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Journal articles on the topic 'Topographic map reading skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Ohnishi, Koji, Hiroaki Akimoto, Yoshihiro Ugawa, and Satoru Itoh. "Geography education by the combination use of GIS and AR – Practices in National Institution of Technology, Toyama College." Abstracts of the ICA 1 (July 15, 2019): 1–2. http://dx.doi.org/10.5194/ica-abs-1-277-2019.

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<p><strong>Abstract.</strong> AR technology on the landscape is useful for people to identify the places with air tags. There are many people who cannot match landscapes and maps. For Map reading skill building, AR supports for people to match the landscape and maps. This paper tried to measure the effectiveness of AR technology to map reading skill building in high school geography education.</p><p>In Japan, Geography will be compulsory subject from high school from 2022. The compulsory Geography as school subject has three themes, 1 Maps and GIS, 2 International

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Bores-Calle, Nicolás Julio, Ana Escudero, and Daniel Bores-García. "Teaching Approaches to Learn Theoretical Contents in Physical Education: A Study about Contour Lines." International Journal of Environmental Research and Public Health 17, no. 22 (2020): 8599. http://dx.doi.org/10.3390/ijerph17228599.

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Purpose: Fostering student’s map reading skills, specifically understanding contour lines, is a challenging area of the Physical Education curriculum. Method: 238 students in their first year of secondary education (Mage = 13.1) were randomly assigned to one of these experimental conditions in physical education classes: (a) Teaching intervention 1 (TI-1): integrating the concept of contour lines into practical sessions of acrobatic gymnastics; (b) TI-2: theoretical sessions regarding contour lines; (c) Active control (AC): reading an introductory text about topographic maps; and two passive c

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Henty, Neil. "Map reading skills not required here." Early Years Educator 18, no. 3 (2016): 5. http://dx.doi.org/10.12968/eyed.2016.18.3.5.

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Muir, Sharon Pray. "Understanding and Improving Students' Map Reading Skills." Elementary School Journal 86, no. 2 (1985): 207–16. http://dx.doi.org/10.1086/461444.

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Perrin, F., O. Bertrand, M. H. Giard, and J. Pernier. "Precautions in Topographic Mapping and in Evoked Potential Map Reading." Journal of Clinical Neurophysiology 7, no. 4 (1990): 498–506. http://dx.doi.org/10.1097/00004691-199010000-00005.

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Dong, Weihua, Yuhao Jiang, Liangyu Zheng, Bing Liu, and Liqiu Meng. "Assessing Map-Reading Skills Using Eye Tracking and Bayesian Structural Equation Modelling." Sustainability 10, no. 9 (2018): 3050. http://dx.doi.org/10.3390/su10093050.

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Map reading is an important skill for acquiring spatial information. Previous studies have mainly used results-based assessments to learn about map-reading skills. However, how to model the relationship between map-reading skills and eye movement metrics is not well documented. In this paper, we propose a novel method to assess map-reading skills using eye movement metrics and Bayesian structural equation modelling. We recruited 258 participants to complete five map-reading tasks, which included map visualization, topology, navigation, and spatial association. The results indicated that map-re

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Edler, Dennis, and Frank Dickmann. "Elevating Streets in Urban Topographic Maps Improves the Speed of Map-Reading." Cartographica: The International Journal for Geographic Information and Geovisualization 50, no. 4 (2015): 217–23. http://dx.doi.org/10.3138/cart.50.4.3131.

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Teck, Liaw Beng. "Effects of Practical Experience and Sequential Skills in Map Reading." Singapore Journal of Education 10, no. 1 (1989): 55–59. http://dx.doi.org/10.1080/02188798908547652.

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Schmidt, Marcio Augusto Reolon, André Luiz de Alencar Mendonça, and Małgorzata Wieczorek. "Preliminary Assessment of the Impact of Culture on Understanding Cartographic Representations." Proceedings of the ICA 1 (May 16, 2018): 1–6. http://dx.doi.org/10.5194/ica-proc-1-99-2018.

