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1
Acocella, Ivana. "L'uso delle fonti "ufficiali" in studi sull'immigrazione: le Anagrafi comunali e il Censimento della popolazione." MONDI MIGRANTI, no. 1 (June 2015): 185–215. http://dx.doi.org/10.3280/mm2015-001010.
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Prawiyata, Yugi Diraga. "THE USE OF ANAGRAMS TO INCREASE STUDENTS’ ENGLISH VOCABULARY MASTERY." JURNAL PENELITIAN PENDIDIKAN BAHASA DAN SASTRA 5, no. 1 (April 22, 2020): 22–24. http://dx.doi.org/10.32696/ojs.v5i1.397.
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The objective of the research was to find out whether Anagrams increased students’ vocabulary mastery and to find out how was the students’ mastery in learning vocabulary by using Anagrams. The subject of this research was the second year students of MTs Al Washliyah 32 Sei Bamban in academic year 2018/2019 which consisted of thirty people. In this research, it was applied the Classroom Action Research (CAR). Technique of collecting the data was to use a written test, in a certain topic applied in Anagram technique where the researcher made the indicators as the test consisted of twenty where each number amounts to 5. Then the researcher observed the students’ action while the use of Anagram technique was implemented and also the students’ opinion about the effectiveness of Anagram technique toward their vocabulary mastery. The result of the research showed that the students’ score in the second cycle was higher (85-95) than the first cycle (68-90). In other words it indicated that the use of Anagrams really increase students’ vocabulary mastery.
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Medyntsev, A. A. "The influence of implicit cue on information processing in anagram solving task." Experimental Psychology (Russia) 10, no. 1 (2017): 23–37. http://dx.doi.org/10.17759/exppsy.2017100103.
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This article presents the results of a study, aimed at exploring the influence of implicit cues on early “automatic” processes (first 400 ms) in anagram solving task. During six experimental series participants were shown two type of stimuli: anagrams and pseudowords in random order. Participants had to discriminate the type of stimuli, solve the anagrams and response (by key pressing), whether it was insight solution or not. In the first five series pseudowords had a special cue (letters “A” and “O”). There were no such cues in anagrams. In the last experimental series there were no cues on both pseudowords and anagrams. The participants did not know about such differences. The electroencephalography (EEG) was recorded during this study. It was shown that discrimination time decreased from the first to the fifth series, but increase in the last series. The number of correct discriminations increased from the first to the fifth series, and decreased in the last one. EEG analysis showed significant difference in amplitude of late positive component on interval 200 to 300 ms after stimuli between anagrams and pseudowords. This findings may be explained by activation of semantic network, which is involved in anagram solution processing. This work was supported by grant RSCF № 14-18-03773.
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Medyntsev, Alexey, Alena Kogan, Pavel Sabadosh, Olga Dyatlova, Svetlana Nemirova, and Diana Kayutina. "Intuitive Feeling of Closeness to Solution Preceding Insight in Anagram Tasks." Russian Journal of Cognitive Science 6, no. 4 (December 31, 2019): 16–23. http://dx.doi.org/10.47010/19.4.2.
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One of the main research questions related to creativity is the dilemma of specificity vs. non-specificity of the mechanisms underlying insight solutions as compared to analytical solutions of a problem. The first goal of our study was to verify insight solution specificity on solving anagram tasks. The second goal was to test a hypothesis about the existence of unconscious processing prior to insight solutions. We presented two types of stimuli to participants: anagrams and pseudowords. During the experiment, participants had to perform two successive tasks. First they had to judge whether they were being shown an anagram or a pseudoword, and then they had to solve the anagram. Anagrams and pseudowords differed in some visual features, of which the participants were not aware. It was expected that unconscious processing (if it exists) would be influenced by the implicit difference between the appearance of stimulus categories. During the solving process, participants had to rate how close they were to a solution. After a successful solution, they also had to indicate which way they found it: analytically or with insight. Our results showed that prior to an insight solution, participants felt that they were farther from the final solution than in the case of an analytical solution. These results confirm Metcalfe and Wiebe’s (1987) conclusions on the difference between insight and analytical solutions. According to these data, we can propose different specific mechanisms for insight solutions and analytical solutions in anagram tasks. At the same time, the presence of visual differences between stimulus categories did not influence the anagram solving process. The current results did not show evidence for an important role of unconscious processing before insight solutions of anagrams
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Gignac, Gilles E., and Ka Ki Wong. "A Psychometric Examination of the Anagram Persistence Task: More Than Two Unsolvable Anagrams May Not Be Better." Assessment 27, no. 6 (July 18, 2018): 1198–212. http://dx.doi.org/10.1177/1073191118789260.
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The purpose of this investigation was to examine a single-anagram, a double-anagram, and multi-anagram versions of the Anagram Persistence Task (APT) for factorial validity, reliability, and convergent validity. Additionally, a battery of intelligence tests was administered to examine convergent validity. Based on an unrestricted factor analysis, two factors were uncovered from the 14 anagram (seven very difficult and seven very easy) response times: test-taking persistence and verbal processing speed. The internal consistency reliabilities for the single-anagram, double-anagram, and multi-anagram (seven difficult anagrams) measures were .42, .85, and .86, respectively. Furthermore, all three versions of the APT correlated positively with intelligence test performance ( r ≈ .22). However, the double-anagram and multi-anagram versions also evidenced negative, nonlinear effects with intelligence test performance ( r ≈ −.15), which suggested the possibility of testee adaptation. Taking psychometrics and administration time into consideration, simultaneously, the double-anagram version of the APT may be regarded as preferred.
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Houtz, John C., and Alan D. Frankel. "Hemisphericity and Problem-Solving Ability." Perceptual and Motor Skills 66, no. 3 (June 1988): 771–74. http://dx.doi.org/10.2466/pms.1988.66.3.771.
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149 freshmen undergraduates were administered the Higher Information Processing Scale and an anagram problem-solving task. Single-solution anagrams were chosen from lists of age-appropriate vocabulary words high in concrete imagery or low in imagery (abstract). Small but significant correlations were obtained between number of concrete anagrams solved and right- and integrated-hemispheric preference scores, respectively. Students categorized as “integrated preference” solved more high-imagery anagrams than any other group. Results lend support to the hypothesis that brain hemisphere specializations may exist but integration of the hemispheres may yield best performance.
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Berndt, Eduard, Carolin Dudschig, and Barbara Kaup. "Activating concepts by activating experiential traces: investigations with a series of anagram solution tasks." Quarterly Journal of Experimental Psychology 71, no. 2 (January 1, 2018): 483–98. http://dx.doi.org/10.1080/17470218.2016.1261913.
