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Cromley, Jennifer. "Reading comprehension component processes in early adolescence." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2380.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.Thesis research directed by: Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Robertson, Carolyn Seils. "The role of metaphor in comprehension processes /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487595712157143.
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Humphreys, Gina F. "Linking sentence production and comprehension : the neural mechanisms underlying production and comprehension control processes." Thesis, University of York, 2012. http://etheses.whiterose.ac.uk/3780/.
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This thesis investigated the relationship between sentence production and comprehension. A combination of behavioural and neuroimaging techniques were used to examine the extent to which sentence production and comprehension engage common or distinct mechanisms, with specific focus on the processes engaged by semantic/syntactic competition. Behavioural studies in Chapter 2 indicated that high-competition cases were more difficult to understand and produce than low-competition cases, and that difficulty varied as a function of the number of alternative associations entertained during performance in both tasks. In Chapter 3, an fMRI study indicated that production and comprehension shared a common competition mechanism within left inferior frontal gyrus (LIFG). However, they engage distinctive networks that interact with LIFG, with production eliciting a larger network including areas involved in sentence planning and memory retrieval. Further asymmetries across tasks were revealed in Chapter 4, in which behavioural results and neural networks were compared across adults and adolescents. This study also demonstrated the occurrence of shifts in the neural networks involved in competition resolution throughout development, thereby providing a strong link between poor behavioural performance and the underdevelopment of pre-frontal inhibitory mechanisms in adolescents. Chapter 5 used an improved experimental paradigm from that in Chapters 3 and 4. The results showed that production elicits more activity than comprehension in the dorsal language route thus confirming the engagement of task-specific control processes. Interestingly, this study also revealed a common area of LIFG involved in both tasks, but also differences within LIFG, suggesting the possibility of task-specific circuitry. Together, the findings suggest that production and comprehension share fronto-temporal areas that store and manage abstract linguistic associations between words and structures. However, they differ in the manner in which linguistic information is used, as is evident by the recruitment of distinct networks. Implications for models of language processing are discussed.
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Dillinger, Michael L. "Component processes of simultaneous interpreting." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39215.
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The component processes specific to simultaneous interpreting and common to interpreting and listening were investigated. Experienced conference interpreters and inexperienced bilinguals performed aural-to-oral simultaneous interpreting of a narrative and a procedure from English into French and then gave a free recall of each immediately afterwards. A comparison group of bilinguals performed a simple listening task with the same materials. The texts were on an unfamiliar topic (positron emission tomography) and differed only with respect to frame type.Experience showed a main effect on interpreting measures, (experienced interpreters performed more accurately), and interacted with text-structure variables that indexed proposition generation, but did not affect recall. Task did not have a main effect on recall and interacted weakly with text-structure variables. Text and Text-structure variables had very strong effects both for the interpreting and the recall measures.
The results were viewed as evidence that interpreting involves the same component processes as normal listening comprehension rather than constituting a specialized comprehension skill. Analyses of text-structure variables provided evidence for influence of high-level conceptual processing and other component processes both on line and off line. Since there was no evidence that interpreting interfered with comprehension, the qualitative on-line measures possible in the interpreting task appear to be generalizable to comprehension under more usual circumstances.
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Renaud, André. "On-line study of component processes in reading comprehension." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61795.
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Zhuang, Jie. "Lexical, semantic, and syntactic processes in spoken language comprehension." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608554.
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Beers, Scott F. "Reading fluency and adolescent students' reading processes during writing /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7700.
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Haenen, Jonathan William. "The interactions between decoding and comprehension in reading processes and the implications for reading comprehension disorders." Thesis, University of Reading, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558732.
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Abstract Successful reading is frequently described as the result of two necessary but inde- pendent processes: text decodmg and ImgUIstlc comprehensIOn. SImIlarly, readmg comprehension disorders are defined across these two dimensions: those that relate to the failure to decode text adequately and those that relate to the failure to under- stand text adequately. The research presented in this thesis explores the possibility that decoding and comprehension abilities, though independent in isolated contexts, influence each other, when processed simultaneously, more than would otherwise be expected. There are two main aims in this thesis: to examine the plausibility of the idea of a coherent "specific comprehension deficit" and to assess the degree to which theories of reading hold up to empirical analysis. Studies of the cognitive components of reading were carried out with groups of typically developing children. Analysis of data collected in these studies is presen- ted and support this general hypothesis. Basic correlational analysis indicates that decoding and comprehension processes are more highly interrelated when measured simultaneously than when measured in isolation from the other. Two potential mech- anisms for this interaction are presented. First, it is shown that the ability to pay attention to two simultaneous tasks is an important predictor of reading compre- hension for children who struggle, relative to their peers, to decode text. Second, working memory is shown to be a shared resource between these two processes, based on data collected from young adults. Data collected from typically developing chil- dren suggests that an increase in effort in decoding text can lead to reduction in working memory, and that this can also result in a larger number of comprehension errors. Executive function is also examined, but data analyses do not indicate any special interaction between executive control required for decoding and comprehen- sion tasks. These results are discussed in relation to theoretical definitions of reading pro- cesses and practical classifications of reading disorders. We conclude that there is no single typical model of the reading process, concluding the first main aim of the thesis. Evidence of interactions between decoding and comprehension indicates the need for increased complexity and consideration when modelling reading processes. Additionally, with regards to the second aim, reading difficulties should be considered in relation to specific deficits in the numerous sub-components of the reading process, 7 I ~ •• ----------------------------------------- including their possible interaction, rather than across the two simplified dimensions. The results from the studies discussed in this thesis identify sub-group effects within "typical reading" profiles, provide evidence for a more complex interaction between decoding and comprehension processes, and are used to initiate a critique on the use of general terminology and oversimplified models in reading comprehension research.
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Mousoulidou, Marilena. "Referential processes in children’s sentence comprehension : evidence from numerically quantified expressions." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/8589.
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The current thesis reports seven experiments investigating the interpretation that children and adults assign to numerically quantified expression ambiguities like the one shown in (1). 1. Three cats were on the wall. Two cats were playing with a mouse. In this example, the quantified noun-phrase two cats is ambiguous, since it can be interpreted as referring to the set of three cats already established in discourse (i.e. subset reading) or as introducing new referents into discourse (i.e. new-set reading). Research with adults (Frazier et al., 2005; Kaan, Dallas & Barkley, 2007; Paterson, Filik, Mousoulidou, Baliousis & Moxey, 2008b; Wijnen & Kaan, 2006) showed that adults have a preference for interpreting referential expressions with respect to the prior discourse context and thus prefer the subset reading of ambiguities like the one shown in (1). By employing a task involving pictures, the current research examined whether six to eight year old children have the same preference. Each experiment used different techniques to examine children’s interpretative preferences when analysing numerically quantified expressions. In the initial experiment children were presented with sentence pairs accompanied with two pictures; one picture matched the subset reading of the ambiguity and the other matched the new set reading. The sentence pairs either included an ambiguous quantified expression, as in (1), or quantified expressions that were disambiguated in favour of a subset reading (e.g., "two of the cats..."), or a new set reading (e.g., "two other cats..."). The results of seven experiments showed that children do not interpret numerically quantified expressions in the same manner to adults. Whereas adults preferred the subset reading of ambiguous quantified expressions and always assigned the appropriate reading to unambiguous ones, children showed a strong preference for the new-set reading of both ambiguous and unambiguous quantified expressions. The significance of this finding is considered in relation to studies showing that whereas adults readily establish co-referential links between sentences, children have more difficulty in doing so (e.g., Karmiloff-Smith, 1979; 1980).
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Romero, Rivas Carlos 1986. "The Effects of foreign-accented speech on language comprehension and retrieval processes." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/399504.