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When users read a topographic map, they have to decode the represented information. This decoding passes through various processes in order to perceive, interpret, and understand the reported information. This set of processes is intrinsically a question that is influenced by culture. In particular, when one thinks of maps distributed across the internet or representations of audiences from different origins, the chance of efficient communication is reduced or at least influenced. Therefore, there should be some degree of common visual communication, which the symbology of maps can be applied

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Ilmiani, Aulia Mustika, and Delima Delima. "Innovation in Learning Arabic Reading Skills using Higher Order Thinking Skills." Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya 9, no. 1 (2021): 99–110. http://dx.doi.org/10.23971/altarib.v9i1.2603.

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This study aims to describe Arabic Reading Skills learning activities with the HOTS (Higher Order Thinking Skill) system. The research method used is a qualitative method based on text analysis. This study indicates that HOTS-based Arabic Reading Skills learning activities categorized into three levels: Level of Analysis, Level of Evaluation, and Level of Creation. First, the Level of Analysis is oriented towards the ability of students to distinguish the form of the word Isim or fi'il from a text, distinguish and classify the position of fi'il, fa'il, or maf'ul, describe the content text usin

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Cebrykow, Paweł. "Elaboration of topographic bases for statistical maps, their contents and importance." Polish Cartographical Review 49, no. 3 (2017): 97–106. http://dx.doi.org/10.1515/pcr-2017-0008.

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Abstract The author’s objective is to present the role of base contents for a statistical map and determine its desired features which would influence optimum perception of the main contents of the map. The article consists of two main parts. The first part discusses selection of cartographic projection. Presented recommendations could be summarized in a short conclusion that application of equal-area projections is the optimum solution. It results from the necessity of preserving correct spatial relations during the perception of the thematic map contents. It is recommended to show cartograph

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Jintae Chang and Kyong-Roc Lee. "The Right Brain Mind-Map Techniques to Improve English Reading Skills." Studies in Foreign Language Education 25, no. 2 (2011): 55–81. http://dx.doi.org/10.16933/sfle.2011.25.2.55.

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Hampson, P. J., and C. M. Daly. "Individual Variation in Tactile Map Reading Skills: Some Guidelines for Research." Journal of Visual Impairment & Blindness 83, no. 10 (1989): 505–9. http://dx.doi.org/10.1177/0145482x8908301007.

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A framework for studying individual variation in tactile map reading is offered and a set of research guidelines suggested. It is argued that the reading may be viewed as a many-leveled skill or set of skills, and that differences are best understood from an information processing rather than a psychometric perspective. Possible kinds of individual variation are distinguished, corresponding to differences in basic tactile abilities, amount of knowledge of the problem domain, different cognitive styles, and differences in affective factors. It is argued that the divergences must be related to a

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Starbuck, J. A. "Military Needs for Personal Navigation." Journal of Navigation 48, no. 1 (1995): 77–80. http://dx.doi.org/10.1017/s0373463300012509.

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Map reading has always been and will continue to be a vital military skill. The ability to relate map to ground and vice versa is an essential skill for all ranks. Having determined his position and that of his objective, a soldier must be able to navigate between the two in the most expeditious manner. The advent of the Global Positioning System GPS has not diminished this requirement. Map reading and navigational skills are practical subjects that must be regularly practised and assessed if skills are to remain high.

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Kuchinke, Lars, Julian Keil, Dennis Edler, Anne-Kathrin Bestgen, and Frank Dickmann. "Grid overlays reduce bias in mental representations of topographic maps." Abstracts of the ICA 1 (July 15, 2019): 1. http://dx.doi.org/10.5194/ica-abs-1-196-2019.

