Journal articles: 'Experimental texts'

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Golyshkina, Lyudmila A. "Producing Texts as Orientation Activity: Experimental Research." Journal of Psycholinguistic, no. 1 (March 25, 2020): 23–35. http://dx.doi.org/10.30982/2077-5911-2020-43-1-23-35.

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Stepanova, Valentina V. "Translation Strategies of Legal Texts: Experimental Approach." Procedia - Social and Behavioral Sciences 237 (February 2017): 1201–7. http://dx.doi.org/10.1016/j.sbspro.2017.02.190.

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Duncan, Stewart. "Observations upon experimental philosophy. Abridged, with related texts." British Journal for the History of Philosophy 26, no. 3 (October 5, 2017): 617–19. http://dx.doi.org/10.1080/09608788.2017.1378871.

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Kreines, M. G., and E. M. Kreines. "Matrix Models of Texts: Interpretation and Experimental Verification." Mathematical Models and Computer Simulations 13, no. 2 (March 2021): 195–209. http://dx.doi.org/10.1134/s2070048221020095.

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Zavarynska, M. S. "POETIC MEANS OF REVEALING UNCERTAINTY IN POSTMODERN EXPERIMENTAL TEXTS." Lviv Philological Journal, no. 7 (2020): 94–99. http://dx.doi.org/10.32447/2663-340x-2020-7.16.

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CARTES-ENRIQUEZ, NINETTE, M. I. SOLAR RODRIGUEZ, and R. QUINTANA LETELIER. "Electronic texts or learning through textbooks: An experimental study." ReCALL 16, no. 2 (November 2004): 539–57. http://dx.doi.org/10.1017/s0958344004001922.

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This is an experimental study in the area of Didactics applied to the learning of English as a foreign language and complemented by CALL. The main objective of this work is to know the degree of incidence existing between two groups of students: one, based on conference-style classes where students, guided by the teacher, have to search for information about a topic in the computer lab and present it in front of the class and, in the other, where students are taught by the teacher according to a printed text. The experimental design consisted of a pre-test/post-test plus the application of different techniques to develop the different linguistic and cognitive strategies, between these tests. The methodology used by the Experimental Group forced learners to generate their own knowledge, so they had to apply the information and work by themselves in Workshops; and the Control Group participated in the classroom according to the communicative approach, guided by the teacher in the traditional class. Statistics were applied to the scores obtained between both tests, and the scores obtained weekly in the different competences contributed to knowing whether there were significant differences between both groups.

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Bernardo Prata, Mª José, Sara Sofia De Jesús Ferreira, Mª Isabel Ferraz Festas, Mª Elena Damiao Da Silva, and Marisa Daniela Da Costa. "ENSINO DE ESTRATÉGIAS PARA A COMPOSIÇÃO ESCRITA DO TEXTO ARGUMENTATIVO - TEACHING STRATEGIES FOR THE WRITTEN COMPOSITION OF THE ARGUMENTATIVE TEXT." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no. 1 (September 10, 2016): 201. http://dx.doi.org/10.17060/ijodaep.2014.n1.v1.363.

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Abstract:This paper aims to present a research project on teaching strategies to facilitate the written composition of the argumentative text by 9th grade students aged from 14 to 17 years. This project has a quasi-experimental methodological design with experimental (n = 140) and control (n= 130) groups, and pre, post and retention test. The written composition strategies, which were translated from the Self-Regulated Strategy Development (SRSD) (Harris et al., 2008), and adapted for the Portuguese school context, will be taught to all participating students (n=270). However, depending on experimental or control group, two distinct methods of study of texts aimed to foster the development of ideas, but external to the SRSD (Harris et al., 2008), were associated to their written strategies.Given the effectiveness of SRSD (Harris et al., 2008), which has been proved in over 30 years of research, we focused our research on these different methods for studying texts. Thus far, we aim to verify which of these methods promotes lexical development, and the quality and variety of arguments, to be reversed in argumentative texts produced later by the students both groups. For this, the experimental group will be taught to study texts explicitly and directly in the collaborative context of jigsaw. In turn, the students in the control group will perform individually the study of texts to create ideas. The instructional program is taught once a week in Portuguese classes, over twelve sessions by seven teachers, who participated in training sessions appropriate to each group, experimental or control group. This teaching program was initiated in October 2013 and is running parallel until mid-March 2014 in four basic public schools, three located in the periphery and one in the urban area of Coimbra. The three tests to evaluate the teaching program will be conducted by all participating students and they will be analysed using quantitative and qualitative criteria.Keywords: writing und self-regulated strategy; argumentative text; SRSD; jigsaw; teacher instruction; Portuguese lessons. Resumo:Esta comunicação tem por objetivo apresentar um projeto de investigação quase-experimental, com metodologia de pré, pós e teste de retenção, sobre o ensino de estratégias facilitadoras da composição escrita do texto argumentativo a alunos do 9.º ano do Ensino Básico português, com 14 a 17 anos de idade. As estratégias de composição escrita, que foram traduzidas do Self- Regulated Strategy Development (SRSD) (Harris et al., 2008) e adaptadas para o contexto escolar português, são ensinadas a todos os alunos participantes (n=270). Porém, consoante se trate do grupo experimental ou de controlo, foram-lhes associadas métodos distintos de exploração prévia de textos, alheios ao modelo do SRSD (Harris et al., 2008), com vista ao desenvolvimento lexical e de criação de ideias, o que reverterá nos textos argumentativos a serem redigidos posteriormente. Assumida a eficácia do SRSD (Harris et al., 2008), testado em mais de 30 anos de investigação, centramos o foco da nossa investigação nos dois métodos de exploração de textos como promotores da criação de ideias. Para isso, na fase prévia à composição textual, os alunos do grupo experimental (n=140) são instruídos, de forma explícita e direta, no contexto colaborativo do jigsaw, enquanto os alunos do grupo de controlo (n=130) realizam as tarefas de exploração de textos exclusivamente de forma individual.Este programa foi iniciado em outubro de 2013 e decorre até meados de março de 2014, paralelamente, em quatro escolas públicas do Ensino Básico, três localizadas na periferia e uma na área urbana de Coimbra. É aplicado uma vez por semana, ao longo de doze sessões por sete professoras de Português, que participaram em sessões de formação adequadas respetvamente a cada grupo, experimental e de controlo. As três medidas de avaliação do programa serão realizadas por todos os alunos participantes e analisadas segundo critérios quantitativos e qualitativos.Palavras-chave: estratégias de escrita; texto argumentativo; SRSD; jigsaw; formação de pro-fessores; ensino de Português.

