication. However, Europeana requests that you actively acknowledge and give attribution to all metadata sources including Europeana
Provider: - Institution: - Data provided by Europeana Collections- Mathematics education has been notoriously slow at interpreting inclusion in ways that are not divisive. Dominant views of ...educational inclusion in school mathematics classrooms have been shaped by social constructions of ability. These particularly indelible constructions derive from the perceived hierarchical nature of mathematics and the naturalised assumption that mathematisation is purely an intellectual exercise. Constructions of ability, therefore, emanate from the epistemic structures of mathematics education as predominantly practiced worldwide, and the prevalence of proceduralism and exclusion in those practices. Assumptions about "ability" have become a truth to mathematical aptitude held by mathematics teachers in schools. This includes schools across Scotland. In Scotland, the government owes the "included pupil" a legal obligation to provide additional support for learning under section 1(1) of the Education (Additional Support for Learning) (Scotland) Act 2004. However, classroom practices deployed around socially-constructed notions of ability have seen schools moving away from an emphasis on "additional" to an expansive interpretation of "different from" in the language of section 1(3)(a) of the Act 2004. This shift, therefore, reinstalls exclusionary effects to school mathematics practices by creating the conditions for some pupils, constructed in terms of disabilities or low ability, to be afforded a more inferior education than others. While philosophical conversations around whether these practices are ethical, egalitarian or democratic might ensue, there is also the human rights angle, which asks whether such practices are even lawful.- All metadata published by Europeana are available free of restriction under the Creative Commons CC0 1.0 Universal Public Domain Dedication. However, Europeana requests that you actively acknowledge and give attribution to all metadata sources including Europeana
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