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<p><strong>Abstract.</strong> Reading spatial information from topographic maps to form mental representations that guide spatial orientation and navigation is a rather complex cognitive process. Perceptual and knowledge-driven processes interact to support the map reader in building these mental representations. The resulting cognitive maps are not one-to-one mappings of the spatial information and known to be distorted systematically. It is assumed that spatial information is hierarchically organized in these mental models. We are interested in how map design based on cogni

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Hanus, Martin, and Miroslav Marada. "What does a map-skills-test tell us about Czech pupils?" Geografie 121, no. 2 (2016): 279–99. http://dx.doi.org/10.37040/geografie2016121020279.

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The paper focuses on the impacts of the general education curriculum reform that has placed the pupils’ skills in the foreground of interest. Map skills are one of the most important groups of geographical skills. A test of map skills was drawn up in order to evaluate the level of map skills among pupils aged 11, 15 and 18. Its implementation proved, among others, the elementary assumption that map skills develop along with pupils’ growing age. It was also proven that Czech pupils primarily master cognitively less demanding operations with maps such as location of objects in the map, while mor

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Bina, Michael J. "Orienteering: Activities Leading to Skills Development." Journal of Visual Impairment & Blindness 80, no. 5 (1986): 735–39. http://dx.doi.org/10.1177/0145482x8608000506.

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Orienteering is presented with specific activities outlined stressing not so much the competitive nature but rather the essential orientation techniques leading to a broader and more relevant skill development. Five basic concepts: time; distance; direction; map reading; and physical concepts and skills are discussed with figures and detailed teaching methods.

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Hsu, Hsiao-Ping, Bor-Wen Tsai, and Che-Ming Chen. "Teaching Topographic Map Skills and Geomorphology Concepts with Google Earth in a One-Computer Classroom." Journal of Geography 117, no. 1 (2017): 29–39. http://dx.doi.org/10.1080/00221341.2017.1346138.

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Fisk, A. D., and M. Eboch. "An automatic/controlled processing theory application to training component map reading skills." Applied Ergonomics 20, no. 1 (1989): 2–8. http://dx.doi.org/10.1016/0003-6870(89)90002-1.

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Ooms, Kristien, Philippe De Maeyer, Lien Dupont, Nina Van Der Veken, Nico Van de Weghe, and Stephanie Verplaetse. "Education in cartography: what is the status of young people’s map-reading skills?" Cartography and Geographic Information Science 43, no. 2 (2015): 134–53. http://dx.doi.org/10.1080/15230406.2015.1021713.

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Moles, Janet, and Llewellyn Wishart. "Reading the Map: Locating and Navigating the Academic Skills Development of Pre-Service Teachers." Journal of University Teaching and Learning Practice 13, no. 3 (2016): 45–60. http://dx.doi.org/10.53761/1.13.3.4.

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This article reports on an action research project that was implemented to strengthen preservice teachers’ academic skills and competencies in a Bachelor of Early Childhood Education course. Strategies identified as effective included mapping assessment tasks to State and National Early Childhood Education Curriculum and Standards Frameworks and Graduate Teacher Standards and against the skills needed to complete assessment tasks. Tools and resources were developed by lecturers to identify students’ existing skill levels and then scaffold the required competencies into course teaching. The cri

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McKissick, Bethany R., Fred Spooner, Charles L. Wood, and Karen M. Diegelmann. "Effects of computer-assisted explicit instruction on map-reading skills for students with autism." Research in Autism Spectrum Disorders 7, no. 12 (2013): 1653–62. http://dx.doi.org/10.1016/j.rasd.2013.09.013.

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Gromko, Joyce E., and Allison Smith Poorman. "Does Perceptual-Motor Performance Enhance Perception of Patterned Art Music?" Musicae Scientiae 2, no. 2 (1998): 157–70. http://dx.doi.org/10.1177/102986499800200204.

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The purpose of this study was to compare children's ability to perceive form in patterned art music after listening to music under one of two conditions: map-reading versus perceptual-motor performance. Twenty-nine upper-elementary children from a private school in a midwestem city in America participated in the study, with 15 children in the map-reading group and 14 in the perceptual-motor group. Map-reading children scored a mean of 6.80 (SD = 2.96) out of a possible 12 points on the Form Perception test; children from the perceptual-motor performance condition scored a mean of 9.93 (SD = 1.