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When people learn a second language, they typically speak with a foreign accent. Crucially, foreign-accented speech is more difficult to understand and requires more processing time than native speech. Nevertheless, native listeners are able to adapt very fast to the variability introduced by foreign-accented speech, reaching similar intelligibility levels than during native speech comprehension. In this thesis, we show that, despite a lack of improvement at phonetic-acoustic levels of processing during the exposure to foreign-accented speech, listeners use lexical information in order to map the foreign-accented variations onto canonical representations. Also, we demonstrate that this adaptation has a cost. Thus, the higher demands on lexical processing during foreign-accented speech comprehension have an effect on lexical anticipation and semantic integration processes. Finally, we show that semantic spreading activation is also modulated by foreign-accented speech, and, particularly, by strong foreign accents. In summary, these results suggest that foreign-accented speech hinders semantic processing.Cuando las personas aprenden una segunda lengua, habitualmente hablan con un acento extranjero. Es importante destacar que el habla con acento extranjero es más difícil de entender y requiere más tiempo de procesamiento que el habla de un nativo. Sin embargo, los oyentes nativos son capaces de adaptarse con mucha rapidez a la variabilidad introducida por el habla con acento extranjero, alcanzando unos niveles de comprensión similares a cuando procesan el habla de un nativo. En esta tesis mostramos que, aunque el procesamiento de la información acústico-fonética no mejora después de la exposición al habla con acento extranjero, los oyentes utilizan la información léxica para establecer correspondencias entre las variaciones introducidas por el acento extranjero y las representaciones canónicas que almacenan en su mente. Además, demostramos que esta adaptación tiene un coste. Así, el mayor esfuerzo requerido para el procesamiento léxico durante la comprensión del habla con acento extranjero tiene un efecto sobre los procesos de anticipación de palabras e integración semántica. Finalmente, mostramos que la difusión de la activación en las redes semánticas se ve modulada por el acento del hablante, particularmente cuando los hablantes tienen un marcado acento extranjero. En resumen, estos resultados sugieren que el acento extranjero dificulta el procesamiento semántico.
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Lam, Julien. "Pulsed Laser Ablation in Liquid : towards the comprehension of the growth processes." Thesis, Lyon 1, 2015. http://www.theses.fr/2015LYO10137/document.
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Lorsqu'une impulsion laser est focalisée sur une cible solide immergée dans un liquide, de la matière est vaporisée. La nucléation et la croissance ont lieu dans le liquide et des nanoparticules sont ainsi synthétisées. La méthode est très polyvalente puisqu'une grande variété de matériaux peut être générée. De plus, les nanoparticules sont directement stabilisées dans le solvant. L'ajout d'agent complexant n'est pas nécessaire mais peut tout de même permettre de mieux contrôler la taille des nanoparticules. Cependant, de nombreux processus sont mis en jeu durant la synthèse et l'objectif de ce travail doctoral est de développer la compréhension de ces éléments. Dans la mesure où l'ablation laser déploie une multitude d'´échelle de temps, il a fallu employer différentes méthodes pour élucider ces mécanismes. Pour commencer, je définirai un état de l'art de l'utilisation de l'ablation laser en milieu liquide et nos résultats concernant la synthèse d'aluminium oxyde dopé chrome. Par la suite, je présenterai la spectroscopie des plasmas et les questions sous-jacentes à la notion d'´équilibre dans un plasma moléculaire. Ensuite, je décrirai notre approche atomistique de la nucléation basée sur les techniques de chimie quantique. Enfin, je montrerai l'apport de l'utilisation des méthodes d'ombrographie pour mieux comprendre la thermodynamique du système au temps plus long. Notre étude démontre que la bulle formée suite à l'ablation laser est constituée essentiellement de molécule du solvant dont la quantité n'évolue quasiment pas au cours du temps de vie de la bulleWhen a pulsed-laser is focused into a solid target immersed in water, the material is evaporated. Nucleation and growth occur in the liquid and nanoparticles are synthesized. The method can be considered as versatile because one can try to synthesize any kinds of materials. Also, the nanoparticles are directly stabilized by the solvant so there is no need of complexing agents. The nanoparticles are described as ligand-free. However, various processes can occur during the synthesis and the aim of my work is to understand these different components. Since the laser ablation in liquid displays a wide range of timescales, we used numerous methods to address this problem. First, I will present the use of plasma spectroscopy and the questions it raises towards local thermodynamic equilibrium. Then, I will describe our microscopic approach of nucleation based on quantum chemistry techniques. Finally, I will illustrate the advantages of shadowgraphic measurements to reach an hydrodynamic understanding of the system
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Greer, Deirdre C. Silvern Steven B. "Logic-mathematical processes in beginning reading." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/GREER_DEIRDRE_28.pdf.
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Hu, Guiling. "Cognitive Mechanisms Underlying Second Language Listening Comprehension." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/alesl_diss/11.
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This dissertation research investigates the cognitive mechanisms underlying second language (L2) listening comprehension. I use three types of sentential contexts, congruent, neutral and incongruent, to look at how L2 learners construct meaning in spoken sentence comprehension. The three types of contexts differ in their context predictability. The last word in a congruent context is highly predictable (e.g., Children are more affected by the disease than adults), the last word in a neutral context is likely but not highly predictable (e.g., Children are more affected by the disease than nurses), and the last word in an incongruent context is impossible (e.g., Children are more affected by the disease than chairs). The study shows that, for both native speakers and L2 learners, a consistent context facilitates word recognition. In contrast, an inconsistent context inhibits native speakers’ word recognition but not that of L2 learners. I refer to this new discovery as the facilitation-without-inhibition phenomenon in L2 listening comprehension. Results from follow-up experiments show that this facilitation-without-inhibition phenomenon is a result of insufficient suppression by L2 learners.
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Deamer, F. M. "An investigation into the processes and mechanisms underlying the comprehension of metaphor and hyperbole." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1420534/.
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In this thesis I investigate the mechanisms and processes underlying figurative language comprehension. I attempt to determine whether there might be something unique about metaphor due to the interpretation processes involved, or whether metaphoric interpretations are in fact processed in the same way as other non-literal uses of language, such as hyperbole. Various theoretical accounts of figurative language interpretation from different pragmatic and psychological processing models are examined from an empirical perspective as a way of exploring the cognitive basis of their claims. Previous empirical research investigating metaphor comprehension is critically discussed not just from a psychological perspective, but also in relation to pragmatic accounts of figurative language. There is a plethora of past and current theoretical literature on metaphor, which over the last few decades has been discussed in relation to psycholinguistic research investigating metaphor processing. In contrast, despite recent unified pragmatic accounts of figurative language, which posit a unified account of metaphor, hyperbole, and other loose uses, there has been little, if any empirical research looking at hyperbole or other tropes. This leaves us with an important question; can what we know about the processing of metaphor be generalised to other tropes such as hyperbole? With this question in mind, I will present a series of on-line and developmental experiments, aimed at further exploring the processes and mechanisms underlying metaphor comprehension, and directly contrasting the processing of metaphor and hyperbole. The results of these experiments have implications both for psycholinguistic research on non-literal language processing, and for lexical pragmatic accounts of figurative language comprehension, but also for developmental research investigating children’s pragmatic capacities. As well as shedding light on the cognitive processes involved in constructing metaphoric and hyperbolic interpretations, the findings of this thesis give us some indication of the cognitive mechanisms that need to have developed in order to arrive at a non-literal interpretation of an utterance.
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Passmore, Graham James. "Concept maps and processes of comprehension, explicating cognition and metacognition, structural knowledge and procedural knowledge." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0008/NQ41036.pdf.
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Sheikh-Ahmad, Ismail. "Reading comprehension processes and strategies in L1 and L2 in Malaysian primary and secondary schools." Thesis, University of Nottingham, 1997. http://eprints.nottingham.ac.uk/11227/.
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This study is set in the context of the acknowledged debate, highlighted by the work of Lunzer and Gardner's Schools Council project (1979), concerning the theoretical issue of whether reading comprehension is a unitary competence or consists of identifiable discrete subskills. This long- standing polarised theoretical debate can be traced as far back as the sixties and seventies in the position taken by reading experts such as Spache and Spache (1969), Davis (1971) and Thorndike (1973). Spache and Spache and Thorndike concluded that reading comprehension was a unitary competence, not consisting of separate skills that can be practised in isolation. On the other hand, Davis viewed reading comprehension as composed of separate identifiable skills and abilities. The polarised arguments pose a question as to the nature of reading comprehension. Is there such a thing as discrete reading comprehension sub-skills that can be built up hierarchically and can promote the understanding of texts? With the question in mind this study set out to test whether reading comprehension is a unitary competence of sub-skills or one that can be broken down into separate sub-skills. The research involved the rigorous testing of a series of reading comprehension tests in two languages using four texts taken from the work of Lunzer and Gardner (1979). The texts were modified to suit the socio-cultural context of the students. All of the chosen texts were translated into Bahasa (L1) which is the mother-tongue of the students. In principle, the focus of the study in Part I is centred on replicating the work of Lunzer and Gardner (1979) in some selected Malaysian primary and secondary schools. It seeks to understand whether the main hypothesis holds that reading comprehension is unitary in nature and cannot be broken down into a number of distinct subskills. A selected 300 primary school pupils aged 12 were required to read and answer four comprehension tests written in L1. Another selected 150 secondary school students aged 15 were required to perform the same tasks on material written in L2. Each test has about 30 comprehension questions which are divided into eight categories of subskills. The two groups produced a total of 1,636 valid comprehension tests which were marked rigorously. Factor analysing the data yielded a number of important findings concerning whether reading comprehension subskills are unitary or hierarchic in nature. These findings may suggest some recommendations for improving reading for learning across the Malaysian primary and secondary schools curriculum. In Part I the outlined five chapters discuss the background information which led to the testing of the 450 students, the related literature review, the chosen research design and analysis, the findings and the research implications for the Part II study. The study reported in Part II is an extension of the work done in Part I, in that the remaining five chapters explore the justification of conducting the indepth interviews, the review of the related literature, the design of the interview, the findings and the educational implications of the study. This part explores the reading comprehension strategies that were used by the students in answering the comprehension questions. The second study was successfully made during the summer of 1994. A total of 16 students aged 15 were selected from several secondary schools in Johor Bahru, the capital state of Johor, Malaysia … … The thesis ends with a discussion of the implications from both studies especially for the reading curriculum, instruction, pedagogy, classroom practice and future research.