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Stankovic, Sanda, and Dejan Lalovic. "Strategies identification in an experimental reading comprehension task." Zbornik Instituta za pedagoska istrazivanja 42, no. 2 (2010): 232–46. http://dx.doi.org/10.2298/zipi1002232s.

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Standardized reading comprehension tests (RCTs) usually consist of a small number of texts each accompanied by several multiple-choice questions, with texts and questions simultaneously presented. The score the common measure of reading comprehension ability in RCTs is the score. Literature review suggests that strategies subjects employ may influence their performance on RCT, however the score itself provides no information on the specific strategy employed. Knowledge of test-taking strategies could have impact on understanding of the actual purpose and benefits of using RCTs in pedagogical and psychological practice. With the ultimate objective of constructing a first standard RCT in Serbian language, the preliminary step we took was to conduct an experimental reading comprehension task (ERCT) consisting of 27 short texts displayed in succession, each followed by a single multiplechoice question. Using qualitative analysis of subjects? responses in semi-structured postexperimental interview, we identified four overall strategies used on ERCT. Our results show that groups of students who used specific strategies differed significantly from one another in text reading time, with no differences found regarding the question reading and answering time. More importantly, there were no significant between-group differences found in terms of ERCT score. These findings suggest that choice of strategy is a way to optimize the relation between one?s own potential and ERCT task requirements. RCT based on ERCT principles would allow for a flexible choice of strategy which would not influence the final score.

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Gorbacheva, Aleksandra, Alexandra Berlin Khenis, Alexandra Puchkova, and Mikhail Osadchiy. "Experimental Study of Demotivators and Memes Perception Complexity." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 2 (June 2021): 74–86. http://dx.doi.org/10.15688/jvolsu2.2021.2.7.

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The article presents the results of a pilot study of the perception of the demotivator and meme genres. It was a part of an experimental study of psychophysiological and psycholinguistic features of perception and understanding of multimodal extremist texts. The aim of the study is to develop and test the hypothesis about the influence of genre on perception of multimodal texts. To test the hypothesis, we analyze the respondents' eye movement data from the main experimental study (n = 60; 31 forensic linguists with anti-extremism practice, 29 non-experts). Research methods were eye-tracking and quantitative data processing. The following statistically reliable data were obtained: compared to memes, respondents looked at demotivators (1) for a longer time, made (2) shorter fixations, (3) with more of them, and also made (4) faster and (5) shorter saccades. These parameters may indicate a denser scanning pattern of viewing demotivators compared to memes and greater cognitive expenditure in assessing the semantic content of demotivator texts. The results of the study suggest a connection between genre and the degree of multimodal texts perception complexity. This provides an opportunity for further research in this direction and, in the future, will enable the development of norms of cognitive load of judicial linguists who analyse multimodal extremist texts.

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Shakibaei, Goodarz, Fatemeh Shahamat, and Ehsan Namaziandost. "The Effect of Using Authentic Texts on Iranian EFL Learners' Incidental Vocabulary Learning: The Case of English Newspaper." International Journal of Linguistics, Literature and Translation 2, no. 5 (September 30, 2019): 422–32. http://dx.doi.org/10.32996/ijllt.v2i5.618.

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This study intended to investigate the effect of using authentic texts on Iranian EFL learners' incidental vocabulary learning. To this end, a population of 52 Iranian female EFL learners aged 15 to 17 was selected. They were two intact classes; experimental group (25 students) and control group (27 students). Both groups received a pretest at the first session. Regarding the treatment, the authentic reading texts selected from World News for students of English, Level1 was taught to the experimental group while the texts selected from book 1 was taught to the control group. After a month post-test were run among all of the participants in both control and experimental groups to find out the possible effects of the treatment on the participants' vocabulary improvement. The analysis of data paired samples t-test and independent samples t-test showed that there was a significant difference between the post-tests of experimental and control groups. The experimental group outperformed the control group on the post-test.

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Davoudi, Mohammad, Moslem Zolfagharkhani, and Mojtaba Rezaei. "The Relationship between EFL Learners’ Extensive Reading and English Language Proficiency." Theory and Practice in Language Studies 6, no. 3 (March 21, 2016): 549. http://dx.doi.org/10.17507/tpls.0603.13.

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The present study aims at investigating the effects of extensive reading (ER) on language proficiency of Iranian intermediate EFL learners. A Preliminary English Test (PET) was administered to 106 male and female university students. The participants were selected as intermediate learners and were divided into three groups (one control and two experimental groups). During the ten sessions of the treatment, ten short stories (authentic and simplified) were provided to the two homogenous groups (two experimental groups). The first experimental group received authentic reading texts and the second experimental group received simplified reading texts, while the participants of the control group followed the ordinary reading course at the university. All three groups received post-tests administered after the treatment. The results of the t-tests revealed that there is no significant difference in reading scores across the posttest between two experimental groups. The results of ANOVA also revealed that there is a significant difference between the scores of the control group and experimental groups’ participants. Based on the interview result after the post-test, all of the participants (100%) agreed that they had positive attitude toward extensive reading after participating in the treatment sessions. The study suggests, however, students’ curriculum courses should include extensive reading texts in order to develop EFL language proficiency.

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MOUDJARI, Leila, and Karima AKLI-ASTOUATI. "An Experimental Study on Sentiment Classification of Algerian Dialect Texts." Procedia Computer Science 176 (2020): 1151–59. http://dx.doi.org/10.1016/j.procs.2020.09.111.