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Vančo, Ildikó, and Viktória Gergelyová. "A comparative study of reading comprehension skills among Hungarian students in Hungary and Slovakia." Hungarian Studies 34, no. 1 (2021): 120–32. http://dx.doi.org/10.1556/044.2020.00011.

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AbstractThe present study aims to map the reading comprehension skills of the primary school students in Hungary and Slovakia and to see what differences there are in the reading habits, self-assessment and actual performance in reading comprehension between the two groups.A total of 240 survey respondents from the two countries and belonging to two age groups participated in this phase of research. The survey consisted of two parts. The first part was a self-completed questionnaire consisting of 23 questions, in which the students' sociological background, language use, reading habits, and su

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İneç, Zekeriya Fatih. "Investigating the Virtualized Cultural Heritage of Piri Reis with Social Participation and Map Literacy Skills." Shanlax International Journal of Education 9, no. 3 (2021): 39–48. http://dx.doi.org/10.34293/education.v9i3.3698.

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In this study, it was aimed to transfer Piri Reis’s 1513 world map into an interactive and dynamic environment to reflect social participation and map literacy skills of pre-service social studies teachers, to determine the reflection of the skills from the views of the pre-service teachers and the information they have structured in the database. In this sense, the virtualized map was integrated into a geographical information system application developed by the researcher. This research, in which a qualitative research approach was adopted, was carried out as a case study. The views of the p

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Sumarwati, Sumarwati, and Siti Martabatul. "MEMBUAT PETA PIKIRAN PADA KEGIATAN PRABACA UNTUK MENGIDENTIFIKASI IDE POKOK DAN MENYIMPULKAN ISI TEKS BERITA MELALUI COLLABORATIVE ACTION RESEARCH." Basastra: Jurnal Bahasa, Sastra, dan Pengajarannya 7, no. 1 (2019): 137. http://dx.doi.org/10.20961/basastra.v7i1.35522.

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<p class="Default"><em>One of the obstacles in developing reading skills in students is that they are not trained in reading activities for specific purposes. Therefore, students read by giving equal attention to all parts of the reading. Thi study aims to improve the reading ability through thue use of mind mapping. This study was an classroom action research and conducted in three cycles. The participants were students class 8D and Indonesian Language teacher of SMP Negeri 8 Surakarta. The result showed that there was an improvement in the percentace of formulating the mind map,

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Huda, Nurul. "KOMPONEN-KOMPONEN PEMBELAJARAN AL-KITÂBAH BAHASA ARAB." al Mahāra: Jurnal Pendidikan Bahasa Arab 2, no. 1 (2016): 1–26. http://dx.doi.org/10.14421/almahara.2016.021-01.

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The main component of Arabic learning covers the same four language skills for all competencies. They are: listening (istimâ’), speaking (kalâm), reading (qirâ’ah), and writing (kitâbah). Those four skills mutually connected. For instance, listening skill contributes to speaking skill and vice versa. In turn, those two skills will be strengthened by student reading skill or vice versa. Speaking skill is very close related to listening skill. Speaking and listening skill refer to all means to communicate orally. Because of the importance of this writing skill, the writer sees the need of al-Kit

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Barashid, Majed. "Investigating the Critical Reading Skills for Saudi EFL Learners through Graphic Organizers Instructional Program." Frontiers in Education Technology 3, no. 4 (2020): p30. http://dx.doi.org/10.22158/fet.v3n4p30.

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This study investigated the potential effect of a graphic organizers-based instructional program on Saudi EFL students’ critical reading skills. To this end, the researcher followed a quasi-experimental design. The sample of the study included 43 freshmen Saudi male students attending the Technology College of Al-Jouf. To carry out this study, the sample was divided into two groups. The first group, which consisted of 21 students, were assigned as the experimental group, while the second group, which consisted of 22 students, were assigned as the control group. The experimental group received

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Gergelyová, Viktória. "READING HABITS AND SELF-ASSESSMENT OF READING COMPREHENSION SKILLS AMONG HUNGARIAN STUDENTS IN SLOVAKIA." SWS Journal of SOCIAL SCIENCES AND ART 1, no. 1 (2019): 78–88. http://dx.doi.org/10.35603/ssa2019/issue1.08.