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According to the experiential-simulations view of language, words automatically activate experiential traces that stem from the reader’s interactions with their referents. Here, we focus on the corresponding influence in the opposite direction. By means of an anagram-solving task we investigated whether activating spatial experiential traces would activate the corresponding concepts, which in turn facilitates access to associated words. Participants solved anagrams of nouns associated with the ocean or the sky (e.g. dolphin = “ dplhion” or cloud = “ cdulo”). In six experiments we provided additional context information such as positional information (presenting the anagram at the top or the bottom of the screen), or pictorial information that either matched the ocean and sky theme or not, or both positional and pictorial information. Anagrams were solved faster when the position of the anagram was congruent with the location of the noun’s referent in the real world, but only when presented on the background of an ocean-sky picture. Thus, activating experiential traces indeed seems to activate related concepts but positional information alone is not enough to find facilitation in an anagram solving task. Rather what is needed is a whole set of traces that sufficiently narrow down the number of related concepts.
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Perbandt, Kerstin. "Differential Effects of Incongruent Anger Expression on Memory Performance." Journal of Individual Differences 28, no. 3 (July 2007): 129–37. http://dx.doi.org/10.1027/1614-0001.28.3.129.
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Abstract. There is growing evidence that certain strategies of emotion regulation may lead to impaired cognitive performance. The present study investigated the impact of manipulated discrepancy between felt and displayed anger on cognitive performance and how it is modulated by extraversion. Fifty-six female participants were asked to solve two blocks of anagrams. Additionally, half of the subjects were instructed to show an angry emotional expression while solving the second block of anagrams, the remaining half were asked to keep their expression neutral. Before the second anagram trial, half of the participants were provoked, half of them were not. The subsequent unexpected memory test revealed a detrimental effect of the incongruent anger expression on the recall of the anagram solutions seen in the second trial. Compared to participants low on extraversion, high extraverts appeared to profit from showing an emotional display that was congruent with their feelings.
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Zainudin, Agus, Prima Cristi Crismono, and Maryati Nutafia. "Images of Figure and Anagram Media Development In Optimization of Vocabulary Master." Bidayatuna Jurnal Pendidikan Guru Mandrasah Ibtidaiyah 5, no. 2 (August 25, 2022): 149–61. http://dx.doi.org/10.54471/bidayatuna.v5i2.1787.
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Media Image and Anagram is an effort to optimize the mastery of Indonesian vocabulary for class I students of Madrasah Ibtidaiyah. This study uses Research and Development (R&D) research methods adapted into 7 Borg And Gall development models: (Potentials and Problems, Data Collection, Product Design, Design Validation, Design Revision, Product Trial, and Product Revision). The population of this study was 26 students of class I MI Islamiyah Tempursari-Lumajang, who were divided into experimental and control groups. Data collection in this study used interviews, observations, questionnaires, and tests. The development of Pictures and Anagrams media resulted in Visual media products in the form of Stand Boards. Media product validation is carried out to determine the product's feasibility, the material validator's results get a score of 94, and the media design validator is 97. The Images of Figure and Anagram media are designed attractively to get a score of 95.3 in response to media attractiveness. In the t-test with a significance level, the results obtained 5% (2-tailed) 0.0001 < 0.05, meaning Ho is rejected and Ha is accepted, so there is a significant difference in increasing Indonesian vocabulary mastery between the experimental group using Pictures and Anagrams media with an impact group that did not use Pictures and Anagrams media.
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Crouch, Julie L., Regina Hiraoka, Thomas R. McCanne, Gim Reo, Michael F. Wagner, Alison Krauss, Joel S. Milner, and John J. Skowronski. "Heart Rate and Heart Rate Variability in Parents at Risk for Child Physical Abuse." Journal of Interpersonal Violence 33, no. 10 (December 10, 2015): 1629–52. http://dx.doi.org/10.1177/0886260515619169.
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The present study examined heart rate and heart rate variability (i.e., respiratory sinus arrhythmia [RSA]) in a sample of 48 general population parents (41.7% fathers), who were either at high risk ( n = 24) or low risk ( n = 24) for child physical abuse. During baseline assessments of heart rate and RSA, parents sat quietly for 3 min. Afterward, parents were presented with a series of anagrams (either easy or difficult) and were instructed to solve as many anagrams as possible in 3 min. As expected, high-risk (compared with low-risk) parents evinced significantly higher resting heart rate and significantly lower resting RSA. During the anagram task, high-risk parents did not evince significant changes in heart rate or RSA relative to baseline levels. In contrast, low-risk parents evinced significant increases in heart rate and significant decreases in RSA during the anagram task. Contrary to expectations, the anagram task difficulty did not moderate the study findings. Collectively, this pattern of results is consistent with the notion that high-risk parents have chronically higher levels of physiological arousal relative to low-risk parents and exhibit less physiological flexibility in response to environmental demands. High-risk parents may benefit from interventions that include components that reduce physiological arousal and increase the capacity to regulate arousal effectively.
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KAMČEV, NINA, TOMASZ ŁUCZAK, and BENNY SUDAKOV. "Anagram-Free Colourings of Graphs." Combinatorics, Probability and Computing 27, no. 4 (August 8, 2017): 623–42. http://dx.doi.org/10.1017/s096354831700027x.
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A sequenceSis calledanagram-freeif it contains no consecutive symbolsr1r2. . .rkrk+1. . .r2ksuch thatrk+1. . .r2kis a permutation of the blockr1r2. . .rk. Answering a question of Erdős and Brown, Keränen constructed an infinite anagram-free sequence on four symbols. Motivated by the work of Alon, Grytczuk, Hałuszczak and Riordan [2], we consider a natural generalization of anagram-free sequences for graph colourings. A colouring of the vertices of a given graphGis calledanagram-freeif the sequence of colours on any path inGis anagram-free. We call the minimal number of colours needed for such a colouring theanagram-chromaticnumber ofG.In this paper we study the anagram-chromatic number of several classes of graphs like trees, minor-free graphs and bounded-degree graphs. Surprisingly, we show that there are bounded-degree graphs (such as random regular graphs) in which anagrams cannot be avoided unless we essentially give each vertex a separate colour.
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Novick, Laura R., and Steven J. Sherman. "On the Nature of Insight Solutions: Evidence from Skill Differences in Anagram Solution." Quarterly Journal of Experimental Psychology Section A 56, no. 2 (February 2003): 351–82. http://dx.doi.org/10.1080/02724980244000288.
