Dissertations / Theses on the topic 'Whole words'
To see the other types of publications on this topic, follow the link: Whole words.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Whole words.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Quigley, Holly Anne. "Effects of whole word and individual letter self-correction on the acquisition, maintenance, and generalization of spelling words with elementary students." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299265327.
Full text
2
Sharp, J. C. "The in-woods cleaning of whole-tree-chips." Thesis, Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/74534.
Full textAbstract:
This research examined Whole-Tree-Chip cleaning methods applicable to field operations in Pinus taeda L. (Loblolly pine) on the coastal plain of South Carolina. Objectives were: 1) to examine current and potential cleaning methods, and 2) develop and test two cleaning approaches suggested by past research.
An open top chip van was modified to: a) determine the dispersion and composition of whole-tree-chip fractions by the installation of sampling buckets and floor pans and b) provide a platform for testing two cleaning systems. System one consisted of anti-clogging screens which pre-screened chips as they were discharged at the mill. It also allowed floor pans to sample the load for fines. System two utilized a radial blade blower which altered chip stream composition during loading by the Whole-Tree-Chipper.
Eight trials were conducted over a six month period using a Morbark 22 chipper. Results indicated floor screens could have been more effectively positioned at the chip dump. As installed, and pin they successfully removed 1% of the load in fines chips. The best chip stream treatment involved double deflection: first from a vacuum assisted primary screen located in the van roof, and then from a passive screen located below and behind the first. This design reduced bark and fines by one-third.Master of Science
3
Mellen, Brad. "Teaching reading in China : phonics versus whole word /." Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262774.
Full text
4
Kavanaugh, Ashley A., Michael W. Ramsey, William A. Sands, G. Gregory Haff, and Michael H. Stone. "Acute Whole-Body Vibration Does Not Affect Static Jump Performance." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4118.
Full textAbstract:
Currently, whole-body vibration is being used to promote enhanced performance. Many coaches and athletes believe that it can acutely enhance explosive performance and power output. However, the scientific literature is unclear as to whether this enhancement occurs. The purpose of this study was to examine the acute effects of whole-body vibration on static jump performance, including jump height, peak force, rate of force development, and peak power. Fourteen recreationally active individuals (5 females, 9 males) participated in three separate randomized treatment sessions. Treatment 1 consisted of no vibration while treatment 2 and treatment 3 incorporated whole-body vibration. The whole-body vibration protocol consisted of three 30-s bouts of vibration performed at 30 Hz and low amplitude ( 3 mm) with a 30-s rest between bouts. Treatment 1 was identical in duration to both treatments 2 and 3, but did not contain any vibration. Five minutes after each treatment, the participants performed the static jump protocols. Two (data averaged) non-weighted static jumps and two 20 kg weighted jumps were performed. Treatments 1 vs. 2, 1 vs. 3, and 2 vs. 3 were calculated for each variable at both 0 kg and 20 kg. Jump height, peak force, rate of force development, and peak power were analysed using a one-way analysis of variance with repeated measures. The intra-class correlations comparing the two trials of each jump for each of the three treatments were ≥0.92. Compared with the no-vibration condition, jump height showed a non-significant increase as a result of whole-body vibration for both unweighted and weighted jumps; peak force, rate of force development, and peak power were not statistically different. The results indicate that whole-body vibration has no effect on jump height, peak force, rate of force development or peak power during static jumping.
5
Kavanaugh, Ashley A., H. Birdsell, L. Kowalyk, T. Livingston, H. Nowell, T. Patton, Michael W. Ramsey, William A. Sands, and Michael H. Stone. "Acute Effects of Whole Body Vibration on Static Jump Performance." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4520.
Full text
6
Carroll, Tahira. "Eye Behavior While Reading Words of Sanskrit and Urdu Origin in Hindi." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6293.