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Hussein, Ali A. "The impact of visual-verbal relationships on native-nonnative english speakers' reading processes and comprehension." Thesis, Aston University, 1989. http://publications.aston.ac.uk/14826/.
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The aim of this study was to comparatively investigate the impact of visual-verbal relationships that exist in expository texts on the reading process and comprehension of readers from different language background: native speakers of English (LI) and speakers of English as a foreign language (EFL). The study focussed, in this respect, on the visual elements (VEs) mainly graphs and tables that accompanied the selected texts. Two major experiments were undertaken. The first, was for the reading process using the post-reading questionnaire technique. Participants were 163 adult readers representing three groups: 77 (LI), 56 (EFL postgraduates); and 30 (EFL undergraduates). The second experiment was for the reading comprehension using cloze procedure. Participants were 123 representing the same above gorups: 50, 33 and 40 respectively. It was hypothesised that the LI readers would make use of VEs in the reading process in ways different from both EFL groups and that use would enhance each group's comprehension in different aspects and to different levels. In the analysis of the data of both experiments two statistical measurements were used. The chi-square was used to measure the differences between frequencies and the t-test was used to measure the differences between means. The results indicated a significant relationship between readers' language background and the impact of visual-verbal relationships on their reading processes and comprehension of such type of texts. The results also revealed considerable similarities between the two EFL groups in the reading process of texts accompanied by VEs. In the reading comprehension, however, the EFL undergraduates seemed to benefit from the visual-verbal relationships in their comprehension more than the postgraduates, suggesting a weak relationship of this impact for older EFL readers. Furthermore, the results showed considerable similarities between the reading process of texts accompanied by VEs and of whole prose texts. Finally an evaluation of this study was undertaken as well as practical implications for EFL readers and suggestions for future research.
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Hannon, Brenda A. "A new tool for measuring and understanding individual differences in the component processes of reading comprehension." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ63776.pdf.
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Grover, Lesley Ann. "Comprehension of the manual pointing gesture in human infants : a developmental study of the cognitive and social-cognitive processes involved in the comprehension of the gesture." Thesis, University of Southampton, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329150.
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Erlandsson, Tina, and Gutierrez Sara Wallgren. "Incidental Vocabulary Acquisition through Reading : A Literature Review Examining Vocabulary Acquisition, Reading Comprehension and their Connection." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-139095.
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In order to learn a language, it is important to develop a vocabulary because it facilitates the language skills: reading, listening, writing and speaking. According to the Swedish curriculum, students must be able to develop these skills in English. However, the national tests show that students have poor results in reading and reading comprehension in English. Therefore, as future teachers of languages in Sweden, we chose to investigate how students can develop and strengthen their vocabulary through reading. Our research questions are: What cognitive processes and strategies are used when learning vocabulary? What does research say about incidental vocabulary learning through reading? What relationship does vocabulary have with reading comprehension? We have answered our questions by synthesizing and analyzing empirical studies which have been divided into two categories: cognitive processes and strategies, and vocabulary acquisition through reading. The findings show that, when encountering new vocabulary, learners use memory, determination, social and metacognitive strategies. Learning vocabulary happens both incidentally and intentionally and during this procedure words go through cognitive processes that determine where in our knowledge system they belong but this procedure can be affected by both internal and external factors. Results show that learners find reading and reading while listening to be a good method of learning vocabulary and these approaches also show good results in incidental vocabulary acquisition. Learners acquire new vocabulary incidentally through reading but the number of words they learn varies greatly. Learner’s prior vocabulary knowledge and the level of the target text is important for the outcome of new vocabulary acquisition. If the learner does not have an adequate prior vocabulary, associations and connections cannot be made and coherence not completed. In summary, the relationship between incidental vocabulary acquisition and reading comprehension is mutually beneficial. Reading provides context during a learner’s integration process and this leads to comprehension and vocabulary growth. There is a reciprocal relationship between comprehension and vocabulary growth, where both build on one another. However, since all the empirical studies did not take the same factors into consideration, the results have varied. In other words, external and internal factors can have a major impact on incidental vocabulary acquisition through reading. We suggest further research to investigate these factors in order to get a clearer picture of how we as teachers can improve strategies and instructions for vocabulary acquisition through reading.
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Mazabel, Ortega Silvia. "Language minority students with poor and good reading comprehension : reading-related processes and use of reading strategies." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42576.
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Few studies have focused on the comprehension performance of language minority (LM) students and their findings are mixed. Some studies show that reading comprehension is an area of weakness and academic difficulty for LM students whereas others show the language status does not make a difference in reading comprehension performance. Various sources of difficulty LM students experience in reading comprehension have been described. The primary purpose of this study was to examine the similarities and differences between LM good and poor reading comprehenders in terms of their reading-related linguistic and cognitive skills, and their use of reading strategies. A descriptive multiple-case study comparing three poor reading comprehenders to six good reading comprehenders attending grade 6 and matched by gender, age, school, years of schooling in English, and years living in Canada was conducted. Comparisons were made in relation to their language proficiency, word-level reading skills, verbal working memory, and their use of reading strategies. The results indicated that the LM poor reading comprehenders obtained lower scores in measures of morphological awareness skills, word reading accuracy and efficiency, and vocabulary when compared to the good comprehenders. No differing patterns were found for non-word reading skills, syntactic awareness and working memory. As for the use of reading strategies, the poor and good comprehenders used reading strategies before, during and after a reading activity. The good reading comprehenders tended to use global reading strategies more frequently whereas the poor reading comprehenders tended to use support reading strategies more often. No difference was found between the poor and good comprehenders in the use of problem solving reading strategies. Having an explicit goal to perform after reading did not help the overall reading comprehension performance of participants but it promoted their use of reading strategies. Weaknesses in reading basic skills and higher-order skills seem to be sources of difficulty related to the reading comprehension failures of LM struggling comprehenders in this study. Future research should examine whether and how the direct teaching of morphological skills and strategic reading could help the reading comprehension performance of LM students.
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Mancinelli, Marc D. "First impression processes| Awareness, comprehension, and opinion-formation and their effect on implementation of state education policy." Thesis, University of Pennsylvania, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622656.
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This study seeks to address the question "How do school and district leaders and teachers become aware of, take steps to comprehend, and form opinions about state policies?" These "first impression processes" represent significant parts of the processes by which district administrators, school administrators, and teachers make sense of state policies in the course of implementation. In some settings, educators, particularly school administrators and teachers, may be less likely to be aware of and fully understand important policies by virtue of their distance from state-to-district policy messages. They also may be more likely to be subject to outside influence in forming opinions. The "first impression processes" are examined within the specific context of implementing Achieve NJ, a policy which sets forth rigorous new guidelines for teacher evaluation in New Jersey and "lands" in districts in the course of the research. It uses as a theoretical framework Weick's (1995) model of sense-making applied to a schools context. A total of 293 surveys and 71 interviews were conducted with policy pilot and non-pilot district and school administrators and teachers.
Findings indicate that district administrators best and teachers least understood policies. Awareness typically depended on position in district hierarchy. Comprehension depended on individual research and collaborative, collegial processing opportunities. These efforts were particularly effective when paired with NJDOE personnel. Opinion formation occurred in conjunction with collaborative comprehension processes and was less dependent on existing perceptions or media influence. Pilot and non-pilot educators were most similar in opinion formation, and differed most in comprehension. District officials were more aware of and better comprehended policy specifics and policy contexts. School officials were less aware and comprehending, and teachers were comparatively the least in these areas.