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This paper introduces the results of a survey examining the reading habits and self-assessment of reading comprehension skills of Hungarian students in Slovakia. As the largest ethnic minority in Slovakia is Hungarian, it has extensive primary and secondary native language school networks. The purpose of this research is to map the reading habits and self-assessment of reading comprehension skills of students to answer the question how these subjective views of different age groups change and what indicators (social background, school success) they correlate with. We have chosen questionnaires

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Gergelyová, Viktória. "READING HABITS AND SELF-ASSESSMENT OF READING COMPREHENSION SKILLS AMONG HUNGARIAN STUDENTS IN SLOVAKIA." SWS Journal of SOCIAL SCIENCES AND ART 3, no. 1 (2021): 8–18. http://dx.doi.org/10.35603/ssa2021/issue1.02.

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This paper introduces the results of a survey examining the reading habits and self-assessment of reading comprehension skills of Hungarian students in Slovakia. As the largest ethnic minority in Slovakia is Hungarian, it has extensive primary and secondary native language school networks. The purpose of this research is to map the reading habits and self-assessment of reading comprehension skills of students to answer the question how these subjective views of different age groups change and what indicators (social background, school success) they correlate with. We have chosen questionnaires

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Pitts, Christine M. T., and Megan Kuhfeld. "Mind the kinder-gap: New data on children’s math and reading skills as they enter kindergarten." Phi Delta Kappan 102, no. 2 (2020): 36–39. http://dx.doi.org/10.1177/0031721720963228.

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States have invested heavily in improving early childhood education in hopes of improving student reading and math skills before they enter kindergarten. However, there is limited national data from later than 2010 on children’s skills in these areas at kindergarten entry, so it is difficult for educators and policy makers to ascertain whether these investments have paid off. One available source is the NWEA’s MAP Growth assessment. Christine Pitts and Megan Kuhfeld have examined the data from 2010 to 2017 and found that upon entry into kindergarten, children’s reading and math scores have dec

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Borokhovski, Eugene, Robert M. Bernard, Norman Segalowitz, and Anna Sokolovskaya. "Systematically Mapping Connection between Rapid Automatized Naming Task and Reading Performance: A Meta-analysis of Correlational Data." Российский психологический журнал 15, no. 1 (2018): 46–76. http://dx.doi.org/10.21702/rpj.2018.1.3.

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Introduction. This meta-analytical study of primary research on early literacy explores and summarizes patterns of correlation between performance on Rapid Automatized Naming (RAN) task and measures of specific reading skills. This is the first large-scale meta-analysis intended to verify claims of the double-deficit hypothesis of relative independence of naming speed and phonological awareness factors in developmental dyslexia and to systematically map specific connection between RAN performance and various literacy competencies. Method. Two-hundred-forty-one primary studies identified

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Anggraini, Cicilia Clara Devi, Tri Murwaningsih, and Retno Winarni. "Development of Materials Are Based on Character Values to Improve Intensive Reading Skill Students for Class III in Elementary School." International Journal of Multicultural and Multireligious Understanding 5, no. 2 (2018): 118. http://dx.doi.org/10.18415/ijmmu.v5i2.131.

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This research aims to develop learning material is insight of a fairy tale that containing character values for grade 3 students through a handbook, consisting of teacher books and student books that can improve students’ intensive reading skills. This fairy tale material involves learning fairy tales with character-oriented insights and guided by using the correct intensive reading skill steps and easy to learn, understand, and understood by the students. This instructional material is equipped with competency map to be achieved by the students, description of student learning materials, stud

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de A. Pereira, Gabriel, João Bravo, and Jorge Centeno. "A User Study of a Prototype of a Spatial Augmented Reality System for Education and Interaction with Geographic Data." Big Data and Cognitive Computing 2, no. 3 (2018): 20. http://dx.doi.org/10.3390/bdcc2030020.