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According to the Gestalt psychologists, problem solutions that pop into mind suddenly with no awareness of the process by which they were generated are objectively as well as subjectively sudden. Thus, such pop-out solutions are qualitatively different from search solutions, which are constructed incrementally. The authors tested this claim in the domain of anagram solution. Experiment 1 documented that anagrams yield pop-out solutions, especially among highly skilled solvers. The results of Experiment 2 indicated that both pop-out and search solutions depended on the gradual accumulation of partial information, contrary to the Gestalt view of problem solving. Nevertheless, some aspects of the Experiment 2 results, as well as new analyses of an anagram study reported elsewhere, suggest that there may in fact be a qualitative difference between pop-out and search solutions. In particular, pop-out solutions may result from parallel processing of the constraints on the rearranged order of the anagram letters, whereas search solutions may result from a serial hypothesis-testing procedure.
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NIOKA, SHOKO, JOSEPH I. TRACY, SHANE RAINES, SCOTT BUNCE, and BRITTON CHANCE. "ANAGRAM PROBLEM-SOLVING AND LEARNING IN ANTERIOR PREFRONTAL CORTEX." Journal of Innovative Optical Health Sciences 01, no. 02 (October 2008): 157–75. http://dx.doi.org/10.1142/s1793545808000194.
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We utilized Near-Infrared (NIR) spectroscopy to closely investigate the activation change in anterior prefrontal cortex (aPFC) during verbal anagram problem-solving and learning. We used a parametric design of anagram-solving with three difficulty levels and evaluated anagram skill with two sets of subjects and protocols. The first protocol was a one-time evaluation of untrained subjects (n = 10) and the second protocol evaluated subjects over 6 weeks of training (n = 6). The untrained subjects in the first protocol demonstrated blood oxygenation corresponding to neuronal activation in the aPFC in response to medium and hard difficulty levels of the stimuli, while the easy anagram task deoxygenated the aPFC bilaterally, corresponding to deactivation. Higher performers have more aPFC activation than lower performers in the medium difficulty level anagram-solving task. Six weeks of training in the second protocol showed that training reduced oxygenation in aPFC. In particular, subjects with lower baseline skill in anagram production showed a larger reduction in oxygenation where true performance gains occurred (medium difficulty) and smaller reduction where the performance gains were limited (hard anagrams). Association of the aPFC activation with the difficulty of the complex task suggests that aPFC is a part of a circuit for execution of task performance. In addition, more use of aPFC by untrained high performers suggests that the role of the aPFC is to increase efficiency of a problem-solving task. Thus, the NIR spectroscopy showed that the aPFC is a key structure in the circuit implementing the development of anagram skill.
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Deeva, T. M., and D. D. Kozlov. "Acquisition of Abstract Knowledge in Implicit Learning of Anagram Solution Scheme." Experimental Psychology (Russia) 14, no. 1 (2021): 95–107. http://dx.doi.org/10.17759/exppsy.2021140103.
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The article addresses the problem of unconscious gaining of abstract knowledge. Participants solved circular 5-letter anagram arranged by the same invariant scheme. The learned schematic invariant is not perceptive, contrary to the usual invariant acquisition technique in other studies. The possibility of implicit learning of a solution scheme is discussed. Efficiency of anagram solving is compared between the groups with constant or changed solution scheme during the test stage. The change of the solution scheme leads to a decrease of efficiency, i.e. to the lower number of the solved anagrams. The results support the possibility of gaining unconscious abstract knowledge concerning the scheme without any perceptual invariant component. Possible use of a similar stimulus material in studies of interaction between visual and verbal components of working memory is briefly discussed.
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Strukova, Tatyana Viktorovna. "Anagram as an Enigmatic Genre." International Journal “Speech Genres” 28, no. 4 (2020): 302–9. http://dx.doi.org/10.18500/2311-0740-2020-4-28-302-309.
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This article studies structural-semantic and compositional aspects of the poetic anagram, which reflects the cognitive and linguistic picture of the world, as well as the national conceptual sphere. It is noted that the anagram genre originated in Russian poetry in the 1820s on the pages of the magazine “Blagonamerenny”. It published the first theoretical justification of such enigmatic genres as a riddle, a logogriff, a charade and a homonym. Its author was the famous statesman N. F. Ostolopov. It was he, as well as other poets, who actively collaborated with “Blagonamerenny”, who tested and introduced into the everyday life the genre varieties of the anagram: homonymanagram, charade-anagram, anagram-logogriff. They were not only a part of the poetic experiment, but also reflected the literary life of the era and had a polemical orientation. In order to decipher the coding part of these enigmatic texts, the addressee had to have a common with the addressee level of cognitive and linguistic thinking. At the same time, a distinctive feature of the anagram genre is its dialogical structure (subject-addressing system). Besides, the compelling (imperative) formulations are integral compositional elements, which serve as an appeal to the reader, where the author gives the necessary recommendations for the correct conversion of the encoded description. The author proposes first classifications of anagrams based on the ways of representing enigmatics (encrypted words) and on the methods of creating the coding part (interpretation field). There is a conclusion that the anagram is a culturally marked type of the text, characterized by stereotypical nature, associativity, precedence, semantic completeness, direct transformation of the encrypted meaning.
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Sequeira, Isabelle K., Addie S. Longmire, and Naomi J. McKay. "Trier Social Stress Test Elevates Blood Pressure, Heart Rate, and Anxiety, But a Singing Test or Unsolvable Anagrams Only Elevates Heart Rate, among Healthy Young Adults." Psych 3, no. 2 (June 3, 2021): 171–83. http://dx.doi.org/10.3390/psych3020015.
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The Trier Social Stress Test (TSST) is a psychosocial stressor that effectively stimulates the stress response but is labor and time intensive. Although other psychological stressors are often used experimentally, none are known to comparably elevate stress. Two stressors that may potentially elevate stress are a singing task (ST) and unsolvable anagrams, but there are not enough data to support their effectiveness. In the current experiment, 53 undergraduate males and females (mean age = 21.9 years) were brought into the laboratory, and baseline blood pressure, heart rate, self-rated anxiety, and salivary cortisol were recorded. Then, participants were randomly assigned to one of three stress conditions: TSST (n = 24), ST (n = 14), or an unsolvable anagram task (n = 15). Stress measures were taken again after the stressor and during recovery. The TSST significantly elevated systolic blood pressure, diastolic blood pressure, heart rate, and self-rated anxiety from pre-stress levels, replicating its stress-inducing properties. However, the ST and unsolvable anagrams only elevated heart rate, indicating that these methods are not as able to stimulate physiological or psychological stress. Overall, results indicate that out of these three laboratory stressors, the TSST clearly engages the stress response over the ST or unsolvable anagrams.
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Martin, Beth Ann, and Donald J. Manning. "Combined Effects of Normative Information and Task Difficulty on the Goal Commitment-Performance Relationship." Journal of Management 21, no. 1 (February 1995): 65–80. http://dx.doi.org/10.1177/014920639502100104.