The following recommendations emerge from this work. State departments of education may benefit from engaging teachers more directly through diverse policy communication efforts. Departments might also work to become collaborative collegial partners with schools as educators in school settings make sense of new policies. Implementation liaisons or more-permanent support structures such as the NJDOE Regional Achievement Centers may provide opportunities for state departments of education to partner with schools in collaborative processing of significant new policies and, in turn, bring about more effective implementation and policy outcomes.
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Aillaud, Marlène. "Compréhension et appréciation de l'humour noir : Approche cognitivo-émotionnelle." Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM3033/document.
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Selon la théorie de Suls (1972), les situations humoristiques doivent mettre en scène une incongruité qui provoque un effet de surprise. La résolution de cette incongruité déclencherait le rire. Cette théorie ne permet pas d'identifier suffisamment les différents aspects émotionnels mis en œuvre par le traitement cognitif d'une situation humoristique. Aussi, l'enjeu de cette thèse est de montrer l'importance des relations entre les éléments cognitifs et les éléments émotionnels engagés dans le traitement des situations humoristiques. Cette importance commence à apparaître dans la littérature sur l'humour qui a été recensée. Grâce aux thématiques transgressives mises en scène par l'humour noir, il a été possible d'examiner les évaluations cognitives et la variabilité des réactions émotionnelles provoquées par ce type d'humour comparativement à un humour plus standard. Pour clôturer cette thèse et en complément au modèle de Suls (1972), nous avons élaboré un nouveau modèle procédural. Notre objectif était de synthétiser les données de la littérature et certains de nos résultats, tout en ouvrant des pistes favorisant l'étude des relations entre les aspects cognitifs et émotionnels mobilisés par la compréhension et l'appréciation de l'humourAccording to Suls (1972), humor relies on the perception of a situation from two self-consistent but normally incompatible frames of reference, leading to incongruity. The subsequent resolution of the incongruity triggers positive emotional states such as mirth. Yet, the emotional experiences triggered by humorous situations are mostly disregarded in Suls' model. The aim of the present dissertation is to highlight that the relation between cognitive and emotional elements is crucial in the examination of the humor process. Indeed, a growing focus on the interrelation between cognition and emotion can be found in the literature. Because black humor relies on social norm transgression, it allows us to examine both the cognitive assessment and the variability of emotional responses triggered by this humor style, compared to nonblack humor. Finally, we propose a cognitive-emotional model to promote the study of the relationships between the cognitive and emotional aspects of humor
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Naidoo, Loren J. "EFFECTS OF LEADERS ON FOLLOWER GOAL STRIVING PROCESSES: COGNITIVE AND EMOTIONAL SENSEMAKING MECHANISMS." Akron, OH : University of Akron, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1125352291.
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Dissertation (Ph. D.)--University of Akron, Dept. of Psychology, 2005."December, 2005." Title from electronic dissertation title page (viewed 08/31/2006) Advisor, Robert G. Lord; Committee members, Steven R. Ash, Rosalie J. Hall, Paul E. Levy, Aaron M. Schmidt; Department Chair, Paul E. Levy; Dean of the College, Charles B. Monroe; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Lo, Suk Mei Regina. "A study of the comprehension processes of first and second language learners : (with special reference to Chinese speakers learning English)." Thesis, University of Nottingham, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339369.
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Pinkerd, Tuenjai. "Oral and Silent Reading Strategies and Comprehension Processes Using Expository and Narrative Texts: Case Studies of Six Thai Native Speakers." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392740857.
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Jooste, Nikki. "Learning through a second language : a comparative study of the performance in reading comprehension and the cognitive-linguistic processes involved in reading comprehension between first-language English learners and second-language English, first-l." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/2921.
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Ritter, Kenneth August III. "Virtual Solar Energy Center| A Case Study of the Use of Advanced Visualization Techniques for the Comprehension of Complex Engineering Products and Processes." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163357.
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Industry has a continuing need to train its workforce on recent engineering developments, but many engineering products and processes are hard to explain because of limitations of size, visibility, time scale, cost, and safety. The product or process might be difficult to see because it is either very large or very small, because it is enclosed within an opaque container, or because it happens very fast or very slowly. Some engineering products and processes are also costly or unsafe to use for training purposes, and sometimes the domain expert is not physically available at the training location. All these limitations can potentially be addressed using advanced visualization techniques such as virtual reality. This dissertation describes the development of an immersive virtual reality application using the Six Sigma DMADV process to explain the main equipment and processes used in a concentrating solar power plant. The virtual solar energy center (VEC) application was initially developed and tested in a Cave Automatic Virtual Environment (CAVE) during 2013 and 2014. The software programs used for development were SolidWorks, 3ds Max Design, and Unity 3D. Current hardware and software technologies that could complement this research were analyzed. The NVIDA GRID Visual Computing Appliance (VCA) was chosen as the rendering solution for animating complex CAD models in this application. The MiddleVR software toolkit was selected as the toolkit for VR interactions and CAVE display. A non-immersive 3D version of the VEC application was tested and shown to be an effective training tool in late 2015. An immersive networked version of the VEC allows the user to receive live instruction from a trainer being projected via depth camera imagery from a remote location. Four comparative analysis studies were performed. These studies used the average normalized gain from pre-test scores to determine the effectiveness of the various training methods. With the DMADV approach, solutions were identified and verified during each iteration of the development, which saved valuable time and resulted in better results being achieved in each revision of the application, with the final version having 88% positive responses and same effectiveness as other methods assessed.
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Hellerstein-Yehezkel, Devora. "Celebrating diversity : the significance of cultural differences on reading comprehension processes of the young adult EFL learner in a matriculation preparation programme in Israel." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/44403/.
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Reading comprehension in English as a foreign language (EFL) is a key to success in academic studies in Israel. As Israel is a cultural melting pot, adult students come from widely diverse educational backgrounds, often determined by their cultural environment. They arrive at the university or college classroom with vastly different approaches to learning and reading, in general, and to reading in EFL, in particular. The challenge for the EFL teacher is to help students draw from their cultural toolkits while exposing them to new tools so that they can reach their full learning potential. The rationale of the current inquiry is that in order to tailor a programme that takes into account students' needs, a better understanding of the impact of cultural background on their learning process is essential. This inquiry was guided by three main research questions: How do differing cultural, religious and linguistic backgrounds impact upon adult students' approach to and process of learning reading comprehension in English? How do these backgrounds impact upon progress and achievement in reading comprehension in English? And which teaching approach or approaches can best address the range of needs of a culturally diverse student group? To address these questions, an action research study was conducted using a case study approach. Thirty-nine young adult students who participated in a year-long matriculation preparation programme in a teachers' college in Israel were examined. The programme was based on providing students with both bottom-up and top-down reading skills, with particular emphasis on reading strategies. The learning process that students underwent generated qualitative and quantitative data through class observations, interviews, and student records. The data indicated that student background played a significant role in how learning, reading, and EFL were approached. Family background, whether more 'traditional' or less 'traditional', reflected students' cultural background, echoed by a school system sharing a similar mindset and approach to EFL pedagogy. As a result, students' background impacted upon their classroom behaviour and social engagement. Cultural distinctions were apparent at entry level, but were not determining factors in student progress and achievement over the course of the year. Students with greater intercultural competence adopted different learning approaches and reading strategies from those with which they had been educated in their cultural environment and appropriated them as their own. These students also made the most significant progress in their EFL reading comprehension, regardless of background. For students to share their diverse learning approaches and adopt new ones from one another, as well as the new strategies offered by the programme, the establishment of a 'third space', or classroom culture, was crucial. Providing such a space allowed students to exchange learning methods, examine their own, and finally adopt those that were most effective for them. Enhanced reading comprehension at the end of the programme resulted from a process of several cycles of integration and engagement. Those students who reported feeling more integrated within mainstream Israeli society, in general, were also those who more easily integrated within the classroom culture. These students were also more socially engaged in class and showed greater engagement with texts in English. Consequently they made greater progress and reached higher achievements. When teaching EFL reading comprehension to a multicultural class of students, it is argued that a classroom culture should celebrate their diversity and allow them to voice their distinct learning approaches. At the same time, their voices should be harmonized through a unified learning approach, based on the application of reading strategies and engagement with a text.
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Overstreet, Christina. "Reading authentic text in the hypermedia environment the effects of question glosses on comprehension processes of intermediate learners of German as a foreign language /." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0013088.
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Leganes, Fonteneau Mateo. "Attentional, hedonic and interoceptive correlates of implicit processes in addiction : a learning perspective." Thesis, University of Sussex, 2019. http://sro.sussex.ac.uk/id/eprint/81901/.
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Zulkifli, Putri Afzan Maria Binti. "Applying pause analysis to explore cognitive processes in the copying of sentences by second language users." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/45933/.