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Woldegerima, Woldegebriel A., Miranda I. Teboh-Ewungkem, and Gideon A. Ngwa. "Sensitivity analysis for a within-human-host immuno-pathogenesis dynamics of Plasmodium falciparum parasites." Texts in Biomathematics 1 (July 23, 2018): 140. http://dx.doi.org/10.11145/texts.2018.05.257.

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Sensitivity analysis has become increasingly useful in many fields of engineering and sciences. Researchers use sensitivity and uncertainty analysis in the mathematical modelling of biological phenomena because of its value in identifying essential parameters for model's output. Moreover, it can help in the process of experimental analysis, model order reduction, parameter estimation, decision making or development of recommendations for decision makers. Here, we demonstrate the use of local sensitivity analysis to understand the influence of different parameters on a threshold parameter, R_0^I, resulting from the analysis of a within human-host model for the dynamics of malaria parasites. %We highlight the different methods used in sensitivity analysis.Our results reveal that the obtained R_0^I is most sensitive to the infection rate of healthy red blood cells (RBCs) by merozoites, the average number of merozoites released per bursting parasitized RBCs, the proportion of parasitized RBCs that continue asexual reproduction and the per capita natural death rate of merozoites.

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Tsuji, Kayo. "Effects of L1 Use on L2 Text Quality: Rethinking Cognitive Process of Formulating L1 Texts during L2 Writing." English Language Teaching 14, no. 7 (June 15, 2021): 44. http://dx.doi.org/10.5539/elt.v14n7p44.

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The first language (L1) use is vital to developing the quality of second-language (L2) writings. Establishing a clear argument with the logical flow in L2 can be a daunting task for learners with low L2 proficiency. To determine if L1 use is positively related to students’ L2 texts, the researcher conducted a comparative study with 77 Japanese L2 learners. It examines differences amongst L2 argumentative essays resulting from four writing processes. The participants were divided into two focused groups, the experimental group formulating L1 texts and then translating into L2, and the contrast group composing texts directly in L2. Then, each group was divided into two sub-groups: One composing their texts using a writing framework, and the other with no framework. Over three L2 classes, each group experienced the writing process respectively. They submitted the essays before and after the processes. Two experienced L2 instructors assessed students’ pre- and post-texts, and compared the texts of each group cross-sectionally and longitudinally. The results show that participants in the experimental group with the framework significantly improved their L2 text quality. Thus, the teaching of argumentative writing should incorporate the process of L1 formulation with a framework into a process-focused approach to efficiently facilitate students’ L2 writing.

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Wood, Sarah. "Small Experimental Action." Paragraph 40, no. 3 (November 2017): 383–98. http://dx.doi.org/10.3366/para.2017.0241.

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‘Small Experimental Action’ is a title derived from Freud's account of thinking. The piece draws attention to the psychoanalytic conception of thinking as an experimental action, and seeks to draw attention to writing as an experimental action, and because it is concerned with reading literary and psychoanalytic texts it draws attention to reading as an experimental action too. It explores agency and risk in ways directly inspired by Shoshana Felman's account of reading, and by the voyage of the coracle in Stevenson's Treasure Island.

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Diouf, Abdoulaye, Baba Issa Camara, Diene Ngom, Hela Toumi, Vincent Felten, Jean-François Masfaraud, and Jean-François Ferard. "Bayesian inference of a dynamical model evaluating Deltamethrin effect on Daphnia survival." Texts in Biomathematics 2 (November 3, 2018): 14. http://dx.doi.org/10.11145/texts.2018.10.279.

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The estimation of toxicokinetic and toxicodynamic (TK-TD) models parameters is a real problem in research. These models highlight a dynamics of internalisation of a toxic compound and a dynamics of the damage that this contaminant will cause on an organism and of possible repairs on the latter. This coupling TK-TD makes it possible to connect these measurements at different times with the same set of parameters sometimes very important in number. In this paper, the focus is on assessing the long-term impact of deltamethrin effects on a sample of daphnia magna survival. For this purpose we fit our TK-TD model of deltamethrin bio-accumuluation and daphnia survival to our experimental data by using bayesian inference algorithm developed in the package deBinfer of R. This bayesian inference method allows estimate simultaneously all the parameters of deltamethrin bio-accumuluation and daphnia survival dynamical system. For the estimation of the environmental risks, our results show that whatever the concentration or duration of exposure, the concentration of bioaccumulated deltamerin should not exceed on average 6.188 ng/L, at the risk of observing the deadly effects

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Coles, Katharine. "The Experimental Turn." PMLA/Publications of the Modern Language Association of America 135, no. 1 (January 2020): 180–87. http://dx.doi.org/10.1632/pmla.2020.135.1.180.

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From 2012 to 2017, I Collaborated with the Visualization Scientists Miriah Meyer and Nina Mccurdy and the Poet Julie Gonnering Lein to develop Poemage, a computational tool that identifies and visualizes complex sonic relationships in poems. The scientists sought problems that would allow them to develop breakthrough computational strategies, frameworks, or paradigms. Lein and I, the poets, realizing that much digital humanities research at the time was driven by technology and the desire to extract data from texts, remained committed to engaging the qualitative, aesthetic, close-reading experience that is central to our work.

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Adesope, Olusola O., Andy Cavagnetto, Nathaniel J. Hunsu, Carlos Anguiano, and Joshua Lloyd. "Comparative Effects of Computer-Based Concept Maps, Refutational Texts, and Expository Texts on Science Learning." Journal of Educational Computing Research 55, no. 1 (July 26, 2016): 46–69. http://dx.doi.org/10.1177/0735633116654163.

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This study used a between-subjects experimental design to examine the effects of three different computer-based instructional strategies (concept map, refutation text, and expository scientific text) on science learning. Concept maps are node-link diagrams that show concepts as nodes and relationships among the concepts as labeled links. Refutational texts are designed specifically to elicit common misconceptions that learners typically hold about a particular topic, directly refute the misconceptions, and present scientific explanations as compelling alternatives. Expository scientific texts consist of texts that are written specifically to present correct scientific information. Sixty-seven participants were randomly assigned to study one of three computer-based presentations on climate change. The dependent measures were tests of free recall and transfer. The concept map group significantly outperformed the refutational and scientific text groups on both free recall and transfer tests. Practical and theoretical implications of these findings are discussed.