Full textAbstract:
Hindi and Urdu are two branches of the same language sometimes known as Hindustani. They are divided by orthography and geography but when spoken are sometimes indistinguishable. Both have contributed loanwords that have now been completely assimilated into the language. The question of how the eye behaves during Hindi reading when it encounters Urdu loanwords has not been focused on extensively in prior research. The main purpose of this thesis is to document the eye behavior during reading Sanskrit-based words and Urdu loanwords in Hindi. We place fifteen word pairs consisting of one target Hindi Sanskrit-based word and its Urdu loanword equivalent in different sentences. Native Hindi speakers participate to read Hindi sentences containing either Urdu loanwords or the Sanskrit root word in Hindi. To quantify the differences in reading Hindi and Urdu loanwords in Devanagari (Hindi script) sentences we use an eye tracking methodology, which is used to measure eye movements of a participant during reading. We discover very distinctive eye behavior during reading of Urdu loanwords in comparison to reading Hindi Sanskrit-based words. Analysis also shows an interaction in eye behavior due to language and frequency.
7
Carail, Emilie. "Modélisation bayésienne et étude expérimentale du rôle de l'attention visuelle dans l'acquisition des connaissances lexicales orthographiques Modeling the length effect for words in lexical decision : The role of visual attention Lexical orthographic knowledge acquisition in adults : the whole-word visual processing impact Comprendre l’apprentissage orthographique et ses difficultés : apports et critiques des dernières modélisations computationnelles Variety of cognitive profiles in poor readers : Evidence for a VAS-impaired subtype. Incidental learning of novel words in adults : Effects of exposure and visual attention on eye movements The role of attention in visual word recognition : A Bayesian modeling approach From the eye to the page : Where we look when we’re reading." Thesis, Université Grenoble Alpes (ComUE), 2019. http://www.theses.fr/2019GREAS032.
Full textAbstract:
Dans cette thèse, nous étudions le rôle de l’attention visuelle lors de l’acquisition, par un lecteur expert, de nouvelles connaissances lexicales orthographiques. Notre contribution est double. D'une part, nous développons un nouveau modèle computationnel, probabiliste d’apprentissage orthographique. Notre modèle, nommé BRAID-Learn, est une extension de BRAID, un modèle probabiliste hiérarchique de la reconnaissance visuelle de mots et de décision lexicale. D'autre part, nous apportons des données expérimentales originales sur l’évolution des mouvements oculaires lors de l’apprentissage incident de formes orthographiques nouvelles et démontrons la capacité du modèle à rendre compte de ces observations. Notre contribution est décrite dans trois articles.Dans le premier article, nous simulons l’effet de longueur tel qu'observé expérimentalement pour les mots en décision lexicale dans le French Lexicon Project. À travers 5 simulations, nous montrons que l’attention visuelle module l’effet de longueur et que réaliser plusieurs fixations attentionnelles lors du traitement des mots longs (à partir de 7 lettres) réduit l’effet de longueur au lieu de l’accentuer. Cette étude nous permet de calibrer les paramètres du sous-module de décision lexicale de notre modèle d’apprentissage.Le second article porte sur l'étude expérimentale du comportement oculomoteur de lecteurs adultes experts lors de l’apprentissage incident de mots nouveaux. Nous montrons que le nombre de fixation et la durée de traitement évoluent en fonction du nombre d'exposition avec un nouveau mot, témoignant du renforcement progressif de sa représentation orthographique en mémoire. Des données exploratoires suggèrent qu’apprentissage orthographique et comportements oculomoteurs sont également modulés par les capacités visuo-attentionnelles des participants.Dans le troisième et dernier article, nous présentons le modèle d’apprentissage BRAID-Learn et testons sa capacité à rendre compte des données oculomotrices précédemment décrites en condition d’apprentissage orthographique. Le modèle repose sur deux hypothèses originales. La première est que le système contrôle les paramètres visuo-attentionnels afin d'optimiser l'accumulation d'informations perceptives sur l’identité des lettres du stimulus et, donc, de construire efficacement une nouvelle trace orthographique pendant l’apprentissage. La seconde hypothèse est que la familiarité lexicale, c'est-à-dire, la