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1. Time Reference through Verb Inflection in Turkish Agrammatic Aphasia (EJ821772)
Author(s):
Duman, Tuba Yarbay; Bastiaanse, Roelien
Source:
Brain and Language, v108 n1 p30-39 Jan 2009
Pub Date:
2009-01-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Verbs; Turkish; Neurolinguistics; Aphasia; Time Factors (Learning); Grammar; Form Classes (Languages); Speech Communication; Models; Error Patterns
Abstract: This study tested the production of tensed finite verbs and participles referring to the past and future in agrammatic speakers of Turkish. The agrammatic speakers did not make more time reference errors in tensed verbs than in participles. This is interesting because tense in general cannot therefore be the main problem, since time reference for participles lacking tense inflection is as difficult as for verbs with tense inflection. Besides that, the past tense/perfect aspect was found to be more difficult to produce for the agrammatic speakers than the future tense/imperfect aspect. None of the current theories on agrammatic deficits can explain why reference to the past/perfect aspect is more difficult than reference to future/imperfect aspect, although a similar finding was reported for Dutch by Bastiaanse [Bastiaanse, R. (2008). "Production of verbs in base-position by Dutch agrammatic speakers: Inflection versus finiteness." "Journal of Neurolinguistics," 21, 104-119]. We present a remoteness model of time reference to account for the data. (Contains 3 figures and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. The Influence of Goal Orientation Dimensions on Time to Train in a Self-Paced Training Environment (EJ821866)
Ely, Katherine; Sitzmann, Traci; Falkiewicz, Cari
Learning and Individual Differences, v19 n1 p146-150 2009
2009-00-00
Descriptors: Web Based Instruction; Goal Orientation; Job Training; Trainees; Prediction; Time Factors (Learning); Computer Assisted Instruction; Electronic Learning; Individual Differences; Internet; Individualized Instruction
Abstract: This study examined the role of goal orientation dimensions in understanding differences in time spent in an online, occupational training program. In predicting time to train, there was a significant interaction between mastery and performance-avoid goal orientations ([beta] = -0.32), highlighting the value of considering goal orientation dimensions in concert. Trainees with low mastery and low performance-avoid goal orientations completed training considerably faster than trainees who were high on one or both of these dimensions. Although trainees varied greatly in the amount of time spent in training (lengths ranged from 21 to 72 days), time spent in training did not significantly predict knowledge levels ([beta] = -0.14). As organizations move toward Web-based instruction, research is needed to elucidate the decisions that trainees make in self-paced training environments and the impact that individual differences have on these decisions. (Contains 1 figure and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Small Group Computer-Assisted Instruction with SMART Board Technology: An Investigation of Observational and Incidental Learning of Nontarget Information (EJ823212)
Campbell, Monica L.; Mechling, Linda C.
Remedial and Special Education, v30 n1 p47-57 2009
Descriptors: Feedback (Response); Small Group Instruction; Stimuli; Investigations; Learning Disabilities; Observational Learning; Incidental Learning; Program Effectiveness; Teaching Methods; Kindergarten; Young Children; Computer Assisted Instruction; Reading Instruction; Instructional Effectiveness; Phoneme Grapheme Correspondence; Time Factors (Learning); Word Recognition; Visual Aids; Educational Technology; Computer Uses in Education
Abstract: This investigation examined the effectiveness of teaching letter sounds in a small group arrangement using computer-assisted instruction with SMART Board technology and a 3s constant time delay procedure to three students with learning disabilities. A multiple probe design across letter sound sets and replicated across students evaluate the effectiveness of the program and students' acquisition of other students' letter sounds through observational learning. In addition, students were assessed on their acquisition of incidental information presented in the instructive feedback statements following correct responses to target and nontarget stimuli. Results indicate that (a) the program was effective in teaching letter sounds to three students and (b) students acquired some letter sounds targeted for other students and incidental information (letter names) presented in the instructive feedback statements for their own and other group members' target stimuli. Findings are discussed in terms of presenting small group instruction through interactive white board technology. (Contains 3 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. On the Signals Underlying Conscious Awareness of Action (EJ823123)
Obhi, Sukhvinder S.; Planetta, Peggy J.; Scantlebury, Jordan
Cognition, v110 n1 p65-73 Jan 2009
Descriptors: Motion; Thinking Skills; Cognitive Processes; Error Patterns; Time Factors (Learning); Prediction; Stimuli