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Hingley, Peter. "Estimating the mean of a small sample under the two parameter lognormal distribution." Texts in Biomathematics 1 (March 3, 2018): 100. http://dx.doi.org/10.11145/texts.2018.02.027.

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Lognormally distributed variables are found in biological, economic and other systems. Here the sampling distributions of maximum likelihood estimates (MLE) for parameters are developed when data are lognormally distributed and estimation is carried out either by the correct lognormal model or by the mis-specified normal distribution. This is designed as an aid to experimental design when drawing a small sample under an assumption that the population follows a normal distribution while in fact it follows a lognormal distribution. Distributions are derived analytically as far as possible by using a technique for estimator densities and are confirmed by simulations. For an independently and identically distributed lognormal sample, when a normal distribution is used for estimation then the distribution of the MLE of the mean is different to that for the MLE of the lognormal mean. The distribution is not known but can be well enough approximated by another lognormal. An analytic method for the distribution of the mis-specified normal variance uses computational convolution for a sample of size 2. The expected value of the mis-specified normal variance is also found as a way to give information about the effect of the model misspecification on inferences for the mean. The results are demonstrated on an example for a population distribution that is abstracted from a survey.

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Дячук, Наталія. "Frame Analysis of Political Texts." East European Journal of Psycholinguistics 4, no. 1 (June 27, 2017): 40–46. http://dx.doi.org/10.29038/eejpl.2017.4.1.dya.

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The article outlines the study of political texts from psycholinguistic perspectives. The research generalizes and empirically verifies a psycholinguistic approach to the study of political discourse and focuses on frame analysis, one of the most powerful psycholinguistic techniques. Frame structure embraces conceptual components that allow accumulating information from different sources. The public speeches of two great Ukrainian and American political leaders Viktor Yushchenko and Barack Obama were the principal sources of the analysis. Frame analysis was applied to study cross-cultural peculiarities that depict national nature of two cultures. Data analysis shows that discourse of the Ukrainian leader is mostly focused on categories such as people, power, liberty. The discourse of the American leader contains categories such as economy, money, people, psychological constructs. The results show that people have become top-priority for V. Yushchenko. They are the people the Ukrainian politician addresses, believes and trusts. V. Yushchenko also carries about freedom, independence and liberty of any Ukrainian citizen. B. Obama is deeply concentrated on economy and finance of his country. It has become obvious that he is ready to implement the set of reforms for the country to thrive. The category of psychological constructs shows that the American politician is full of respect and proud for his country ant population. The radical variety of two speeches is caused by different economic conditions, values and mentality of two cultures and personal purposes and objectives of two representatives. References Алимурадов О. Картины языка музыки. Функционально-семантическаяхарактеристика современной английской музыкальной лексики: когнитивнофреймовый подход. М.: КРАСАНД, 2009.Alimuradov, O. (2009). Kartiny Yazyka Muzyki. Funktsional’no-SemanticheskayaKharakteristika Sovremennoy Angliyskoy Muzykal’noy Leksiki: Kognitivno-FreymovyyPodkhod [Pictures of the Language of Music. Functional-Semantic Characteristics ofModern English Musical Vocabulary: Cognitive-Frame Approach]. Moscow: KRASAND. Minsky, M. (1975). A framework for representing knowledge. In: The Psychology ofComputer Vision (pp. 211-277), P.H. Winston (ed.). New York: McGraw-Hill. Никонова Ж. Теория фреймов в лингвистических исследованиях. СПб: СпбГУ, 2006.Nikonova, Zh. (2006). Teoriya Freymov v Lingvisticheskikh Issledovaniyakh [The Theoryof Frames in Linguistic Studies]. S.-Petersburg: St. Petersburg State University. Никонова Ж. Основные этапы фреймового анализа речевых актов // ВестникНижегородского университта им. Н. И. Лобачевского. 2008. № 6. С. 224–228.Nikonova, Zh. (2008). Osnovnyye etapy freymovogo analiza rechevykh aktov (namateriale sovremennogo nemetskogo yazyka) [The main stages of frame analysis of speech acts (on the basis of modern German language]. Vestnik NizhegorodskogoUniversiteta im. N. I. Lobachevskogo, 6, 224–228 Шейгал Е. Семиотика политического дискурса. М.: Гнозис, 2004.Sheygal, Ye. (2004). Semiotika Politicheskogo Diskursa [The Semiotics of PoliticalDiscourse]. Moscow: Gnozis. Стернин И. Методика исследования структуры концепта. Воронеж, 2001.Sternin, I. (2001). Metodika Issledovaniya Struktury Kontsepta [Methodology for Studyingthe Structure of the Concept]. Voronezh: Voronezh University. Засєкіна Л., Засєкін С. Психолінгвістична діагностика. Луцьк: Вежа, 2008.Zasiekina, L, Zasiekin, S (2008). Psyholinhvictychna Diahnostyka [PsycholinguisticDiagnostics]. Lutsk: Vezha. Sources Obama, B. (2007) Barack Obama’s campaign speech. Retrieved fromhttp://www.theguardian.com/world/2007/feb/10/barackobama. Ющенко В. Слухай своє серце, керуйся своїм розумом!// Високий замок. № 185(3).Yushchenko, V. (2004) Slukhay svoye sertse, keruysya svoyim rozumom! [Listen to yourheart; be guided by your mind!]. Vysokyy Zamok, 185, 3.

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Abakumova, O. V., and L. V. Velichkova. "MECHANISM OF ANALYSIS OF SOUND TEXTS." Язык и текст 5, no. 1 (2018): 18–22. http://dx.doi.org/10.17759/langt.2018010103.