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Pause analysis is a method that investigates processes of writing by measuring the amount of time between pen strokes. It provides the field of second language studies with a means to explore the cognitive processes underpinning the nature of writing. This study examined the potential of using free handwritten copying of sentences as a means of investigating components of the cognitive processes of adults who have English as their Second Language (ESL). A series of one pilot and three experiments investigated possible measures of language skill and the factors that influence the quality of the measures. The pilot study, with five participants of varying English competence, identified copying without pre-reading to be an effective task and ‘median' at the beginning of words to be an effective measure. Experiment 1 (n=20 Malaysian speakers) found jumbled sentences at the letter and word levels to effectively differentiate test-taker competence in relation to grammatical knowledge. Experiment 2 (n=20 Spanish speakers) investigated the jumbling effects further, but found that participants varied their strategy depending on the order of the sentence types. As a result, Experiment 3 (n= 24 Malaysian speakers) used specific task instructions to control participant strategy use, so that they either attended to the meaning of the sentences, or merely copied as quickly as possible. Overall, these experiments show that it is feasible to apply pause analysis to cognitively investigate both grammar and vocabulary components of language processing. Further, a theoretical information processing model of copying (MoC) was developed. The model assists in the analysis and description of (1) the flow of copying processes; (2) the factors that might affect longer or shorter pauses amongst participants of varying competence level; and (3) sentence stimuli design.
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Wannagat, Wienke Charlotte [Verfasser], Gerhild [Gutachter] Nieding, and Peter [Gutachter] Ohler. "Cognitive Processes of Discourse Comprehension in Children and Adults - Comparisons between Written, Auditory, and Audiovisual Modes of Presentation - / Wienke Charlotte Wannagat ; Gutachter: Gerhild Nieding, Peter Ohler." Würzburg : Universität Würzburg, 2018. http://d-nb.info/1160877246/34.
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Cabral, Glauce Gomes de Oliveira. "Falar, falar!!! E escutar?: uma aproximação ao trabalho com a \'compreensão auditiva\' nas práticas de ensino/aprendizagem de língua estrangeira com foco no espanhol no Brasil." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8145/tde-09122014-191302/.
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Este trabalho pretende contribuir para o estudo da compreensão auditiva (CA) da língua espanhola por aprendizes brasileiros em processos de ensino/aprendizagem que definimos como fazendo parte das condições de produção de um processo de inscrição por parte de um sujeito na ordem da língua outra (SERRRANI-INFANTE, 1997b;1998b). Partimos da hipótese de que essa dimensão tem sido pouco explorada em suas especificidades e, menos ainda, em sua relação com a série de singularidades que caracterizam o aprendiz brasileiro. Para tanto, iniciamos nosso percurso investigando o lugar dado a ela nos métodos e abordagens de ensino de línguas, desde práticas utilizadas no século XVII até os dias atuais, o que nos leva inclusive a abordar o Quadro Europeu Comum de Referência para as Línguas (2001) e os efeitos de sentido que ele tem produzido no espaço de enunciação (GUIMARÃES, 2002) brasileiro. Em seguida passamos, por um lado, a observar como foram retomados os sentidos instaurados pelos já referidos métodos e abordagens, ao colocá-los em relação, fundamentalmente, com alguns dos documentos oficiais que regem o ensino nesse país; e, por outro, ao entrar em contato com os estudos desenvolvidos no campo da linguagem no Brasil em torno de aspectos relacionados a nosso objeto com o intuito de avançar na compreensão de sua complexidade. Posteriormente, passamos a analisar o funcionamento do trabalho com a CA em dois livros didáticos entendidos estes como instrumentos linguísticos (AUROUX, 1992) e, por último, em duas atividades e/ou experiências efetivamente realizadas em sala de aula, que designaremos cenas e que se caracterizam por não estarem mediadas diretamente por um livro didático. Esse estudo, que realizamos a partir, fundamentalmente, do dispositivo teórico da Análise do Discurso de linha materialista, nos permite observar que tanto nos métodos e abordagens como nos livros didáticos bem como no terreno real das práticas de ensino/aprendizagem predomina um trabalho espontâneo com a CA, uma diluição dela em outras habilidades ou competências e, por vezes, uma forte subordinação à compreensão leitora. Nesse sentido, nosso investimento vai na direção de pensar essa designação como insuficiente e de responder à necessidade de vinculá-la à dimensão da oralidade, como trabalho de interpretação da materialidade do oral o que implica considerar aspectos discursivosThe purpose of this masters degree study is to contribute to the study of listening comprehension (LC) of the Spanish language by Brazilian learners in the teaching-learning processes which we define as being part of the production conditions of a process of inscription by a subject in the other language (SERRRANI-INFANTE, 1997b, 1998b). The study starts from the hypothesis that this dimension has been little exploited in its specificities and even less in its relationship with the series of singularities that characterizes Brazilian learner. For this purpose of this study, we began our journey by investigating how this dimension has been placed as far as methods and approaches of language teaching are concerned, from practices used in the seventeenth century to the present day, which leads us even to approach the Common European Framework of Reference for Languages (2001) as well as the effects of meaning that it has being producing in the Brazilian space of enunciation (GUIMARÃES, 2002). Then, we continue our study, on the one hand, by observing how the senses brought by such methods and approaches were taken up, to put them, fundamentally, in relation to some of the official documents governing the education in this country; and, on the other hand, by contacting the language-related studies developed in Brazil around aspects related to our object in order to advance the understanding of its complexity. Afterwards, we began to examine the functioning of the work with the LC in two textbooks - which are both understood as linguistic instruments (AUROUX, 1992) - and, finally, in two activities and / or experiences performed effectively in the classroom, hereinafter referred to as \"scenes\" that are characterized by being not mediated directly by a textbook. This study, supported primarily from theoretical and methodological Discourse Analysis from a materialistic perspective, allows us to observe that both methods and approaches in textbooks as well as in real teaching-learning practice where a spontaneous approach with the LC is likely to predominate, by diluting such LC in other \"skills\" or \"competences\" and sometimes a strong subordination to reading comprehension. In that sense, our investment goes toward thinking that designation as insufficient and to respond to the need to link it to the orality dimension as a work of interpretation of the so-called oral materiality\" - which implies considering discursive aspects
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MUNCH, CHRISTELLE. "Les processus de comprehension des expressions ironiques." Montpellier 3, 1999. http://www.theses.fr/1999MON30049.
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L'objectif de cette recherche etait de rendre compte du deroulement temporel des processus de comprehension et du role du co-texte (contexte linguistique) dans le traitement des expressions ironiques. Dans le cadre de la comprehension du langage ironique, trois hypotheses s'affrontent concernant le moment d'intervention du co-texte. Giora (1995) soutient les modeles d'acces exhaustif qui postulent une phase d'activation exhaustive de tous les sens d'un mot ou d'une expression puis une intervention tardive du co-texte permettant de selectionner la signification qui lui est appropriee. Gibbs (1994), soutenant les modeles d'acces lexical selectif, postule que le compreneur accede directement a la signification ironique sans passer par le sens litteral. Enfin, clark & gerrig (1984) s'appuientsur les normes conversationnelles de grice (1975) et postulent un acces a la signification ironique ordonne par la frequence des acceptions dans la langue. Quatre cent trente deux etudiants ont ete soumis a trois experiences utilisant des taches de jugement semantique et de decision lexicale les resultats obtenus vont dans le sens d'un processus d'acces exhaustif aux differentes significations d'une expression ironique puis d'une selection de la signification appropriee operee par le co-texte. Ces resultats valident la these selon laquelle, en terme de processus de traitement, le traitement des textes ironiques n'est pas different de celui des autres textes.
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Teague, Karen J. "Fuzzy comprehensive evaluation (FCE) in military decision support processes." Thesis, Monterey, California: Naval Postgraduate School, 2013. http://hdl.handle.net/10945/39023.
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Approved for public release; distribution is unlimited.The United States has a tradition of military analysis using a federated or combined suite of models. However, these are not the only methods of modeling military problems. We consider the application and implications of foreign modeling approaches. The particular alternate technique we focus on is fuzzy comprehensive evaluation (FCE). FCE makes use of fuzzy mathematics, alone and in partnership with Analytic Hierarchy Process (AHP) models, to inform strategic and operational decisions. It is designed to aid leaders in capturing the complicated and sometimes fuzzy nature of multi-criteria decision problems through human knowledge and evaluations. These subjective inputs present criticisms regarding FCE solutions. FCE results are only as valid as the consistency of the subject matter experts opinions. Therefore, this thesis analyzes the FCE approach through a case study and evaluates the implications of FCE results when there is high variance in expert opinions.