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The role of normative information, task difficulty and goal commitment on task performance in an assigned goal condition was investigated in a laboratory study using 209 student volunteers. The experiment was a 2 (task difficulty) by 2 (normative information) factorial design. All subjects received assigned difficult goals and normative information indicating how previous individuals had performed on one of two versions of an anagram task (easy or difficult) after which subjects indicated their goal commitment and completed anagrams for a short work period. Results indicated a significant 3-way interaction (task difficulty, normative information and goal commitment) on task performance. Findings suggest that goal commitment moderates the effects of normative information and task difficulty on task performance.
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Krause, S., M. D. Back, B. Egloff, and S. C. Schmukle. "A New Reliable and Valid Tool for Measuring Implicit Self-Esteem." European Journal of Psychological Assessment 28, no. 2 (November 1, 2012): 87–94. http://dx.doi.org/10.1027/1015-5759/a000095.
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We investigated the reliability and predictive validity of a new response-window affective priming task (RW-APT) for the measurement of implicit self-esteem. Participants (N = 96) were administered the self-esteem RW-APT and filled out two measures of explicit self-esteem. To investigate the effect of explicit and implicit self-esteem on reactions to failure, we applied an anagram task in which participants received anagrams that were more difficult than expected. Three self-esteem criteria were obtained: pretask expectancy bias, perceived performance bias, and posttask expectancy bias. As hypothesized, explicit self-esteem and implicit self-esteem measures independently predicted all validity criteria. Taken together, the results show that RW-APT is a reliable and valid measure that might be an important addition to established measures of self-esteem.
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Perfect, T. J., J. J. Downes, P. De Mornay Davies, and K. Wilson. "Preserved Implicit Memory for Lexical Information in Alzheimer's Disease." Perceptual and Motor Skills 74, no. 3 (June 1992): 747–54. http://dx.doi.org/10.2466/pms.1992.74.3.747.
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Recent studies have suggested that there is a specific impairment of implicit memory for lexical priming in Alzheimer's Disease. However, there are problems in accepting data from the word-stem completion paradigm as evidence of pure implicit-memory performance. To assess whether Alzheimer's Disease patients are relatively impaired on implicit memory for lexical information an anagram-solution task was adopted. A group of 16 early stage Alzheimer's Disease patients and a group of 16 normal elderly subjects were presented a list of 40 target words. Subsequent free recall was significantly poorer in the former group, but while both groups were significantly better at solving anagrams for words they had previously seen, there was no difference between the two groups in the amount of priming. The data are consistent with the view that previous reports of an implicit deficit in Alzheimer's Disease may not generalise to implicit tasks independent of explicit-memory performance.
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Da Paixão, Glenda Miranda, and Grauben José Alves De Assis. "Uso do procedimento de Constructed Response Matching to Sample : uma revisão da literatura." Perspectivas em Análise do Comportamento 8, no. 1 (August 30, 2017): 47–60. http://dx.doi.org/10.18761/pac.2016.038.
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Realizou-se pesquisa nos periódicos nacionais e internacionais a fim de analisar as publicações que envolvem o procedimento de Constructed Response Matching to Sample (CRMTS), identificando as variáveis de procedimento facilitadoras do aprendizado de repertórios de leitura e escrita. Os termos de busca utilizados estavam em língua portuguesa (anagrama, construção e cópia) ou em língua inglesa (Constructed response matching to sample, anagram, constructed, construction e spelling). A sigla CRMTS também foi utilizada como termo de busca. Foram encontrados 571 artigos, sendo 35 selecionados para análise. O procedimento de CRMTS tem se mostrado eficiente para demonstrar a emergência de relações de equivalência. A informatização do procedimento, o uso das unidades verbais mínimas e procedimentos de correção combinados se mostraram eficientes na geração de aprendizagem, porém os resultados acerca da generatividade têm mostrado variabilidade. As variáveis envolvidas na propriedade generativa precisam ser melhor investigadas, bem como a generalização dos dados obtidos em ambiente controlado para ambientes naturais de aprendizagem.
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Uchida, Akitoshi, Robert B. Michael, and Kazuo Mori. "An Induced Successful Performance Enhances Student Self-Efficacy and Boosts Academic Achievement." AERA Open 4, no. 4 (October 2018): 233285841880619. http://dx.doi.org/10.1177/2332858418806198.
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A growing body of correlational research finds a relationship between self-efficacy—beliefs in one’s capabilities—and academic success. But few studies have investigated whether self-efficacy is causally related to academic success. We hypothesized that an experience of success would promote self-efficacy in junior high school students and would lead to academic improvements. To induce an experience of success, we secretly presented easy anagrams to target students (41 males and 43 females; 12–13 years old) who then outperformed their classmates (116 males and 115 females). We assessed students’ self-efficacy and academic achievement scores before and after the anagram tasks. We found that the success-induced students raised their self-efficacy, and this elevated self-efficacy persisted for as long as one year. Moreover, success-induced males eventually showed significant improvement in their academic achievement. These results provide a real-world experimental enactment of Bandura’s self-efficacy theory and have implications for the practices of educational practitioners.
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Yunitasari, Siska Nurma, Anang Santoso, and Ari Sapto. "Pengaruh Metode Permainan Kata Teka-Teki Silang dan Anagram terhadap Penguasaan Kosakata Siswa Kelas IV." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 4, no. 2 (February 28, 2019): 202. http://dx.doi.org/10.17977/jptpp.v4i2.11974.
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<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> Vocabulary mastery is crucial to be taught to elementary school students because it significantly affects the student’s language skills. This research was aimed to explain the influence of wordplay method such as crosswords and anagramss toward the vocabulary mastery of elementary school students. This study used a pretest posttest control group design with a sample of 36 students. The hypothesis test carried out using anacova test. The result show that there is a significant effect on the wordplay method include crosswords and anagrams to vovabulary mastery with the sig. value of 0,000 < 0,05.</p><p class="Abstract"><strong>Abstrak:<em> </em></strong>Penguasaan kosakata sangat penting untuk diajarkan kepada peserta didik di sekolah dasar karena hal tersebut sangat memengaruhi keterampilan berbahasa peserta didik. Tujuan penelitian ini adalah untuk menjelaskan pengaruh metode permainan kata teka-teki silang dan Anagram terhadap penguasaan kosakata siswa sekolah dasar. Penelitian ini menggunakan <em>pretest-posttest control group design </em>dengan sampel 36 peserta didik. Uji hipotesis dilakukan dengan uji Anacova. Hasil penelitian menunjukkan bahwa terdapat pengaruh signifikan metode permainan kata teka-teki silang dan Anagram terhadap penguasaan kosakata dengan nilai Sig. 0,000 < 0,05.</p></td></tr></tbody></table></div>
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FOWLER, ALASTAIR. "ANAGRAMS." Yale Review 95, no. 3 (July 2007): 33–43. http://dx.doi.org/10.1111/j.1467-9736.2007.00307.x.