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The article presents a mechanism for analyzing sounding texts on the material of spontaneous texts (television interviews in Russian, German and Spanish languages). The theoretical basis for the proposed experimental approach is the theory of speech activity and research in the field of psycholinguistics. The units that are subject to be analyzed are the rhythmic - intonational parameters of speech as the ones that are essential from the point of their function in the process of generation and perception of speech. The comparative nature of the study makes it possible to identify universal and culture-bound features of spontaneous speech.

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Beck, Isabel L., Margaret G. McKeown, and Erika W. Gromoll. "Learning From Social Studies Texts." Cognition and Instruction 6, no. 2 (June 1989): 99–158. http://dx.doi.org/10.1207/s1532690xci0602_1.

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Farsi, Roghayeh. "Experimentalism and cognition." English Text Construction 12, no. 1 (May 27, 2019): 29–58. http://dx.doi.org/10.1075/etc.00017.far.

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Abstract This study approaches experimental literary texts from a cognitive perspective. It investigates if a constructivist modeling of cognition can be applied to such texts, and contends that there is a two-way relation between memory and literary experimentations. It suggests a fresh look at literary experimentalism – from the perspective of the cognitive processes involved in challenging (text, language, and world) schemata to varying degrees. There exists a vast body of knowledge on experimental texts, but the study of cognitive processing of such texts has until now been a less studied area of cognitive research. This study defines two main types of experimental texts based on their closeness to or divergence from the schematic parameters of world, text, and language: proximal and distal. The study shows how distal experimentations are conventionalized over the course of time and call for re-innovation.

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Hausman, Hannah, and Matthew G. Rhodes. "When pretesting fails to enhance learning concepts from reading texts." Journal of Experimental Psychology: Applied 24, no. 3 (September 2018): 331–46. http://dx.doi.org/10.1037/xap0000160.

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Ferrero, Marta, Tom E. Hardwicke, Emmanouil Konstantinidis, and Miguel A. Vadillo. "The effectiveness of refutation texts to correct misconceptions among educators." Journal of Experimental Psychology: Applied 26, no. 3 (September 2020): 411–21. http://dx.doi.org/10.1037/xap0000258.

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Aisah, Siti Nur. "Writing Procedure Texts Through “How To Make…” Video." Tell : Teaching of English Language and Literature Journal 7, no. 1 (April 30, 2019): 11. http://dx.doi.org/10.30651/tell.v7i1.2655.

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ABSTRACT: The aim of this research is to describe whether there is effect in teaching writing procedure text for 7th grade students of SMP Al-Fattah Buduran Sidoarjo. The instrument to collect the data was test. After collected the data, the researcher analyzed it. The analysis of data were from pre test and post test score of experimental and control class. The result of the research showed that the mean score of experimental class higher than the mean of control class (83 > 69.07) and the t-test result showed the value of t-test is higher than the value of t-table. The value of t-test was 6.163 while the value of t-table on α = 5% was 1.699. It indicated that the hypothesis of this research was accepted. For the next researcher, hope this research can be alternative method for teaching writing procedure text through video.

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Levy, Betty A., Lauren Barnes, and Lisa Martin. "Transfer of fluency across repetitions and across texts." Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale 47, no. 2 (1993): 401–27. http://dx.doi.org/10.1037/h0078821.

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Rahmawati, Fardhila Sheli, Bambang Yudi Cahyono, and Mirjam Anugerahwati. "Effect of story maps on EFL students’ achievement in writing narrative texts." Journal on English as a Foreign Language 8, no. 2 (September 22, 2018): 130. http://dx.doi.org/10.23971/jefl.v8i2.877.

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<p>The purpose of this study was to investigate the effect of story maps used in process-approach on the achievement in writing narrative texts of junior high school students as perceived from their learning styles. A quasi-experimental design was implemented in seven meetings. Two existing second-grade classes of a junior high school in Malang City, East Java, Indonesia were selected to be experimental and control groups. The students in the experimental group were taught by using story maps when they followed process approach in writing narrative texts, while those in the control group were taught in the conventional method which was conducted through writing notes. There were 20 students in the experimental group and 13 students in the control group. Independent<em> t</em>-test was used to analyze the scores of both groups. The finding indicated that the difference is significant between the students’ scores in the experimental group and those in the control group in favor of the experimental group. The result also revealed that there is no significant difference in the achievement in writing narrative texts between the visual and auditory learners.</p>

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Feshchenko, Vladimir. "Graphic Translation of Experimental Verse as a Strategy of Poetic Text’s Transcreation." Studia Metrica et Poetica 6, no. 1 (August 29, 2019): 94–115. http://dx.doi.org/10.12697/smp.2019.6.1.04.

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The article examines the problem of translating experimental poetic texts into other languages. The focus is on the transfer of verse’s spatial design between the source and the target languages. We analyze some cases of unconventional poetry translation with particular attention to verbal/visual properties of avant-garde poems. Stéphane Mallarmé’s, Guillaume Apollinaire’s, Augusto de Campos’ and Dmitry A. Prigov’s visual poetry provides examples of autographic (hand-written or hand-drawn) and allographic (typewritten or typeset) texts. The former, as we argue, are problematic for translation, just like pictures in painting, whereas the latter may be rendered in another language. The analysis of E. E. Cummings’ allographic experimental verse allows to propose a special strategy for translating this kind of texts. By analogy with ‘phonetic translation’, this strategy can be called ‘graphic translation’. This type of translation preserves the visual and metagraphemic forms of the original text, rearranging its lexical elements in translation. It specifically applies to visually-oriented avant-garde and experimental texts. Graphic translation ‘transcreates’ the text to a certain degree and this contributes to preserve and reinforce the experimental nature of avant-garde verse in languages other than its own.

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Eliyawati, Eliyawati. "Improving students' ability to write narrative texts using pictures." AL-ASASIYYA: Journal Of Basic Education 4, no. 2 (February 15, 2020): 37. http://dx.doi.org/10.24269/ajbe.v4i2.2421.