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Cairoli, Andrea. "Towards a comprehensive framework for the analysis of anomalous diffusive systems." Thesis, Queen Mary, University of London, 2016. http://qmro.qmul.ac.uk/xmlui/handle/123456789/23103.
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The modelling of transport processes in biological systems is one of the main theoretical challenges in physics, chemistry and biology. This is motivated by their essential role in the emergence of diseases, like tumour metastases, which originate from the spontaneous migration of cancer cells. Thus, improvements in their understanding could potentially pave the way for an outstanding innovation of present-day techniques in medicine. These processes often exhibit anomalous properties, which are qualitatively described by the power-law scaling of their mean square displacement, compared to the linear one of normal diffusion. Such behaviour has been often successfully explained by the celebrated continuous-time random walk model. However, recent experimental studies revealed the existence of both more complicated mean square displacement behaviour and anomalous features in other characteristic observables, e.g. the position-velocity statistics or the two point correlation functions of either the velocity or the position. Thus, in order to understand the anomalous diffusion recorded in these experiments and assess the microscopic processes underlying the observed macroscopic dynamics, one needs to have a complete tool-kit of techniques and models that can be readily compared with the experimental datasets. In this Thesis, we contribute to the construction of such a complete framework by fully characterising anomalous processes, which are described by means of a continuoustime random walk with general waiting time distributions and/or external forces that are exerted both during the jumps (as in the original model) and the waiting times. In the first case we derive both the joint statistics of these processes and their observables, specifically by obtaining a generalised fractional Feynman-Kac formula, and their multipoint correlation functions and employ them to fit the mean square displacement data of diffusing mitochondria. This result supports the experimental relevance of our formalism, which comprises general formulas for several quantities that can provide readily predictable tests to be checked in experiments. In the second case, we characterise the new anomalous processes by means of Langevin equations driven by a novel type of non Gaussian noise, which reproduces the typical fluctuations of a free diffusive continuous-time random walk. For a constant external force, we also obtain the fractional evolution equations of their position probability density function and show that, contrarily to continuous-time random walks, they are weak Galilean invariant, i.e., their position distribution in different Galilean frames is obtained by shifting the sample variable according to the relative motion of the frames. Thus, these processes provide a suitable frame-invariant framework, that could be employed to investigate the stochastic thermodynamics of anomalous diffusive processes.
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Alsandouk, Fatima. "Grammaire de scene : processus de comprehension de textes de description geometrique." Toulouse 2, 1990. http://www.theses.fr/1990TOU20058.
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Chen, Yan. "Comprehensive study of semicontinuous emulsion polymerisation processes for producing nanoparticles." Thesis, King's College London (University of London), 2012. https://kclpure.kcl.ac.uk/portal/en/theses/comprehensive-study-of-semicontinuous-emulsion-polymerisation-processes-for-producing-nanoparticles(2395e125-ec1f-4671-a710-9db416c43115).html.
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Semicontinuous emulsion polymerisation offers flexibility and versatility for manufacturing colloids for a wide range of applications. The technique has been studied since 1950s, however, its importance has only recently realized as evidenced by increasing attentions it has received in recent years. Despite all attentions, the potentials of this process to produce novel materials have not been well recognized yet by polymer industry. The main aim of the thesis is to investigate the underlying mechanisms of semicontinuous emulsion polymerisation processes in order to improve and/or control the properties of resulting polymer latexes, and design new colloids. Polymerisations have been carried out in a jacketed glass reaction vessel. The conversions of monomers were measured by gravimetric method. Particle sizes and size distributions, their zeta potentials and molecular weights were measured by dynamic and static light scattering techniques. Turbidity as well as phase transition behaviour of latexes was measured by UV-visible spectroscopy. Glass transition temperature of polymers was measured by differential scanning calorimetry. Morphologies of particles were investigated by transmission electron microscopy and scanning electron microscopy. Semcontinuous microemulsion polymerisation of styrene has first been carried out in order to study the true features of nucleation stage. A major step has been taken forward to reconcile experimental data with theory. The average diameter of particles (D) decreased and the particle size distribution (PSD) narrowed with decreasing rate of monomer addition (Ra). Nanolatexes with extremely sharp particle size distribution with average particle size as small as 10 nm could be easily produced by the end of feeding. Consistent with recent theoretical developments, D at the end of nucleation was found to be independent of surfactant concentration ([5]). Furthermore, the average diameter of particles was successfully reduced by almost 25%. Thermosensitive and water-soluble poly(n-isopropylacrylamide) (polyNIPAM) colloids have recently attracted increasing attentions for many applications. A set of kinetic data has been reported for the batch polymerisation of neat NIPAM using a wide range of monomer and surfactant concentrations for the first time. A novel method has been applied to produce fast dissolving polyNIPAM latexes with high solids content, based on layered structures produced via semicontinuous process. The application of above method has been extended to fabrication of ultrafme thermal-sensitive nanocapsules. The core material produced via semicontinuous process could be easily and completely removed via self-removing process in water, in comparison with the conventionally made core material. Furthermore, the thickness of crosslinked polyNIPAM shells could also be precisely controlled via semicontinuous process. In recent years, considerable effort has been expended on research in polymer/silica core-shell hybrid systems due to their promising applications in surface coatings and biotechnology. Comparing with conventional batch process, hybrid particles obtained by semicontinuous surfactant-free emulsion polymerisation can incorporate more silica nanoparticles into the shell. The incorporation of silica nanoparticles into the shell can be further improved by gradually feeding silica dispersion during polymerisation. A mechanistic scheme for particle formation of hybrid particles under different pH has been developed. Monomers with intermediate water solubility like methyl methacrylate (MMA) can only produce stable composite particles at acidic conditions, at which silica nanoparticles are less stable. By contrast, more water-soluble monomers like vinyl acetate (VA) can easily yield composite particles at both basic and acidic conditions. Polymerisation on the surface of silica nanoparticles is believed to occur in the course of polymerisation for water-soluble monomers, which can suppress the electrostatic repulsion between both negatively charged silica and polymer particles and thus promote the adhesion of silica to polymer particles. For highly water-soluble monomers such as NIP AM, uniform silica armoured polyNIPAM particles could only be obtained under basic conditions. Interestingly, under acidic conditions, agglomeration of growing polymer particles with silica particles was extensive, resulting insoluble gels (even in the absence of crosslinker). TEM images revealed that under basic conditions, polymer-core/silica-shell structures were produced by batch process, but homogenous hybrids of polyNIPAM/silica nanoparticles by semicontinuous process.
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Rockefeller, Gabriel Matthew. "A Comprehensive Study of Hydrodynamic Processes at the Galactic Center." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194477.
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Our Galactic center hosts the closest known supermassive black hole candidate. With a mass of approximately 3.7 million solar masses, this compact object, known as Sgr A*, has a considerable influence on the central parsecs of the Galaxy. However, many observed features of the Galactic center result from the presence of and interactions among other stellar and gaseous components, including clusters of massive, wind-producing stars, ionized gas streamers, dense molecular clouds, and supernova remnants. We present a series of simulations and studies of the interactions among these components. In each case, we attempt to explain a particular feature or present a new interpretation of recent observations of the Galactic center. Our simulations of interactions among stellar winds in the central parsec of the Galaxy and in the Arches and Quintuplet clusters are able to explain the diffuse X-ray emission observed there by the Chandra X-ray Observatory. Similarly, our simulations of the explosive formation of the synchrotron shell source Sgr A East place tight constraints on the age and progenitor of such an explosion and might explain the observed X-ray fluorescence of molecular clouds at larger distances from the Galactic center. Finally, our studies of accretion disks around Sgr A* provide a first three-dimensional look at the structure of the accretion flow onto this supermassive black hole and pave the way for full simulations of accretion from length scales of parsecs down to Schwarzschild radii.
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Fugiwara, Renata Viana Ensinas 1979. "Processos de (inter)compreensão nas afasias : um estudo neurolinguístico na perspectiva bakhtiniana." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269838.