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Juhnke, Ralph, and Jonathan N. Scott. "Psychology of Computer Use: V. Computer Use and the Experience of Time." Perceptual and Motor Skills 67, no. 3 (December 1988): 863–70. http://dx.doi.org/10.2466/pms.1988.67.3.863.
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To determine whether estimates of duration are altered when people use computers, 60 undergraduates solved easy or difficult single-solution anagrams presented on paper and by computer. Subjects who solved easy anagrams presented on paper underestimated the duration of time allowed for the task, while subjects who completed the anagrams presented by computer overestimated that duration. Also, subjects who solved difficult anagrams presented on computers solved significantly fewer anagrams than did subjects who solved difficult anagrams presented on paper. Results are discussed in terms of contradictory results of past research regarding perceived complexity of events in intervals and the interaction of task type and time estimation.
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Lapteva, E. M. "Eye movements as indicator of solution knowledge in anagram solving." Experimental Psychology (Russia) 9, no. 3 (2016): 41–53. http://dx.doi.org/10.17759/exppsy.2016090304.
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The current study attempted to replicate the results of Ellis et al. (2011) in an extended way. In the original study Ellis et al. demonstrated that eye movements may indicate the solution knowledge prior to response. They compared viewing times on the distractor letter vs. solution letters. Viewing time on distractor letter started decreasing since several seconds prior to response both in insight and non-insight trials. We added two additional parameters of anagrams: solution-word frequency and frequency of cooccurrence (“agglutination”) of the distractor letter with the solution letters. Low-frequency words and/or stimuli with high agglutinating distractor were solved less often and longer than others, with the effect of distractor type only for the low-frequency words. Eye-tracking data analysis revealed that either in insight and non-insight trials distractor did not differ from solution letters in the first half of the solving process, but had fewer viewing time in the second half of the solving process. In the more difficult stimuli (by solution- word frequency and distractor type) distractor was revealed later than in easier ones or did not differ at all. Eye-tracking data on viewing time on distractor vs. solution letters were in accordance with the Ellis et al.’s results and the anagram difficulty factors.
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Sasaki, Masato. "Why do Japanese Write Characters in Space?" International Journal of Behavioral Development 10, no. 2 (June 1987): 135–49. http://dx.doi.org/10.1177/016502548701000201.
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A series of experiments examines the cognitive function of finger writing an action widely used by Japanese people and thought to be related to Kanji learning. In one experiment 105 Japanese students displayed finger writing in their efforts to solve Kanji anagram tasks, confirming that finger writing is used to facilitate the solution of Kanji anagrams. In another experiment Japanese children were observed to commence their finger writing at 10 years old and by 11 years old its role in cognition was apparently similar to that observed in adults. Finally, a cross-cultural study examined whether finger writing is related only to learning or knowing Kanji: 83 Japanese, 21 Taiwanese students and 23 other foreign students coming from a non-Kanji cultural area were tested. Taiwanese subjects used finger writing just as the Japanese subjects had. In a later study which involved solving English word problems, almost all of those using finger writing were from countries using Kanji characters. Japanese subjects also used finger writing in English word tasks. Finger writing appears to originate from the existence of motoric or action based representation. This has implications for research in nonvisual imagery. The relationships between finger writing, aphasia and cross-cultural studies of cognition are discussed.
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Markman, Keith D., Matthew N. McMullen, Ronald A. Elizaga, and Nobuko Mizoguchi. "Counterfactual thinking and regulatory fit." Judgment and Decision Making 1, no. 2 (November 2006): 98–107. http://dx.doi.org/10.1017/s193029750000231x.
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AbstractAccording to regulatory fit theory (Higgins, 2000), when people make decisions with strategies that sustain their regulatory focus orientation, they “feel right” about what they are doing, and this “feeling-right” experience then transfers to subsequent choices, decisions, and evaluations. The present research was designed to link the concept of regulatory fit to functional accounts of counterfactual thinking. In the present study, participants generated counterfactuals about their anagram performance, after which persistence on a second set of anagrams was measured. Under promotion framing (i.e., find 90% or more of all the possible words) upward counterfactual thinking in general elicited larger increases in persistence than did downward counterfactual thinking in general, but under prevention framing (i.e., avoid failing to find 90% or more of all the possible words) upward evaluation (comparing reality to a better reality) elicited larger increases in persistence than did upward reflection (focusing on a better reality), whereas downward reflection (focusing on a worse reality) elicited larger increases in persistence than did downward evaluation (comparing reality to a worse reality). In all, the present findings suggest that the generation of counterfactuals enhances the likelihood that individuals will engage in courses of action that fit with their regulatory focus orientation.
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Thomas, Nicholas C. "Elemental anagrams." Journal of Chemical Education 69, no. 12 (December 1992): 984. http://dx.doi.org/10.1021/ed069p984.
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Cameron, Alan. "Ancient Anagrams." American Journal of Philology 116, no. 3 (1995): 477. http://dx.doi.org/10.2307/295334.
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Pimonov, V. I., and S. M. Gracheva. "THE ANAGRAMS IN PUSHKIN’S ESSAY «I TY TUT BYL…» («AND YOU WERE HERE…»)." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 23, no. 80 (2021): 91–97. http://dx.doi.org/10.37313/2413-9645-2021-23-80-91-97.
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Object of the essay: Pushkin’s essay «I ty tut byl…» (1835) («And you were here…»). Subject of the essay: the semantic function of anagrams. Purpose of the research: finding the anagrams conveying the hidden meaning of the text. Results: the author argues that the letter-sound pattern of the essay contains the anagrams of Pushkin’s name and nicknames. Field of application: literary criticism. Conclusion: anagrammatic structures encrypt the meaning of the text. The theme of the riddle is a central part of the hidden semantic content of the essay. The answer to the riddle – the name of the poet himself – is encoded in the anagrams.
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East, W. G. "Abelard's Anagram." Notes and Queries 42, no. 3 (September 1, 1995): 269. http://dx.doi.org/10.1093/notesj/42.3.269.
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KNIGHT, D. G. "Anagrams and Recursion." Teaching Mathematics and its Applications 5, no. 3 (1986): 138–40. http://dx.doi.org/10.1093/teamat/5.3.138.
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Mattern, Daniell L. "Elemental Anagrams Revisited." Journal of Chemical Education 72, no. 12 (December 1995): 1092. http://dx.doi.org/10.1021/ed072p1092.