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Recent technological advancements in many areas have changed the way that individuals interact with the world. Some daily tasks require visualization skills, especially when in a map-reading context. Augmented Reality systems could provide substantial improvement to geovisualization once it enhances a real scene with virtual information. However, relatively little research has worked on assessing the effective contribution of such systems during map reading. So, this research aims to provide a first look into the usability of an Augmented Reality system prototype for interaction with geoinform

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Gromko, Joyce Eastlund, and Christine Russell. "Relationships among Young Children's Aural Perception, Listening Condition, and Accurate Reading of Graphic Listening Maps." Journal of Research in Music Education 50, no. 4 (2002): 333–42. http://dx.doi.org/10.2307/3345359.

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The purpose of our study was to explore relationships among children's aural perception, music listening condition, and the accuracy of children's reading of listening maps. The aural discrimination skills of 41 elementary children were tested using the Intermediate Measures of Musical Audiation (IMMA). The children were then systematically assigned to one of three listening conditions: passive, unstructured active, or structured active. After listening to European art music according to their assigned condition, every child traced a graphic listening map while listening to the music a second

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Moreno, Sylvain, Deanna Friesen, and Ellen Bialystok. "Effect of Music Training on Promoting Preliteracy Skills: Preliminary Causal Evidence." Music Perception 29, no. 2 (2011): 165–72. http://dx.doi.org/10.1525/mp.2011.29.2.165.

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the present study investigated whether music training fosters children's preliteracy skills. Sixty children were randomly assigned to participate in a 20-day training program in either music or visual art. Before and after training, children's phonological awareness and their ability to map visual symbols onto words (i.e., visual-auditory learning) were assessed. Equivalent improvement after training was observed for both groups on the phonological awareness measure, but the children with music training improved significantly more than the art-trained children on the visual-auditory learning m

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Alsowat, Hamad H. "A Systematic Review of Research on Teaching English Language Skills for Saudi EFL Students." Advances in Language and Literary Studies 8, no. 5 (2017): 30. http://dx.doi.org/10.7575/aiac.alls.v.8n.5p.30.

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This systematic review study sought to examine the teaching of English language skills in Saudi Arabia by systematically analyzing the previous studies on language skills which were published within the past ten years and identify the research areas to be bridged in the future. The study employed the systematic review approach. The search strategy yielded 221 studies for inclusion in the systematic keyword map, and 95 studies for in-depth review. The findings of this systematic review revealed that students sampling presented (80.09%) in those studies, and female students participated in only

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Wannmacher Pereira, Vera, and Danielle Baretta. "Leitura de e-book em formato linear e em formato de mapa conceitual: compreensão, processamento e estratégias." Forma y Función 33, no. 1 (2020): 147–71. http://dx.doi.org/10.15446/fyf.v33n1.84183.

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The objective of the study is to examine the reading of e-books on the theory and practice of Portuguese language teaching, in both linear and conceptual map formats, during the final years of high school. The idea is to assess understanding, thinking, and use of strategies. The analysis is based on psycholinguistic studies on reading in relation to education, as well as on conceptual maps, computational skills, instruments and e-books. The sample was made up of 20 professors. Data was gathered electronically through the Reading Comprehension Test and a software that captures subjects’ process

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Hubbard, Eleanor. "Reading, Writing, and Initialing: Female Literacy in Early Modern London." Journal of British Studies 54, no. 3 (2015): 553–77. http://dx.doi.org/10.1017/jbr.2015.61.