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This study is aimed in improving students' writing ability by using pictures in narrative text for Grade XI- IPS 5 SMA N 1 Cigugur Kuningan, the survey used of t-test data of experimental and control groups on pre-test and the shows that tactic is lower that ttab (0, 07 ˂ 1, 6759) that is no significant difference of pre-test mean of both groups. The result of there are given a different treatment, and it means that there is a considerable difference in the post-test way of both groups, which is the post-test mean of the experimental group is significantly higher. The result t-test of a hypothesis test in the experimental group, whit is tactic ˃ tab or 9, 72 ˃ 1, 7081 so the alternative hypothesis (Ha) the researcher found that the students gave positive responses on the use of the picture on student narrative writing skill. The results of the questionnaire analysis were only offered to the experimental group, which for the affective aspect was 370 or with the "agreed" criteria, for cognitive perspective are 170. It indicates the students' feeling toward English subject commonly, writing activity, and writing narrative text using picture especially is good. For the behaviour is 273 or in the "strongly agree" criteria. It indicates using snapshot is very good, an idea or belief toward English is essential are excellent, and they also agreed toward the difficulties of writing text without any media. After using a picture in writing narrative activity, these conclude that picture is significantly improving student narrative writing skill, and It's they made a considerable improvement in some aspect of writing skills such as content, organization, vocabulary and grammar.

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Maier, Johanna, and Tobias Richter. "Text Belief Consistency Effects in the Comprehension of Multiple Texts With Conflicting Information." Cognition and Instruction 31, no. 2 (April 2013): 151–75. http://dx.doi.org/10.1080/07370008.2013.769997.

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Bui, Thuy, Frank Boers, and Averil Coxhead. "Extracting multiword expressions from texts with the aid of online resources." ITL - International Journal of Applied Linguistics 171, no. 2 (June 25, 2019): 221–52. http://dx.doi.org/10.1075/itl.18033.bui.

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Abstract This article reports on a classroom intervention where L2 learners were prompted to look for multiword expressions in texts. The participants were two intact classes of Vietnamese learners of English as a foreign language. Over a period of eight weeks, the experimental group (n = 26) looked for expressions in texts, while the comparison group (n = 28) used the same texts for content-related activities. In pairs, students in the experimental group consulted online dictionaries and an online corpus to help them determine which word strings in the texts were common expressions. The students’ worksheets and audio-recorded interactions suggest they were by and large successful at this, but also reveal the students found it hard to identify the boundaries of expressions and occasionally failed to find the dictionary (sub-)entries that matched them. The two groups’ ability to recall the expressions was gauged by comparing their scores on a pre-test and a post-test administered one week after the last class and again five months later. The learning gains were greater in the experimental group, although the difference fell short of significance in the delayed post-test. Students in the experimental group whose proficiency in English was relatively high tended to benefit the most.

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Lebedeva, Svetlana V., and Antonina V. Annenkova. "Psycholinguistic Research of Creolized Advertising Texts: Age Factor." SHS Web of Conferences 50 (2018): 01027. http://dx.doi.org/10.1051/shsconf/20185001027.

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People daily deal with creolized texts that have become an integral part of life in modern society. One of such texts examples is advertising in educational sphere. The purpose of production and use of such texts is the formation of ideas, images and special relationship to the world or subject / object which is mediated by personal characteristics of an individual. Achieving this goal is possible by influencing the human consciousness and perception with the variety of psychological, psycholinguistic methods and other ways depending on the specific task. It should be noticed that subjective perception of a particular creolized text image is influenced not only by linguistic characteristics, but also by a large number of extralinguistic factors. The article shows some results of the experimental research which was conducted to prove “age” factor influence on the perception of creolized texts. In addition, some key issues related to practical application of a systematic approach for experimental data analysis as well as its application to linguistic science are discussed in the article.

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Foltz, Peter W., and Amber D. wells. "Automatically deriving readers’ knowledge structures from texts." Behavior Research Methods, Instruments, & Computers 31, no. 2 (June 1999): 208–14. http://dx.doi.org/10.3758/bf03207712.

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Abramson, Charles I., and Aaron J. Place. "Note regarding the Word ‘Behavior’ in Glossaries of Introductory Textbooks, Dictionaries, and Encyclopedias Devoted to Psychology." Perceptual and Motor Skills 101, no. 2 (October 2005): 568–74. http://dx.doi.org/10.2466/pms.101.2.568-574.

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Glossaries of introductory textbooks in psychology, biology, and animal behavior were surveyed to find whether they included the word ‘behavior’. In addition to texts, encyclopedias and dictionaries devoted to the study of behavior were also surveyed. Of the 138 tests sampled across all three fields, only 38 (27%) included the term ‘behavior’ in their glossaries. Of the 15 encyclopedias and dictionaries surveyed, only 5 defined ‘behavior’. To assess whether the term ‘behavior’ has disappeared from textbook glossaries or whether it has usually been absent, we sampled 23 introductory psychology texts written from 1886 to 1958. Only two texts contained glossaries, and the word ‘behavior’ was defined in both. An informal survey was conducted of students enrolled in introductory classes in psychology, biology, and animal behavior to provide data on the consistency of definitions. Students were asked to “define the word ‘behavior’.” Analysis indicated the definition was dependent upon the course. We suggest that future introductory textbook authors and editors of psychology-based dictionaries and encyclopedias include ‘behavior’ in their glossaries.

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Stevenson, Rosemary J. "Memory for referential statements in texts." Journal of Experimental Psychology: Learning, Memory, and Cognition 14, no. 4 (1988): 612–17. http://dx.doi.org/10.1037/0278-7393.14.4.612.

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Levy, Betty Ann, June Campsall, Janet Browne, Diane Cooper, Christine Waterhouse, and Carol Wilson. "Reaading fluency: Episodic integration across texts." Journal of Experimental Psychology: Learning, Memory, and Cognition 21, no. 5 (1995): 1169–85. http://dx.doi.org/10.1037/0278-7393.21.5.1169.

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Wijgh, I. F. "Communicatieve Opgaven In De Examens Tekstbegrip Moderne Vreemde Talen." Taaltoetsen 31 (January 1, 1988): 182–86. http://dx.doi.org/10.1075/ttwia.31.19wij.