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Dicks, Andrew P. "Amazing Chemical Anagrams." Journal of Chemical Education 86, no. 4 (April 2009): 449. http://dx.doi.org/10.1021/ed086p449.
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Nabila, Shafa Marwa, and Sri Prameswari Indriwardhani. "Penerapan Permainan Anagram Berbasis Aplikasi Educandy dalam Pembelajaran Kosakata Bahasa Jerman Siswa Kelas X Bahasa SMA Islam Kepanjen." JoLLA: Journal of Language, Literature, and Arts 2, no. 10 (November 4, 2022): 1417–27. http://dx.doi.org/10.17977/um064v2i102022p1417-1427.
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Abstract: The anagram game on the Educandy application is one of the online learning media with an attractive appearance. Based on the experience and discussion of researchers with German language teachers at SMA Islam Kepanjen, there were many students in class X Bahasa who did not understand the correct writing of German vocabulary so that they need a suitable learning media. This study aimed to describe the use of anagram game on Educandy application in learning German vocabulary for students of X-Bahasa class at SMA Islam Kepanjen as well as students’ responses related to the use of the media. The researcher used a qualitative approach with descriptive research type and used observation sheets and questionnaire sheets as research instruments. The results of observations show that almost the entire series of German vocabulary learning activities are in line with the existing lesson plan. The data obtained from the questionnaires also show that the application of anagram games on the Educandy application receives positive responses from students of class X Bahasa at SMA Islam Kepanjen. Students are happy, excited, and helped during the learning process. They also agreed that anagram game on the Educandy application is suitable to be applied for further German language learning. Keywords: anagram; Educandy; German Abstrak: Permainan anagram berbasis aplikasi Educandy adalah salah satu media edukasi online dengan tampilan yang menarik. Berdasarkan pengalaman dan diskusi peneliti dengan guru bahasa Jerman di SMA Islam Kepanjen, ada banyak siswa kelas X Bahasa yang belum memahami penulisan kosakata bahasa Jerman dengan benar sehingga dibutuhkan media pembelajaran yang tepat untuk diterapkan. Tujuan dari penelitian ini adalah mendeskripsikan penerapan permainan anagram berbasis aplikasi Educandy dalam pembelajaran kosakata bahasa Jerman siswa kelas X Bahasa SMA Islam Kepanjen dan mengetahui respons siswa terkait penerapan media tersebut. Peneliti menggunakan pendekatan kualitatif deskriptif dengan lembar observasi dan lembar kuesioner sebagai instrumen penelitian. Hasil pengamatan terhadap penerapan permainan anagram berbasis aplikasi Educandy dalam pembelajaran kosakata bahasa Jerman oleh observer menunjukkan bahwa hampir seluruh rangkaian kegiatan pembelajaran kosakata bahasa Jerman telah sesuai dengan Rencana Pelaksanaan Pembelajaran (RPP) yang ada. Data yang terkumpul dari lembar kuesioner menunjukkan penerapan permainan anagram berbasis aplikasi Educandy mendapatkan respons positif dari siswa kelas X Bahasa SMA Islam Kepanjen. Siswa senang, bersemangat dan terbantu dalam penerapan permainan anagram berbasis aplikasi Educandy untuk melatih kosakata dalam pembelajaran bahasa Jerman. Siswa sepakat bahwa permainan anagram berbasis aplikasi Educandy cocok diterapkan pada pembelajaran bahasa jerman selanjutnya. Kata kunci: anagram; Educandy; bahasa Jerman
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Kartikasari, Dewi, Arjulayana, and Aidil Syah Putra. "THE EFFECT OF ANAGRAM GAME ON THE EIGHTH GRADE STUDENTS’ VOCABULARY MASTERY AT SMPN 3 BALARAJA." Globish: An English-Indonesian Journal for English, Education, and Culture 10, no. 1 (January 12, 2021): 1. http://dx.doi.org/10.31000/globish.v10i1.3223.
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This research was aimed to know the effect of Anagram Game on students’ vocabulary mastery. This research used quantitative method, with quasi-experimental design. This research was conducted in SMPN 3 Balaraja. The number of the sample of the research was 70 students of eighth grade. The instrument in this research was divided into two steps of test, namely pre-test and post-test. Based on the criteria of hypothesis test that if tcount < ttable then Ho is accepted, it means that there is no significant difference students’ result of learning vocabulary mastery between students in experiment class who were taught by using Anagram Game and the students in control class who were not taught by using Anagram Game. Otherwise, if tcount > ttable then H1 is accepted, it means there is any significant difference of students’ result of learning vocabulary mastery between students in experiment class who were taught by using Anagram Game and students in control who were taught by using Anagram Game. The result of the calculation was t – count of ɑ = 5% was 2.04, and for t – table was 1.99. It proved that Anagram Game gave effect on students’ vocabulary mastery.
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Saputri, Kurnia. "Teaching English Vocabulary Using Anagrams to the Eighth Grade Students of SMP Negeri 5 Palembang." International Journal of Education Research and Development 1, no. 2 (October 9, 2021): 103–15. http://dx.doi.org/10.52760/ijerd.v1i2.9.
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This research was focused on strategy of Teaching English Vocabulary Using Anagrams to the Eighth Grade Students of SMP Negeri 5 Palembang. The formulation of the problem in this study was ”is it effective to teach English vocabulary by using anagrams to the eighth grade students of SMP Negeri 5 palembang?”. Meanwhile, the objective of this study was to find out whether or not it was effective to teach english vocabulary by using anagrams to the eighth grade students of SMP Negeri 5 palembang?. The population was all of the eighth grade students SMP Negeri 5 palembang. With the total number 30 students for sample. The sample of this study was taken from the population by using non random sampling. The true experimetal method was used in this study. The data obtained were analyzed by using SPSS 16.0 (Statistical Package for Social Science). Based on sample t – test, it was found that the t- obtained was 10,871, which was 0.05 of the level significance with the degree of freedom (df) was 29 with the critical value of the t- table 0.306. because t-obtained 10,871 was higher than t-table 0,306. It meant that there was significant difference between the eighth grade student of SMP Negeri 5 Palembang who were using anagrams and those were not. It also indicated that anagrams could improved the students vocabulary skill for the eighth grade students of SMP Negeri 5 Palembang.
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NAWA, Kotaro. "Anagram-derived priority." Journal of Information Processing and Management 53, no. 5 (2010): 284–85. http://dx.doi.org/10.1241/johokanri.53.284.
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Rosa, Rodrigo Rey, and Marlene Rutzendorfer. "A for ANAGRAM." Public 28, no. 56 (October 1, 2017): 10–16. http://dx.doi.org/10.1386/public.28.56.10_1.