Abstract: To investigate whether conscious judgments of movement onset are based solely on pre-movement signals (i.e., premotor or efference copy signals) or whether sensory feedback (i.e., reafferent) signals also play a role, participants judged the onset of finger and toe movements that were either active (i.e., self initiated) or passive (i.e., initiated by the experimenter). Conscious judgments were made by reporting the position of a rotating clock hand presented on a computer screen and were then compared to the actual measured time of movement onset. In line with previous studies, judgment errors were found to be anticipatory for both finger and toe movements. There was a significant difference between judgment errors for active and passive movements, with judgments of active movements being more anticipatory than judgments of passive movements. This is consistent with a pre-movement (from here on referred to as an "efferent") account of action awareness because premotor and efference copy signals are only present in active movements, whereas the main source of movement information in passive movements is sensory feedback which is subject to time delays of conduction (and hence predicts later judgment times for passive movements). However, judgments of active toe movement onset time were less anticipatory than judgments of active finger movement onset time. This pattern of results is not consistent with a pure efferent account of conscious awareness of action onset--as this account predicts more anticipatory judgments for toe movements compared to finger movements. Instead, the data support the idea that conscious judgments of movement onset are based on efferent (i.e., premotor, efference copy) and reafferent (i.e., feedback from the movement) components. (Contains 3 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. "Que Hago?" Latino/a Children Describe Their Activities in an "Exemplary" School (EJ823628)
Bussert-Webb, Kathy
Journal of Latinos and Education, v8 n1 p38-54 Jan 2009
Descriptors: Multicultural Education; Art Activities; Educational Change; Hispanic American Students; Elementary School Students; Interviews; Integrated Curriculum; Student Attitudes; Testing; Time Factors (Learning); Creative Teaching; Student Participation; Student Motivation; High Stakes Tests; Low Income Groups; After School Programs; Cultural Awareness; Classroom Environment; Social Studies
Abstract: This article focuses on how 47 Latinos/as (Grades 2-5) described their day in a state-rated exemplary public school. They attended Tarea, a pseudonym for a test-focused South Texas school. Interviews took place during an after-school cultural arts program I taught at Tarea for enrichment purposes. The most common interview themes were lack of curriculum integration, escape from the classroom, testing, time, and work. The least common themes were creative engagement, enjoyment, multicultural education, community, and multiple sign systems. I interpret these findings vis-a-vis the school's high-stakes context and provide an alternative vision of schools serving low-income Latino children. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Children's Patterns of Composition and Their Reflections on Their Composing Processes (EJ823599)
Myhill, Debra
British Educational Research Journal, v35 n1 p47-64 Feb 2009
2009-02-00
Descriptors: Writing Ability; Time Factors (Learning); Writing (Composition); Writing Processes; Profiles; Grade 9; Cognitive Processes; Foreign Countries; Grade 11; High School Students; Writing Assignments; Observation; Interviews; Student Characteristics; Metacognition
Abstract: This article reports on an Economic and Social Research Council-funded study into secondary-aged writers' compositional processes, both as observed in a naturalistic classroom setting and as gathered through post hoc reflections. The sample comprised 38 children drawn from Year 9 and Year 11 who were observed, using an annotated timeline, responding to a writing task in the classroom and were subsequently interviewed, using stimulated recall. The initial analysis of the pause and writing patterns observed during the writing task revealed different writing profiles for different writers, and subsequent analysis suggests tentatively that writers of different proficiency may present differing writing profiles. These patterns of composition are then illustrated further through use of the interview data, indicating the writers' awareness of their own composing processes. Finally, the article considers the pedagogic and theoretical implications of these findings, in particular the need for further confirmatory research. (Contains 6 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Additivity of Factor Effects in Reading Tasks Is Still a Challenge for Computational Models: Reply to Ziegler, Perry, and Zorzi (2009) (EJ825162)
Besner, Derek; O'Malley, Shannon
Journal of Experimental Psychology: Learning, Memory, and Cognition, v35 n1 p312-316 Jan 2009
Journal Articles; Opinion Papers
Descriptors: Reading Processes; Word Frequency; Models; Reading Aloud to Others; Experiments; Time Factors (Learning); Reading
Abstract: J. C. Ziegler, C. Perry, and M. Zorzi (2009) have claimed that their connectionist dual process model (CDP+) can simulate the data reported by S. O'Malley and D. Besner. Most centrally, they have claimed that the model simulates additive effects of stimulus quality and word frequency on the time to read aloud when words and nonwords are randomly intermixed. This work represents an important attempt given that computational models of reading processes have to date largely ignored the issue of whether it is possible to simulate additive effects. Despite CDP+'s success at capturing many other phenomena, it is clear that CDP+ fails to capture the full pattern seen with skilled readers in these experiments. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Gender Differences in Academic Achievement among Turkish Prospective Teachers of English as a Foreign Language (EJ825928)