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Orientador: Rosana do Carmo Novaes PintoTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-24T05:21:21Z (GMT). No. of bitstreams: 1 Fugiwara_RenataVianaEnsinas_D.pdf: 14015900 bytes, checksum: 719265ec3811cf0c6699c0fd25a5ada2 (MD5) Previous issue date: 2013
Resumo: Este trabalho visa abordar o tema da (inter) compreensão no campo das afasias, pautado na perspectiva bakhtiniana, que a concebe como compreensão ativo-responsiva, já que, para Bakhtin, compreender é atribuir às palavras do Outro palavras próprias. Trata-se de uma abordagem que questiona, já de inicio, a dicotomia entre produção e compreensão que caracteriza os estudos neuropsicológicos tradicionais e também as noções de decodificação ou de identificação subjacentes aos modelos de processamento de linguagem. Para ampliarmos o olhar para as dificuldades de compreensão nas afasias, incorporamos questões relativas ao funcionamento auditivo, que pode ser considerado uma das facetas do processo de compreensão - a sua interface sensorial. Avaliamos sujeitos fluentes e não-fluentes em tarefas metalinguísticas elaboradas para testar a compreensão, utilizando subtestes das baterias de Boston (Boston Diagnostic Aphasia Examination), de Goodglass & Kaplan (1995) e PALPA (Psycholinguistic Assessments of Language Processing in Aphasia), de Kay, Lesser e Coltheart (1992), visando observar dificuldades dos sujeitos com relação às unidades da língua. Posteriormente, analisamos um conjunto de dados que emergiram em episódios interativos entre sujeitos afásicos e não-afásicos, em sua maioria nas sessões coletivas do Grupo III do CCA (Centro de Convivência de Afásicos) ou em sessões de acompanhamento individual. A reflexão foi respaldada pelos resultados de análises de cunho microgenético, buscando evidenciar não apenas as dificuldades, mas também as possibilidades de (inter) compreensão construídas pelos sujeitos afásicos e pelos não-afásicos nos processos interativos, pelo trabalho que ambos operam sobre os enunciados uns dos outros. Buscamos refletir, por fim, sobre questões éticas que orientam o trabalho clínico com sujeitos afásicos e as pesquisas desenvolvidas na área de Neurolinguística Discursiva, no Instituto de Estudos da Linguagem, UNICAMP
Abstract: This work addresses the issue of (inter) comprehension in the field of aphasia based on the Bakhtinian perspective, which conceives comprehension as an active-responsive act, considering that, for Bakhtin, to comprehend is to attribute one¿s own words to the Other¿s words. It is, therefore, an approach which questions the dichotomy between production and comprehension which usually characterizes the traditional Neuropsychological studies, as well as the notions of decoding or of identification underlying the language processing models. In order to broaden the view of the difficulties of comprehension in aphasia, we incorporated issues related to the auditory functioning, which can be considered one of the facets of the phenomenon of comprehension ¿ its sensory interface. We have evaluated fluent and non-fluent individuals with aphasia in metalinguistic tasks elaborated to test comprehension, using subtests of the Boston Assessment Battery (Boston Diagnostic Aphasia Examination; Goodglass & Kaplan, 1995) and of PALPA (Psycholinguistic Assessments of Language Processing in Aphasia; Kay, Lesser and Coltheart, 1992), aiming to observe the subjects' difficulties regarding language units. After that, we have analyzed a set of data which emerged in interactive episodes among aphasic and non-aphasic subjects, mostly in the sessions of Group III of CCA (Center for Aphasic Subjects), or in individual sessions. The reflection was grounded by the results of the microgenetic analysis, seeking to highlight not only the difficulties, but also the possibilities of (inter) comprehension built by the aphasic and by the non-aphasic subjects in interactive processes, through the work which both operate on the utterances of each other. Finally, we reflected on ethical issues that guide the clinical work with aphasic subjects and the research carried out in the area of Discursive Neurolinguistics, at the Language Studies Institute, UNICAMP
Doutorado
Linguistica
Doutora em Linguística
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Figl, Kathrin. "Comprehension of Procedural Visual Business Process Models." Springer, 2017. http://dx.doi.org/10.1007/s12599-016-0460-2.
Full textAbstract:
Visual process models are meant to facilitate comprehension of business processes. However, in practice, process models can be difficult to understand. The main goal of this article is to clarify the sources of cognitive effort in comprehending process models. The article undertakes a comprehensive descriptive review of empirical and theoretical work in order to categorize and summarize systematically existing findings on the factors that influence comprehension of visual process models.
Methodologically, the article builds on a review of forty
empirical studies that measure objective comprehension of
process models, seven studies that measure subjective
comprehension and user preferences, and thirty-two articles
that discuss the factors that influence the comprehension
of process models. The article provides information
systems researchers with an overview of the empirical state
of the art of process model comprehension and provides
recommendations for new research questions to be
addressed and methods to be used in future experiments.
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Kumar, Abhishek. "A tolerance allocation framework using fuzzy comprehensive evaluation and decision support processes." Thesis, Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/37212.
Full textAbstract:
Tolerances play an important role in product fabrication. Tolerances impact the needs of the designer and the manufacturer. Engineering designers are concerned with the impact of tolerances on the variation of the output, while manufacturers are more concerned with the cost of fitting the parts. Traditional tolerance control methods do not take into account both these needs. In this thesis, the author proposes a framework that overcomes the drawbacks of the traditional tolerance control methods, and reduces subjectivity via fuzzy set theory and decision support systems (DSS). Those factors that affect the manufacturing cost (geometry, material etc) of a part are fuzzy (i.e. subjective) in nature with no numerical measure. Fuzzy comprehensive evaluation (FCE) is utilized in this thesis as a method of quantifying the fuzzy (i.e. subjective) factors. In the FCE process, the weighted importance of each factor affects the manufacturing cost of the part. There is no systematic method of calculating the importance weights. This brings about a need for decision support in the evaluation of the weighted importance of each factor. The combination of FCE and DSS, in the form of Conjoint Analysis (CA), is used to reduce subjectivity in calculation of machining cost. Taguchi's quality loss function is considered in this framework to reduce the variation in the output. The application of the framework is demonstrated with three practical engineering applications. Tolerances are allocated for three assemblies; a friction clutch, an accumulator O-ring seal and a Power Generating Shock Absorber (PGSA) using the proposed framework. The output performances of the PGSA and the clutch are affected by the allocated tolerances. On using the proposed framework, there is seen to be a reduction in variation of output performance for the clutch and the PGSA. The use of CA is also validated by checking efficiency of final tolerance calculation with and without use of CA.
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Kiono, Naomi. "Les processus inférentiels dans la comprehension de textes chez des adultes jeunes et âgés." Angers, 1998. http://www.theses.fr/1998ANGE0014.
Full textAbstract:
Ce travail porte sur la production d'inférences causales lors de la compréhension de textes expositifs chez des adultes jeunes et âgés, en tenant compte de l'objectif de ta lecture et de la mémoire de travail. Les résultats expérimentaux obtenus suggèrent que les inférences causales se produisent au cours même de la lecture de textes "on-line". L'effet du vieillissement intervient dans les temps de traitement lors de la lecture de textes et dans les taches de vérification et de reconnaissance ; il n'y a pas d'effet du vieillissement sur le mécanisme de production des inférences. L'effet de l'objectif de la lecture apparait de façon minime dans la lecture et les temps de vérification. Enfin, les données concernant la mémoire de travail suggèrent que ce facteur est corrélé négativement avec les temps de lecture, surtout chez les personnes âgées. L'ensemble des résultats est discuté par rapport à la notion de représentation mentale et a l'hypothèse de la réduction de la capacite de traitementCausal inferences have been examined during the on-line comprehension process involved in reading expositifs texts in young and old adults, by taking account reading goal and working memory factors. Experimental results suggest that causal inferences are made on-line. Aging effect occurs in time processing during text reading and in verification and recognition tasks. There is no aging effect in inference production. Effect of reading goal occurs slightly in reading and verification times. Finally, results about working memory suggest that this factor is negatively correlated with reading times in general, overall in aging. Results are discussed in relation to mental representation and to reduced processing capacity hypothesis
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Botelho, Lilian Pinho. "A leitura significativa pela transformação da forma vocabular em palavra." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/14238.