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Pastrana, Sergio, Agustin Orfila, Juan E. Tapiador, and Pedro Peris-Lopez. "Randomized Anagram revisited." Journal of Network and Computer Applications 41 (May 2014): 182–96. http://dx.doi.org/10.1016/j.jnca.2013.11.006.
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Śnieżyńska-Stolot, Ewa. "„Anagramy” Marii Kazimiery Sobieskiej." Terminus 22, no. 3 (56) (2020): 233–50. http://dx.doi.org/10.4467/20843844te.20.013.12371.
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The “Anagrams” of Marie Casimire Sobieski The “Anagrams” of Marie Casimire Sobieski This article concerns the residence in Rome from 1699 to 1714 of Marie Casimire Sobieski, widow of King John III. She belonged to the Accademia dell’Arcadia with occult tradition, and collected cabbalistic manuscripts which today are held in the Jagiellonian Library (Ms 2284). They include numerology predictions (fols. 160r–162v, 194r) described by the queen as “anagrams”. The deciphering of these predictions by replacing the numbers with the corresponding letters of the Latin alphabet enabled the determination of the names and titles of twenty-one persons. The veracity of the deciphering is confirmed by the first two letters of the name which are placed above each numerological representation and by the year of birth of a given person. In addition to Marie Casimire’s son Jakub Ludwik, these are the relatives of the Sobieski family and people related to it by marriage as well as figures of importance to the political life of the end of the 17th and the beginning of the 18th century. It was the abbot Pompeo Scarlatti, the ambassador of Maximilian Emmanuel, Elector of Bavaria, in Warsaw, who made the queen interested in numerology; he accompanied her on her journey to Italy and remained at her court in Rome. Marie Casimire took an interest in numerology predictions after a tragedy in 1704, when her sons Jakub Ludwik and Konstanty were kidnapped and imprisoned by Augustus II, to be released only two years later. However, the majority of these predictions date from the years 1711–1713. Contrary to the tradition of maintaining secrecy, binding at Italian academies, the queen disclosed some of the methods of numerology prophesying; however, except for one case, she did not reveal the content of the prophecies hidden behind the obtained numbers.
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LEE, M. OWEN. "Quarterly Quiz: Fan Anagrams." Opera Quarterly 11, no. 3 (1995): 122–24. http://dx.doi.org/10.1093/oq/11.3.122.
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PRICE, AMANDA L. "Contextual cues remediate problem solving: Deficits in Parkinson’s disease." Journal of the International Neuropsychological Society 16, no. 1 (October 19, 2009): 70–76. http://dx.doi.org/10.1017/s1355617709990968.
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AbstractThis study examined the contribution of executive functions to arrangement problem-solving performance in Parkinson’s disease (PD), with a particular focus on self-directed cognitive flexibility. PD patients and healthy age-matched adults completed a battery of neuropsychological measures of executive function and a series of anagram puzzles, some of which were modified to include graphemic cues designed to prime potential solutions. PD patients were less successful than healthy controls (HC) at resolving the anagram puzzles, but when a cue accompanied the anagram stimulus, PD patients performed normally. Anagram performance was associated with measures of verbal fluency and inhibition; no association emerged with working memory or set shifting ability. These data suggest that subjects with PD may have difficulty sufficiently inhibiting their automatic response to the experimental stimulus in order to generate the novel arrangements required to produce a successful response. Such deficits might be remediated through the use of environmental cues designed to support strategy generation. (JINS, 2010, 16, 70–76.)
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Mutiah, Wardah, Eka Sustri Harida, and Ardi Oktapian. "Anagram Game to Teach Vocabulary Mastery for Islamic Junior High School Students." Tazkir: Jurnal Penelitian Ilmu-ilmu Sosial dan Keislaman 6, no. 2 (December 30, 2020): 225–36. http://dx.doi.org/10.24952/tazkir.v6i2.3014.
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This research has investigated the students’ vocabulary mastery using Anagram for the Islamic Junior High School students in Padangsidimpuan. It was done through experimental method with pre-test and post-test design, with multiple choice test. There was 39 students as experimental class as the sample of this research, and mean-score was used to analysis the data in this research. After getting the data, the mean score of pre-test result is 51.72 and after using Anagram became 62.09. It can be said that anagram game has given good effect to the students’ vocabulary mastery of the VII grade students of the Islamic Junior high school students.
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Barnaba, Hengki Yudha, and Asruddin Barori Tou. "PENINGKATAN PENGUASAAN KOSAKATA BAHASA INGGRIS MELALUI MEDIA ANAGRAM DALAM METODE KOOPERATIF TIPE TEAMS GAMES TOURNAMENT." Jurnal Prima Edukasia 2, no. 1 (January 1, 2014): 80. http://dx.doi.org/10.21831/jpe.v2i1.2646.
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Penelitian ini bertujuan untuk meningkatkan penguasaan kosakata bahasa Inggris siswa kelas IV SDN Sagan Yogyakarta menggunakan media anagram dalam metode pembelajaran kooperatif tipe <em>Teams Games Tournament</em> (<em>TGT</em>)<em>. </em>Penelitian ini merupakan penelitian tindakan kelas yang dilak-sanakan dalam dua siklus. Subjek penelitian ini adalah siswa kelas IV yang berjumlah 25 orang.<em> </em>Jenis tindakan yang diterapkan adalah media anagram dalam metode pembelajaran kooperatif tipe <em>TGT.</em> Tindakan dilaksanakan dalam empat tahapan yaitu, tahap presentasi kelas, tahap diskusi kelompok, tahap permainan turnamen, dan yang terakhir tahap penghargaan kelompok. Pengumpulan data dilakukan melalui observasi, tes hasil belajar, dan analisis dokumen. Hasil penelitian menunjukkan bahwa penerapan media anagram dalam metode pembelajaran kooperatif tipe <em>TGT</em> dapat meningkatkan penguasaan kosakata siswa kelas IV SD Negeri Sagan Yogyakarta. <p class="E-JOURNALAbstrakKeywords"><strong>Kata kunci</strong>: penguasaan kosakata, media anagram, pembelajaran kooperatif, Teams Games Tournament.</p>
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Barus, Rina Herawati, and Jonris Tampubolon. "Improving Students’ Vocabulary Achievement through Anagram." Journal of Classroom Action Research 1, no. 1 (February 3, 2022): 8–15. http://dx.doi.org/10.52622/jcar.v1i1.50.