probabilité que le stimulus présenté soit un mot connu, module l’influence descendante des représentations lexicales sur la perception des lettres. Nous montrons que le modèle reproduit avec succès les observations, c'est-à-dire la diminution du nombre de fixations et du temps de traitement pour les mots nouveaux au fil des répétitions.BRAID-Learn est le premier modèle d’apprentissage orthographique à établir un lien explicite entre acquisition orthographique et mouvements oculomoteurs en condition d’apprentissage incident. Une autre contribution importante de cette thèse est de montrer et préciser le rôle de l’attention visuelle dans l’apprentissage orthographique, suggérant que cette dimension pourrait être fortement impliquée dans le passage du mode de lecture analytique caractéristique de l’apprenant au mode de lecture global qui caractérise le lecteur expertIn this thesis, we study the role of visual attention when an expert reader acquires new orthographic lexical knowledge. Our contribution is twofold. On the one hand, we develop an original computational, probabilistic model of orthographic learning. Our model, named BRAID-Learn, is an extension of BRAID, a hierarchical probabilistic model of visual word recognition and lexical decision. On the other hand, we gather original experimental data on the evolution of eye movements during incidental learning of new orthographic forms and demonstrate the ability of the model to account for these observations. Our contribution is described in three articles.In the first article, we simulate the length effect as experimentally observed for words in lexical decision in the French Lexicon Project. Through 5 simulations, we show that visual attention modulates the length effect and that several attentional fixations during the processing of long words (7 letters or more) reduces the length effect, instead of accentuating it. This study allows us to calibrate the parameters of the lexical decision sub-model of our learning model.The second article focuses on the experimental study of oculomotor behavior of expert adult readers during the incidental learning of new words. We show that the number of fixations and processing duration vary according to the number of exposures to a novel word, testifying to the progressive strengthening of its orthographic representation in memory. Exploratory data suggest that orthographic learning and oculomotor behaviors are also modulated by the visual-attentional abilities of the participants.In the third and final article, we present the learning model BRAID-Learn and test its ability to account for previously described oculomotor data in orthographic learning conditions. The model is based on two original hypotheses. The first is that the system controls the visual-attentional parameters in order to optimize the accumulation of perceptual information on letters of the stimulus and, therefore, to efficiently build a new orthographic trace during learning. The second hypothesis is that lexical familiarity, that is, the probability that the stimulus presented is a known word, modulates the top-down influence of lexical representations on letter perception. We show that the model successfully reproduces the observations, namely the decrease of the number of fixations as well as processing duration for novel words across exposures.BRAID-Learn is the first orthographic learning model to establish an explicit link between orthographic learning and eye movements observed during the incidental orthographic learning. Another contribution of this thesis is to show and clarify the role of visual attention in orthographic learning, suggesting that this dimension could be strongly involved in the transition from serial reading, that characterizes learning readers, to global reading, that characterizes expert readers
8
Nyarambi, Arnold. "Teaching and Testing the Whole Class: Effective Strategies That Work for Diverse Learners." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8245.
Full text
9
Kavanaugh, Ashley A., Michael W. Ramsey, D. A. Williams, G. Gregory Haff, William A. Sands, and Michael H. Stone. "The Acute Effect Of Whole Body Vibration On 30 Meter Fly Sprint Performance." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4091.
Full text
10
Hornsby, W. Guy, Mark A. South, Ashley Kavanaugh, Andrew S. Layne, G. Gregory Haff, William A. Sands, Marco Cardinale, Michael W. Ramsey, and Michael H. Stone. "The Acute Effects of Whole Body Vibration on Isometric Mid-Thigh Pull Performance." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4110.