Erten, Ismail Hakki
European Journal of Teacher Education, v32 n1 p75-91 Feb 2009
Descriptors: Academic Achievement; Content Analysis; Gender Differences; Foreign Countries; Preservice Teachers; English (Second Language); Language Teachers; Interviews; Social Influences; Study Habits; Interpersonal Relationship; Metacognition; Time Factors (Learning); Student Teacher Attitudes; Teaching (Occupation); Student Motivation; Grade Point Average; Family Influence
Abstract: This study seeks to explain prevalent gender differences in academic achievement of 84 third-year students enrolled in a pre-service ELT (English Language Teaching) teacher training department. The study collected both qualitative and quantitative data through semi-structured interviews from a sample of 38 students. A content analysis of the data indicated that male and female trainee teachers had differentiating perceptions of social roles and, as an artefact of these roles, they differed in the quality and quantity of time and effort allocated for their academic studies. Girls reported both longer periods of time and more efficient metacognitive disposition than their male peers. Another important factor for the observed differences appeared to be the perception of teaching as a profession. Female trainee teachers reported more intrinsic orientations towards the profession whereas male trainee teachers mentioned more extrinsic orientations, which seemed to directly influence the participants' engagement with their academic endeavour. (Contains 9 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Instructor/Student Perception of Effective Use of Class Time (ED504180)
Lambert, Judy C.; Asman, Sharon
Online Submission
2009-02-06
Reports - Evaluative
N/A
Descriptors: Class Activities; Student Attitudes; Teaching Experience; Classroom Techniques; Time Factors (Learning); Time Management; Acceleration (Education); Preschool Teachers; Preservice Teacher Education; Nontraditional Education; Adult Students; Content Area Reading; Reading Instruction; Undergraduate Study; Focus Groups; Teacher Attitudes
Abstract: This study investigated the following: (1) What are college students' perceptions of in-class activities or the way face-to-face class contact time is used? and (2) Do students' perceptions of the above differ based on amount of teaching experience they have had? Examined were the value or helpfulness of specific class activities in terms of helping students understand concepts and course material and whether the activities were perceived as enjoyable, motivating, and a good model for future classroom use. Findings indicate that students clearly remembered the class activities and perceived them as a valuable use of class time. Certain activities were consistently rated higher than others. The amount of teaching experience of the students had little effect on their perceptions. The study provided support for continuing the use of the activities studied and indicate which ones should be modified or eliminated. It also provided strong support for the involvement of students in determining certain aspects of the course. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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10. Contributions of Procedure and Stimulus Learning to Early, Rapid Perceptual Improvements (EJ827089)
Ortiz, Jeanette A.; Wright, Beverly A.
Journal of Experimental Psychology: Human Perception and Performance, v35 n1 p188-194 Feb 2009
Descriptors: Training; Perceptual Motor Learning; Learning Processes; Task Analysis; Time Factors (Learning); Auditory Stimuli; Cognitive Processes; Performance; Adults; Experiments; Comparative Analysis
Abstract: Improvements in performance on many perceptual skills can occur with only a single training session. Of interest here is what aspects of the training experience are being learned during this brief exposure. Although there is considerable evidence that learning associated with specific feature values of the stimulus used in training ("stimulus learning") contributes to these rapid improvements, there has been little direct investigation of the possibility that other types of learning do so as well. Here the authors show that not only stimulus learning but also learning of more general aspects of the training experience ("procedure learning") contributed to rapid improvements in performance on interaural time difference discrimination. However, practice on the type of judgment to be made did not appear to aid performance (no "task learning"). These results are consistent with physiological reports that different neural mechanisms are engaged at different time points during even a brief training session, and imply that the circuits that are engaged and likely modified vary in the degree of their selectivity to the target condition. Such changes presumably enable further learning. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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