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This study is aimed at improving the students’ vocabulary achievement through anagram. This study was conducted by using classroom action research. The subject of this study was the 2009/2010 ten grade students of SMA Negeri 1 Pancur Batu which consisted of 30 students. For collecting data, the instrument used quantitative data (vocabulary test) and qualitative data (diary notes, interview sheet and observation sheet). Based on the data, it was found that the students’ score increased from the pre test until the post test of the first and the second cycle. In the pre test, the mean of the students was (54,93), in the post test of the first cycle was (68) and the mean of the students of the second cycle was (82,46). The students’ score also increased from pre test to post test cycle I until post test cycle II. It was found that teaching vocabulary through anagram can improve the students’ vocabulary achievement. It is concluded that teaching vocabulary through anagram is significantly effective in teaching vocabulary. Keywords: Classroom Action Research, Vocabulary Achievement, Anagram
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MYTROKHYN, O. V., V. G. BAKHMUTOV, A. G. ALEKSIEIENKO, and T. V. MYTROKHINA. "The Petrology of Gabbroids of the Anagram Islands (Wilhelm Archipelago, West Antarctica)." Mineralogical Journal 42, no. 4 (2020): 69–83. http://dx.doi.org/10.15407/mineraljournal.42.04.069.
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The Anagram Islands are located near the Graham Coast of West Antarctica not far from the Ukrainian Antarctic Station "Akademik Vernadsky". Gabbroids that are probably Cretaceous in age predominate in the geological structure of the Anagram Islands. New data on the mode of occurrence of the Anagram gabbroids and their layering were obtained during the seasonal field works of the Ukrainian Antarctic Expeditions in 2017, 2019-2020 years. Samples of the gabbroids were examined by optical microscopy, electron microscopy and microprobe analysis as well as by measuring of anisotropy of magnetic susceptibility of rocks. The goal of the research was to clarify the geological position and petrographic features of the Anagram gabbroids, to determine the typomorphic features of rock-forming minerals, and to clarify the origin of the layering in gabbroids. It was determined that the bottom part of a large layered gabbroid intrusion is fragmentarily exposed on the Anagram Islands. The continuation of the intrusion is expected in the northeastern and southeastern directions. It was established that primary magmatic textures and mineral composition are preserved in the gabbroids despite the development of metamorphic amphibolization. The gabbroids show typical cumulative textures of magmatic origin. The main cumulative phases are plagioclase (An70-95), clinopyroxene (Wo41-49En34-47), orthopyroxene (Wo2-4En49-71), olivine (Fo67-69), Ti-magnetite and ilmenite. It is proved that the fine rhythmic-gradational layering in the gabbroids was formed by gravitational precipitation of the cumulative minerals on the bottom of the magma chamber and their further sorting by specific gravity due to convection currents. Cryptic layering is firstly discovered in the Anagram gabbroids and is explained by the processes of crystallization differentiation. The latter caused the accumulation of the most calcium plagioclases and the most magnesian mafic minerals in the layered gabbroids forming the bottom part of the intrusion. The present subvertical position of layering is explained by tectonic deformation that resulted in the tilting of the investigated section of the Anagram gabbroid intrusion. This confirmed by the studying of magnetic texture of the gabbroids (by the anisotropy of magnetic susceptibility data).
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Sinaga, Heppy, Herman Herman, and Eben Pasaribu. "THE EFFECT OF ANAGRAM GAME ON STUDENTS’ VOCABULARY ACHIEVEMENT AT GRADE EIGHT OF SMP NEGERI 8 PEMATANGSIANTAR." Journal of English Educational Study (JEES) 3, no. 1 (May 18, 2020): 51–60. http://dx.doi.org/10.31932/jees.v3i1.655.
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This research is aimed to find out whether using Anagram Game give significant effect on students’ vocabulary achievement at grade eight of SMP Negeri 8 Pematangsiantar. Problem raised in this research is “What is the effect of Anagram Game on students’ vocabulary achievement at grade eight of SMP Negeri8 Pematangsiantar?”. To answer this problem the researcher uses some theories, namely: Bachtiar (2014), Harmer (2002), Hiebert and Kamil (2005), Hatch and Farhady (1982) and Sutherland (2009). This research is quantitative research design. Experimental was conducted as the method. The sample of this research are two classes which are VIII-4 as a control class because they are active with better achievement than other class and VIII-9 as an experimental class because they have lower achievement. The result shows that using Anagram Game on students’ vocabulary achievement at grade eight of SMP Negeri 8 Pematangsiantar got high level where as the score of t-test (4.65) was higher than t-table (1.679) at level of significant 5% for two tailed test. So Null Hypothesis was rejected and Alternative Hypothesis was accepted. After analyzing the data, the researcher concludes that using Anagram Game significantly affect the students’ vocabulary achievement and her suggestion is English teacher should have creative method in teaching English to their students especially to increase their vocabulary by using Anagram Game, so that they are not boring to learn English and make the enjoy on it.
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Raya Alonso, Graciela Leticia. "Metamorfosis de la Lectura." Investigación Bibliotecológica. Archivonomía, Bibliotecología e Información 25, no. 55 (August 30, 2012): 259. http://dx.doi.org/10.22201/iibi.0187358xp.2011.55.32975.
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Wong-Goodrich, Sarah J. E., Holly J. DeRosa, and Daniel W. Kee. "Dual-Task Paradigm Reveals Variation in Left Hemisphere Involvement in Verbal Processing Across the Menstrual Cycle in Normally Cycling Women." Psychological Reports 123, no. 6 (July 10, 2019): 2372–93. http://dx.doi.org/10.1177/0033294119862992.
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Cognitive performance and cerebral hemispheric function are known to vary with fluctuating levels of estradiol and progesterone across the menstrual cycle in naturally cycling females. However, the literature is mixed with regard to how each hemisphere may be affected by elevated ovarian hormones. To better understand this, the current study employed a dual-task paradigm to examine potential shifts in hemispheric involvement for a verbal problem-solving task across the menstrual cycle in 30 right-handed, normally cycling young adult females (18–21 years old). To our knowledge, no study to date has utilized dual-task procedures to directly investigate the potential shifts in hemispheric function across the menstrual cycle. Specifically, participants were tested during both menses and their estimated midluteal phase where they engaged in repetitive unilateral finger-tapping while concurrently solving anagrams silently or aloud. Analysis of finger-tapping interference during the dual-task conditions revealed that solving anagrams silently was lateralized to the left hemisphere while solving anagrams aloud yielded a pattern of more bilateral hemispheric involvement, both of which were consistent across both menses and midluteal phases. Analysis of cognitive performance, however, revealed that silent anagrams performance while tapping with the right, but not left, hand significantly increased during the midluteal phase. Consistent with a number of other studies using different methodological approaches, the current dual-task findings suggest that when ovarian hormone levels are putatively elevated, there is enhanced recruitment of left hemisphere resources while performing a lateralized verbal task.