Full textAbstract:
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Previous issue date: 2012-05-10Secretaria da Educação do Estado de São Paulo
Dissertation is linked to the Portuguese Language Reading, Writing and Teaching research line and in an interface with the Portuguese Language History and Description research line focuses on the reading of the written text as a complex process, explained by the integration of different linguistic and non-linguistic skills. Therefore, its theme is the textual production processes in written language and, although they are deemed as inseparable, the significant reading of written records is preferred, as basis for the writing of the same readings. The general goal is aimed at the extent of the comprehension level of the textualspeech production of the researcher himself who, on the one hand, aim at contributing with the planning of institutional didactic proposals aimed at the education of the proficient reader: that who becomes capable of incorporating knowledge that qualifies the culture of the written civilization into his daily social practices. The same knowledge, on the other hand, shall contribute so that the researcher, playing the social role of teacher, can extend the previous knowledge of his students through a teaching practice contextualized by the modern scientific speech frames that focus on the language in the performance of his social, interactive and speech functions so that they also become proficient readers of different and varied written texts. The specific goals: 1) to understand, through a historical perspective, the different ways of reading and writing that guided the teaching and the learning of the written language, in the teaching space, contributing to finding out which models of reading practices needed to be contextualized by the teacher s teaching practices: intensive reading inseparable from the extensive reading; 2) understanding, organizing and ordering theoretical grounds of the Textual Linguistics of the interactive, cognitive and social branch that enabled an approach of the textual-speech production processes through an integrated perspective of the micro and macro processes that respond for meanings production skills; 3) verifying through linguistic and non-linguistic categories ordering these processes how they: a) guide analytical reading processes of a history narrative, differentiating it from a report narrative; b) enable the reader to dislocate himself from the linguistic knowledge to the non-linguistic knowledge, through authorized inferences; c) build the semantic basis of the text analyzed by the production of micro and macro positions and, thus proceeding, attribute meanings to the texts he reads and, through the results obtained, suggest the complementation of institutional didactic proposals, to contribute to their planning, through the significant reading that presupposes the intensive and the extensive, at the same time
A Dissertação está vinculada à linha de pesquisa Leitura, Escrita e Ensino da Língua Portuguesa e - numa interface com a linha de Pesquisa História e Descrição da Língua Portuguesa - focaliza a leitura do texto escrito como um processo complexo, explicado pela integração de diferentes habilidades linguísticas e não linguísticas. Tematiza, portanto,os processos de produção textual em língua escrita e, embora eles sejam compreendidos como indissociáveis, privilegia-se a leitura significativa de registros escritos, como ancoragem para a escrita dessas mesmas leituras. O objetivo geral está voltado para extensividade do grau de compreensão da produção textual-discursiva do próprio pesquisador que, por um lado, visam a contribuir: com a planificação de propostas didáticas institucionais voltadas para a formação do leitor proficiente: aquele que se torna capaz de incorporar às suas práticas sociais cotidianas saberes que qualificam a cultura da civilização da escrita. Esses mesmos saberes, por outro lado, deverão contribuir para que o pesquisador, no exercício do papel social de professor, possa contribuir estender os conhecimentos prévios de seus alunos - por uma prática de docência recontextualizada pelos quadros do discurso científico moderno que focaliza a língua no exercício de suas funções sócio-interativo-discursivas. para que eles também se façam leitores proficientes de diferentes e variados textos escritos. Os objetivos específicos: 1) compreender, por uma perspectiva historiográfica, os diferentes modos de ler e de escrever que orientaram o ensino e a aprendizagem da língua escrita, no espaço escolar, contribuiu para descobrir quais modelos de práticas de leitura precisariam ser recontextualizados pelas práticas de docência do professor: leitura intensiva indissociável da leitura extensiva; 2) compreender, organizar e ordenar fundamentos teóricos da Lingüística Textual da vertente sócio-cognitivo-interativa que facultassem uma abordagem dos processos de produção textual-discursiva por uma perspectiva integrada dos micro e macroprocessos que respondem por habilidades de produção de sentidos; 3) verificar por meio de categorias linguísticas e não linguísticas ordenadoras desses processos, como elas: a) orientam procedimentos de leitura analítica de uma narrativa de história, diferenciando-a de uma narrativa de relato; b) facultam o leitor se deslocar dos conhecimentos linguísticos para os não linguísticos, por meio de inferências autorizadas; c) construir a base semântica do texto analisado pela produção de micro e macroposições e, assim procedendo, atribuir sentidos aos textos que lê e, por meio dos resultados obtidos, propor a complementação de propostas didáticas institucionais, para contribuir com a planificação das mesmas, por meio da leitura significativa que pressupõe a intensiva e a extensiva, em concomitância
46
Berkowitz, Megan. "Understanding the Relevance of Cognitive Psychology to Composition: Taking a Closer Look at How Cognitive Psychology has Influenced Ideas about Reading, Writing, and the Teaching Process." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1208900950.
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Mendling, Jan, Mark Strembeck, and Jan Recker. "Factors of Process Model Comprehension - Findings from a Series of Experiments." Elsevier, 2012. http://epub.wu.ac.at/3499/1/DSS12%2Dfactors.pdf.
Full textAbstract:
In order to make good decisions about the design of information systems, an essential skill is to understand process models of the business domain the system is
intended to support. Yet, little knowledge to date has been established about the factors that affect how model users comprehend the content of process models. In this study, we use theories of semiotics and cognitive load to theorize how model and personal factors influence how model viewers comprehend the syntactical information of process models. We then report on a four-part series of experiments,
in which we examined these factors. Our results show that additional semantical information impedes syntax comprehension, and that theoretical knowledge eases
syntax comprehension. Modeling experience further contributes positively to comprehension efficiency, measured as the ratio of correct answers to the time taken to provide answers. We discuss implications for practice and research.
48
Niu, Jun, and 牛俊. "A comprehensive analysis of terrestrial hydrological processes over the Pearl River basin in South China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45587462.
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Francis, Ashley. "The development and validation of the comprehensive assessment of Acceptance and Commitment Therapy processes (CompACT)." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/35898/.
Full textAbstract:
Valid and reliable measures of Acceptance and Commitment Therapy's (ACT) purported mechanism(s) of change are paramount in establishing its incremental validity above other extant psychological therapies. However, the most widely used general measure of psychological flexibility and the six ACT processes of which it is composed of, the Acceptance and Action Questionnaire (AAQ-II), has been significantly criticised, principally in terms of being a conflated distress measure due to having items with poor face and content validity. Theoretically, there has also been debate about whether ACT's 'hexaflex' model, which conceptually underpins the AAQ-II and other ACT process measures, is comprised of fewer than six distinct processes as per current ACT theory. The overall aim of our study was therefore to: 1) develop a new general measure of ACT processes; 2) test the measure's validity and reliability; and 3) establish whether the measure's factor structure accords with Hayes et al.'s (2011) clustering of ACT's six processes into three dyadic processes. The measure was named the Comprehensive assessment of ACT processes ('CompACT'). Using a Delphi-consensus methodology, ACT experts (N= 10) rated the face and content validity of 106 items. Items were taken from existing ACT process measures and two mindfulness measures, as well as generated by ourselves and the ACT experts within our study. Items which failed to reach pre-defined ratings thresholds were removed and remaining items were re-rated until a pre-defined consensus threshold was reached. After three rounds, an initial 37-item version of the CompACT was produced. The CompACT was then disseminated to a non-clinical sample of participants (N = 377) mainly via social media. Participants also completed other measures to assess different aspects of the CompACT's validity. A three-factor structure was found to be the most stable for a 30-itemed version of the CompACT. An examination of the distribution and contents of item loadings also confirmed that the CompACT's three factors could be defined in accordance with Hayes et al's. (2011) three dyadic ACT processes. The CompACT performed in theoretically predicted ways against measures of other related and distinct constructs, and was mostly comparable to the AAQ-II in terms of its magnitude of associations with these other measures, with the exception of a distress measure. The CompACT's associations with these measures also supported ACT's central hypothesis: higher levels of psychological inflexibility are associated with higher levels of distress and lower levels of health and wellbeing. Overall, the CompACT shows initial promise as a comprehensive measure of ACT processes, and more generally as a measure of psychological flexibility. The psychometrically viability of Hayes et al.'s (2011) three dyadic ACT processes as a conceptual model for the CompACT further strengthens previous suggestions that ACT's clinical model may be composed of fewer than six distinct processes. The CompACT was adjudged by ACT experts to possess items with better face and content validity than the AAQ-II. However, in order to be considered as a viable alternative measure to the AAQ-II, further testing of the CompACT's psychometric properties is needed.
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Leek, Emma. "Att läsa på, mellan och bortom raderna : En studie om pedagogers attityd till läsförståelseundervisning i grundskolans tidigare år." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53478.
Full textAbstract:
The aim of this study is to investigate how teachers working in grades 1–3 of secondary school think that reading comprehension should be taught so that the pupils will be able to reach the learning goals in grade 3. The study applies a qualitative method whereby three teachers who worked in the early years of school each took part in a semi- structured interview. An interview guide was used as a data collection instrument and the interviews were documented by audio recording. Collected data were then analysed for meaning content with a phenomenographic approach. The result shows that the most common perception of the concept of reading comprehension is the ability to read between the lines and to retell a text in one’s own words. The view of reading comprehension was also seen to affect the way the teaching is done, and a shared view was found in the way of talking about different texts and asking questions to give the pupils practice in metacognition while reading. The result also shows that the teachers’ differing educational background influences the methods they use when training reading strategies, and the view of reading comprehension also affects how they think assessment should be done.