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AbstractThis article reopens the vexed question of how many women in early modern England could read by calling attention to the precise ways in which women marked, initialed, and signed legal depositions in late sixteenth- and early seventeenth-century London. It shows that initialing and signing were closely correlated skills, and it argues that women who wrote their initials had begun to learn how to read. Using initials as a proxy for elementary reading literacy, it goes on to map female literacy in early modern London, showing that urban upbringings fostered female literacy and that readi

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Kane, Steven T., John H. Walker, and George R. Schmidt. "Assessing College-Level Learning Difficulties and “At Riskness” for Learning Disabilities and ADHD." Journal of Learning Disabilities 44, no. 6 (2011): 533–42. http://dx.doi.org/10.1177/0022219410392045.

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This article describes the development and validation of the Learning Difficulties Assessment (LDA), a normed and web-based survey that assesses perceived difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. The LDA is designed to (a) map individual learning strengths and weaknesses, (b) provide users with a comparative sense of their academic skills, (c) integrate research in user-interface design to assist those with reading and learning challenges, and (d) identify individuals w

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Sterzik, Angela Meyer, and Carol Fraser. "RC-MAPS: Bridging the Comprehension Gap in EAP Reading." TESL Canada Journal 29, no. 2 (2012): 103. http://dx.doi.org/10.18806/tesl.v29i2.1103.

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In academic environments, reading is assigned not simply to transmit information; students are required to take the information, and based on the task set by the instructor, assess, analyze, and critique it on the basis of personal experiences, prior knowledge, and other readings (Grabe, 2009). Thus text-based comprehension (Kintsch, 1998) alone is not sufficient for academic success. Top-down processing is also required; this involves applying prior knowledge to define purpose(s), to make and verify hypotheses, and to infer and question content (Macaro & Erler, 2008; Urquhart & Weir,

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O'Dowd, Sean, Tudor Munteanu, Daniel Hardiman, Niall Sheehy, and Janice Redmond. "THE MAN WHO MISTOOK THE FRIDGE FOR A DOOR: AN ATYPICAL PRESENTATION OF DEMENTIA WITH LEWY BODIES." Journal of Neurology, Neurosurgery & Psychiatry 86, no. 11 (2015): e4.141-e4. http://dx.doi.org/10.1136/jnnp-2015-312379.50.

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A 61-year old engineer was referred for a fourth opinion regarding visual symptoms. He had a recent history of depression, and was taking fluoxetine. He reported an eight-year history of progressive visual symptoms, manifest particularly as difficulty judging distances and depth. He acknowledged visual misperceptions and rare visual hallucinations; his reading had deteriorated; he complained of loss of mathematical skills. There had been episodic topographical disorientation. Memory and insight were preserved. There were no extrapyramidal symptoms. Examination (see video) revealed evidence of

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Giancola, Marco, Paola Verde, Luigi Cacciapuoti, et al. "Do Advanced Spatial Strategies Depend on the Number of Flight Hours? The Case of Military Pilots." Brain Sciences 11, no. 7 (2021): 851. http://dx.doi.org/10.3390/brainsci11070851.

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Background: Military pilots show advanced visuospatial skills. Previous studies demonstrate that they are better at mentally rotating a target, taking different perspectives, estimating distances and planning travel and have a topographic memory. Here, we compared navigational cognitive styles between military pilots and people without flight experience. Pilots were expected to be more survey-style users than nonpilots, showing more advanced navigational strategies. Method: A total of 106 military jet pilots from the Italian Air Force and 92 nonpilots from the general population matched for ed

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지경민, 노진아, and 김정민. "The Effect of Reading Diary Using Mind Map on Writing Skills and Attitude of Elementary Students with Physical Disabilities." Journal of Special Children Education 14, no. 1 (2012): 387–415. http://dx.doi.org/10.21075/kacsn.2012.14.1.387.

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Hovland, Ingie. "The Importance of Making-While-Reading for Undergraduate Readers: An Example of Inductive SoTL." Teaching & Learning Inquiry 9, no. 1 (2021): 27–44. http://dx.doi.org/10.20343/teachlearninqu.9.1.4.