Full textAbstract:
Acute exposure to vibration has been suggested to produce transient increases in muscular strength (1,2,8), vertical jump displacement (4,8), and power output (2,6,7) recorded while performing various tasks. It has been hypothesized that the reported acute vibration induced increases in performance occur as a result of alterations in neuromuscular stimulation (1,3,4). Specifically, most studies have ascribed the observed improvements to the likeliness of Whole Body Vibration (WBV) in producing a “tonic vibration reflex” (TVR) in which the primary nerve endings of the Ia afferents of the muscle spindle are activated. This is thought to result in the excitation of the alpha-motor neurons and activation of the extrafusal fibers (4) which likely leads to a greater synchronization of motor units as a result of homonymous motor unit contraction. However, not all investigations report improvements in muscular strength (4), vertical jump (7), and power production in response to acute vibration (4). While the current body of scientific knowledge offers conflicting evidence on the effectiveness of WBV in augmenting neuromuscular performance it is possible that WBV may result in alterations to specific aspects of the force-time curve during the performance of a maximal isometric contraction. Therefore, the primary purpose of this investigation was to examine the effects of WBV performed using 30 Hz frequency and 2-4 mm amplitude on the force-time curves of an isometric mid-thigh pull.
11
Gwyn, Lydia, and Jonathan Wilson. "Lessons Learned While Developing a Peer-Mentoring Program." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4866.
Full textAbstract:
With the objective of addressing declining university retention rates, the Sherrod Library at East Tennessee State University (ETSU) developed a peer-mentoring program in 2017. The Library Ambassador Program entails hiring undergraduates each fall and offering them two semesters of information literacy training. In their third semester, ambassadors are deployed across campus to help students with research. This presentation will discuss ETSU’s Library Ambassador Program as it moves into its second year and the lessons learned along the way. Participants wishing to create their own peer-mentoring program will come away with practical advice on developing a timeline for implementation, handling the day-to-day logistics of student workers and designing a curriculum rooted in information literacy.
12
Sarver, Tammie, Jane Tingle Broderick, and Lynn Lodien. "Managing Diverse Investigation Threads in Emergent Inquiry Classrooms Using Whole and Small Group Classroom Meetings." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4227.
Full textAbstract:
Learning to organize the diverse interests of small groups in a Reggio inspired emergent curriculum is complex. No need to move all children through a process. Several small interest groups can emerge and thrive. Teachers can be sure that all children will receive significant learning from the diverse interest groups through the thoughtful and consistent use of small group and whole group classroom meetings. Techniques and real life examples will be shared. Discussion will be encouraged.
13
Broderick, Jane Tingle, and T. Sarver. "Managing Diverse Investigation Threads in Emergent Inquiry Classrooms Using Whole and Small Group Classroom Meetings." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4234.
Full text
14
Kavanaugh, Ashley A., Satoshi Mizuguchi, Michael H. Stone, and G. Gregory Haff. "Whole-Body Vibration Does Not Affect Sprint Performance in Ncaa Division I Sprinters and Jumpers." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/4625.
Full textAbstract:
Whole-body vibration (WBV) may positively influence performance acutely through the potentiation of the muscle’s series elastic components and neuromuscular mechanisms. The purpose of this investigation was to examine the acute effects of WBV on sprint performance in NCAA Division I collegiate male sprinters and jumpers. Twenty-one athletes (n=21) completed a control or WBV protocol (30 seconds, 50 Hz, low amplitude ~3mm) one minute before a 30 m flying sprint. Each athlete participated in three separate trials using randomized treatment sessions (1 treatment per session) over 12 weeks of preparation training prior to the indoor season. The control condition consisted of no vibration, while treatment 1 (T1) and treatment 1 repeated (T1-R) incorporated vibration. The vibration-sprint protocol was repeated after a five minute rest period following the first sprint (test-re-test ICC≥0.81). The sprint consisted of a 15 m run-in from a standing start and a 30 m flying sprint with a total distance of 45 m. A two-way factorial ANOVA with repeated measures (p ≤ 0.05) was used to compare treatments. Statistics showed no differences between the treatments at all distances (average sprint time of control vs. T1, control vs. T1-R, and T1 vs. T1-R). The results of this study indicate that WBV at 50 Hz and low amplitude has no potentiation effect on sprint times (15, 30, 45, or 30 m fly). Further research is needed to determine if different WBV protocols may elicit enhanced results in 30 m flying sprint performance. The present WBV protocol does not appear to have practical acute value for sprinting.