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Since 1987 the tests of reading comprehension at the lower vocational and secondary school level include a dozen communicative assignments. The languages concerned are French, German, English and Spanish. These assignments have the following characteristics: - the texts differ in length: they are shorter than the traditional texts; - the texts are printed in their original lay-out; - their is a large variety in types of text; - the texts are 'consumer-texts': foreigners will probably come into contact with such texts during their stay in the country where the object language is spoken; - there is usually only one question per text; - the questions are meant to call up language performance that goes with a given type of text in reality; i.e. they tie in with the reading objective that is most functional; Cito (the Dutch national institute for educational measurement) has done research into the possibilities of including communicative assignments in the exams at the higher levels of secondary education. Basic principles have been laid down and a comparison with the assignments at lower levels has been made. Experimental tests have been constructed; they have been taken by pupils at the levels concerned. The psychometric data have not been such that a decision on implementation could be made. Further research and decisions will be necessary.

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Sergienko, Alexander. "A Guide to Experiments in Quantum Optics, Hans-Albert Bachor. 1998. John Wiley & Sons, Inc. (New York). 378 pp. $95.00. ISBN 3-527-29298-5." Laser and Particle Beams 18, no. 4 (October 2000): 718–19. http://dx.doi.org/10.1017/s0263034600234125.

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This book succeeds in providing an experimentalist's view of quantum optics, complementing the many standard texts which take a theoretical point of view (see, e.g., M.O. Scully and M.S. Zubairy Quantum Optics, Cambridge University Press, 1997). As the title indicates, the book focuses mainly on experimental efforts and the realistic conditions of experimental tests. The choice of topics was clearly the result of the author's experience in the field of experimental quantum optics and a solid understanding of the pedagogical requirements of the material.

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Zabuzhanska, Inna. "American postmodern poetic texts: in search of rhythmicity." Lege Artis 2, no. 2 (December 1, 2017): 444–81. http://dx.doi.org/10.1515/lart-2017-0021.

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Abstract This paper highlights the results of the experimental phonetic research on American postmodern poetic texts, voiced by their authors. The acoustic analysis of fundamental frequency, duration, and intensity of rhythmic groups proves their rhythm-creating ability. Arrhythmicity is seen as a means of creating the effect of defeated expectancy, emphasizing those speech fragments, which are crucial in the decoding of the author’s intention.

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Lareo Martín, Inés, and Ana Montoya Reyes. "Scientific writing: following Robert Boyle's principles in experimental essays -1704 and 1998." Revista Alicantina de Estudios Ingleses, no. 20 (November 15, 2007): 119. http://dx.doi.org/10.14198/raei.2007.20.06.

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Science and scientific method have evolved in parallel with changes in philosophical ideas. One aspect of the discipline affected by these changes is the way in which scientists' results should be shown to the world. However, it was not until the second half of the 17th century that the first recommendations or guidelines for reporting scientific discoveries appeared. The Royal Society became the first institution to concern itself with the form this new discourse should take. The aim of this paper is to analyse the linguistic evolution experienced by two pieces of scientific writing and to examine to what extent the two texts follow the recommendations of Robert Boyle and the Royal Society concerning the patterns scientific discourse should observe. Two texts were selected for the task, one published at the beginning of the 18th century, the other at the end of the 20th. For the purposes of comparison, the texts analysed are from the same discipline and both report an experiment on Optics.

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Islam, Syaiful, and Edi Santoso. "THE EFFECTIVENESS OF USING AUTHENTIC TEXTS IN THE TEACHING READING COMPREHENSION." ETERNAL (English, Teaching, Learning, and Research Journal) 4, no. 2 (December 31, 2018): 166. http://dx.doi.org/10.24252/eternal.v42.2018.a3.

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It was conducted to investigate whether the use of authentic texts in the teaching of reading comprehension is effective. The design of the study was quasi-experimental with non-randomized pretest-posttest control group. The samples of this study were the eight grade of SMP Negeri 1 Lawang – Malang in the 2017/2018 academic year. The sampling technique applied was simple random sampling which was taken by using lottery. The result of the lottery showed that class VIII-I was chosen as the experimental group and class VIII-G as the control group. In collecting data, pretest – posttest used was in the form of multiple choice tests which covered the subject matter of reading comprehension. The pretest means of both groups were analyzed statistically by using Lavene’s. Lavene’s test revealed the significant value is .553 that is higher than .05. This result indicates that the difference between variances is not significant. This indicates that the subjects of experimental and control groups are not significantly different before the experiment in their pretest scores of reading comprehension test. Therefore, an independent t-test was used to analyze the posttest means. The result of research findings, it can be concluded that using authentic texts in teaching reading comprehension proved to be effective in increasing the students’ reading comprehension achievement. Thus, it is suggested that English teacher to utilize authentic texts in teaching reading comprehension.

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Rohman, Mohammad Khaizar, Andayani Andayani, and Suyitno Suyitno. "Implementation of Experimental Text Writing Learning in Internet Networks during the Covid-19 Period: A Case Study in Class IX of SMP Negeri 1 Kedung." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 2 (June 8, 2021): 3114–21. http://dx.doi.org/10.33258/birci.v4i2.2029.

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The purpose of this study is to describe: 1) planning for learning to write experimental texts through the internet during the COVID-19 period; 2) implementation of learning to write experimental texts through the internet; 3) obstacles in learning to write experimental texts through the internet; 4) solutions to overcome obstacles in learning to write experimental texts through the internet. This research is a qualitative research case study method with a qualitative descriptive approach. Sources of research data are: 1) informants include Indonesian language teachers and grade IX students; 2) documents include lesson plans, media, and learning materials. The sampling technique used the purposive sampling technique. Data collection techniques used are 1) interviews and 2) document analysis. The data analysis technique used is an interactive model. The results of this study were: 1) the planning of learning to write experimental texts through the internet network in class IX went well; 2) the implementation of learning to write experimental texts through the internet is well implemented; 3) The obstacles encountered are as follows: a) students are not used to or have not adapted to learning through the internet; b) the interest and motivation of students who are not used to doing learning through the internet are low; c) different levels of ability and interest among students; d) the teacher finds it difficult to give examples. 4) Solutions from the teacher are: a) the teacher motivates students to be active; b) the teacher gives continuous assignments; c) conduct two-way interaction; d) teachers collaborate with teaching materials with appropriate learning media. Furthermore, the solutions from the students are: a) students actively seek to ask questions and discuss; b) students try to adapt; c) students try to learn independently; d) students always try to learn the material given by the teacher.