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This paper gives an example of an inductive Scholarship of Teaching and Learning (SoTL) process, adapting Anthony Ciccone’s five conditions of a meaningful SoTL question. Presenting a study on pre-class reading in an undergraduate religion class, I describe how my question went through five life stages. I began with nine different pre-class reading assignments. Students judged the “map” assignment to be most helpful. This led to a further question: why maps? In a close reading of students’ reading reflections, two themes stood out: students experienced maps as helping them create a mental over

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Bhatti, Muhammad Safdar, Alvons Habibie, Shaista Noreen, Sabir Hussain, and Shahla Bajwa. "Realia-Mediated Instruction: An Effective Tool for Improving Young Learners' Vocabulary Skills." Al-Lisan 6, no. 2 (2021): 157–66. http://dx.doi.org/10.30603/al.v7i2.2176.

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A foreign language teacher often employs realia to strengthen pupils' association between words and objects. The current study investigates real-life activities that improve vocabulary learning in the English language and the impact of realia on improving students' vocabulary learning performance. It was an experimental study with only post-test design. Forty students participated in the study. The data were collected and analyzed statistically. The results revealed that vital activities used for vocabulary development were menu selection, game recognition, picture identification, activity ide

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HADDAD, AMY. "Thinking About Difficulties: Using Poetry to Enhance Interpretative and Collaborative Skills in Healthcare Ethics Education." Cambridge Quarterly of Healthcare Ethics 29, no. 3 (2020): 459–69. http://dx.doi.org/10.1017/s0963180120000201.

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AbstractViewing difficulty as an opportunity for learning runs counter to the common view of difficulty as a source of frustration and confusion. The aim of this article is to focus on the idea of difficulty as a stepping-off point for learning. The literature on difficulty in reading texts, and its impact on thinking and the interpretive process, serve as a foundation for the use of poetry in healthcare ethics education. Because of its complexity and strangeness compared to the usual scientific and clinical texts health science students encounter, poetry is an excellent means to achieve the a

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Syafii, Muhammad Lukman. "Using Online Short Stories to Improve the Reading Comprehension Ability." Register Journal 11, no. 2 (2018): 168. http://dx.doi.org/10.18326/rgt.v11i2.168-191.

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Abstract Reading materials can be obtained from many sources, like storybooks, magazines, and the Internet. Online Short Stories is one of the Internet resources with images and sound and quizzes. This study was aimed at benefiting these readily used materials to improve the eighth graders’ reading comprehension of narrative texts. The Online Short Stories are combined with five worksheets that consist of guiding questions on comprehension, namely: Self Monitoring Card, Key Concept, Story Map, Reading Journal, and Reading Log which are used for intensive and extensive reading activity. This st

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Pedersen, Paula, Pat Farrell, and Eric McPhee. "Paper versus Pixel: Effectiveness of Paper versus Electronic Maps To Teach Map Reading Skills in an Introductory Physical Geography Course." Journal of Geography 104, no. 5 (2005): 195–202. http://dx.doi.org/10.1080/00221340508978984.

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Sumaroh, Atieka, Neneng Sutjiati, and Ahmad Dahidi. "METODE MIND MAP DALAM MENINGKATKAN MINAT DAN KEMAMPUAN MEMBACA PEMAHAMAN BAHASA JEPANG TINGKAT DASAR." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 1, no. 3 (2016): 5. http://dx.doi.org/10.17509/japanedu.v1i3.5287.

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Ada empat keterampilan berbahasa yang dipelajari, diantaranya adalah menyimak, membaca, menulis, dan berbicara. Untuk meningkatkan minat dan kemampuan membaca pemahaman pembelajar bahasa Jepang diperlukan metode dan cara pembelajaran yang unik dan menyenangkan. Perkembangan teknologi yang semakin pesat membuat tren minat membaca dikalangan pelajar khususnya mengalami penurunan. Dikarenakan pembelajar lebih memilih media internet dan sebagainya daripada membaca buku. Tujuan penelitian ini untuk mengetahui metode mind map dapat meningkatkan minat membaca dan kemampuan dalam memahami teks berbaha

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