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Britsyna, Olesya. "Anecdotes, Jokes and Jests in Everyday CommunicationFolklore Texts under Observation and Experimental Study." Fabula 40, no. 1-2 (January 1999): 26–32. http://dx.doi.org/10.1515/fabl.1999.40.1-2.26.

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Karam, Khaled Mostafa, and Helmy Elfiel. "An Experimental Appraisal of the Acquisition of Creative Literary Compression versus Descriptive Texts." Creativity Research Journal 33, no. 2 (January 31, 2021): 106–23. http://dx.doi.org/10.1080/10400419.2020.1871548.

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Ültay, Neslihan, Ümmü Gülsüm Durukan, and Eser Ültay. "Evaluation of the effectiveness of conceptual change texts in the REACT strategy." Chemistry Education Research and Practice 16, no. 1 (2015): 22–38. http://dx.doi.org/10.1039/c4rp00182f.

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This study aimed to investigate the effect of conceptual change text (CCT) in the REACT strategy for students' conceptions of solutions. A quasi-experimental method was used in the study. The study was carried out in the spring term of the 2012–2013 academic year with 61 freshmen students (aged 18–20 years) studying in the Elementary Education Department. To gather data, the solutions concept test (SCT) was used as a pretest (PrT) and posttest (PoT) and clinical interviews were used to increase the validity of the data obtained from SCT. In the experimental and control groups, the REACT strategy was used as the teaching strategy. In the experimental group, the REACT strategy was enriched with CCTs. Three CCTs were used for the experimental group. According to the findings, there was a significant difference between the experimental and control groups' PrT and PoT results. The REACT strategy was found to be successful at dealing with the alternative conceptions in solution chemistry. However, no significant difference was found between the groups' PoT results. On the other hand, qualitative analyses showed that the CCTs were slightly effective in remediation of alternative conceptions in solution chemistry. This suggests that we may need to use more than one intervention model to effectively remedy the alternative conceptions in solution chemistry. This study may be helpful for diagnosing alternative conceptions and guide researchers to remedy them. Hence, CCTs can be designed for other chemistry topics for implementation in schools.

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Dee-Lucas, Diana, and Jill H. Larkin. "Attentional strategies for studying scientific texts." Memory & Cognition 16, no. 5 (September 1988): 469–79. http://dx.doi.org/10.3758/bf03214228.

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Greenberg, Seth N., and Joanna Tai. "Letter detection in very familiar texts." Memory & Cognition 29, no. 8 (December 2001): 1088–95. http://dx.doi.org/10.3758/bf03206377.

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Dos Reis, João B. A., Fernando Rodrigues Silva, and Wellington Silva Vieira. "O Efeito Faraday e a matéria." História da Ciência e Ensino: construindo interfaces 17 (June 12, 2018): 50. http://dx.doi.org/10.23925/2178-2911.2018v17p50-66.

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ResumoEsta pesquisa relata estudos sobre os aspectos históricos do eletromagnetismo em parceria com alunos dos cursos de Engenharia do Centro Universitário de Caratinga, Projeto Ciências Integrada, nas disciplinas de Física e Química, dada a ênfase na relevância da metodologia experimental de Michael Faraday de 1845 a 1850. Priorizou-se a leitura dos textos originais de Faraday e de seus comentadores referentes ao contexto em artigos em português, proporcionando a confecção de textos didáticos de divulgação científica. Os resultados foram motivo de seminários interdisciplinares versando sobre a aplicabilidade da ciência no contorno histórico da época, visando contribuir com textos de abordagens interdisciplinares. Palavras-chave: Divulgação Científica; Interdisciplinaridade; Ensino de Física; História da Ciência e Ensino.AbstractThis research reports studies on the historical aspects of electromagnetism held in partnership with the engineering undergraduate students of the Centro Universitário de Caratinga, who are part of the Integrated Sciences Project, which is part of the disciplines of Physics and Chemistry, and which give the emphasis on the relevance of the experimental methodology of Michael Faraday from 1845 to 1850. The original texts of Faraday and his commentators concerning the context in Portuguese articles were prioritized, providing the preparation of didactic texts for scientific dissemination. The results of that led to evolve some interdisciplinary seminars on the applicability of science in the historical context of that time, in order to contribute with texts of interdisciplinary approaches.Keywords: Scientific Divulgation; Interdisciplinarity; Physics Teaching; History of Science and Teaching

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Adi Pratama, Alfin Candra, and Hartono Hartono. "Improving Student�s Writing Skill of Descriptive Text by Using Instagram Posts as Visual Media." Journal of Advanced Multidisciplinary Research 1, no. 2 (December 31, 2020): 98. http://dx.doi.org/10.30659/jamr.1.2.98-105.

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Writing is one amongst the important skills learned in English. In writing, people express their ideas and opinions. In this era of advanced communication technology, the use of social media to teach and assist students to learn is common for educators. This research investigated the effectiveness of using Instragram in teaching writing of descriptive texts.� As pre-experimental research, this research used written tests of descriptive texts as the main instrument and interview as the supplementary data collection technique. The samples of this research were eleventh grade students of Social one of a public senior high school in Semarang. The result of this research showed that there was a significant difference on the students� ability of writing descriptive texts before and after the treatment. The interview responses also indicated that using Instagram post as visual media for learning descriptive was effective. In conclusion Instagram posts as visual media in teaching descriptive texts can improve student�s writing ability of descriptive text.

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Journal articles on the topic 'Experimental texts'

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