15
Campbell-Malone, Regina P. "Biomechanics of North Atlantic right whale bone : mandibular fracture as a fatal endpoint for blunt vessel-whale collision modeling." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/43819.
Full textAbstract:
Thesis (Ph. D.)--Joint Program in Oceanography/Applied Ocean Science and Engineering (Massachusetts Institute of Technology, Dept. of Biology; and the Woods Hole Oceanographic Institution), 2007.Includes bibliographical references.
The North Atlantic right whale, Eubalaena glacialis, one of the most critically endangered whales in the world, is subject to high anthropogenic mortality. Vessel-whale collisions and entanglement in fishing gear were indicated in 27 (67.5%) of the 40 right whales necropsied between 1970 and December 2006. Of those, at least 9 deaths (22.5%) resulted from blunt contact with a vessel. To reduce the likelihood of fatal collisions, speed restrictions are being considered for vessels traversing critical habitat, although the effects of speed on collision outcomes have not been specifically evaluated from a biomechanics perspective. The ultimate goal of a larger collaborative project is to evaluate the efficacy of speed restrictions for reducing blunt collision mortality using a multi-scale finite element model. Complete, transverse fracture of the right whale mandible, an injury seen only in right whales killed by vessels, is used as a proxy for mortality in the model. Vital for that model are the material properties and biomechanical behavior of the right whale mandible. Here, the internal structure and physical properties of right whale jawbone tissue are reported. The average apparent densities, 0.4258 g/cc ±0.0970 and 1.2370 g/cc ±0.0535 for trabecular and cortical bone respectively, indicate that the bone is of relatively low density. Average ash content for trabecular bone (64.38% ±1.1330) is comparable with values from other species, indicating that low density results from a reduction of bone mass, not mineralization. Mechanical properties of right whale bone (Young's modulus of elasticity and Poisson's ratio) were determined via uniaxial compression testing.
(cont.) These data are incorporated into the finite element model simulating different loading conditions (e.g. vessel speeds) that likely lead to mandibular failure and thereby mortality from blunt vessel collisions. Model results (e.g. risk of fracture) are used to determine the effect of speed restrictions on collision outcomes.
by Regina Campbell-Malone.
Ph.D.
16
Baia, Maria de Fatima de Almeida. "Os templates no desenvolvimento fonológico: o caso do português brasileiro." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/8/8139/tde-18062013-100020/.
Full textAbstract:
Esta pesquisa de doutorado investiga a transição do balbucio às primeiras palavras, tendo como intuito verificar se há continuidade entre os dois tipos de produção e identificar os templates. A perspectiva teórica assumida é a dos Sistemas Dinâmicos (THELEN; SMITH, 1994), que prevê mudança, instabilidade, variabilidade e não linearidade, ao longo do desenvolvimento. O termo sistemas dinâmicos, na forma mais genérica, significa sistemas de elementos que mudam ao longo do tempo (THELEN; SMITH, 2006, p. 258). A proposta fonológica da Whole-Word/Templatic Phonology é assumida na análise dos dados infantis. O aspecto inovador desta tese está na discussão a respeito da (des)continuidade ao analisar dados de transição para identificação de templates, isto é, a emergência de padrões sistemáticos que facilitam a expansão do léxico (VIHMAN; VELLEMAN, 2000). Além disso, é também inovador o uso do método quantitativo para a identificação de templates ao longo do desenvolvimento fonológico, pois a literatura tem realizado até o momento estudos qualitativos (VIHMAN; VELLEMAN, 2002; VIHMAN; CROFT, 2007; KEREN-PORTNOY et al., 2008; WAUQUIER; YAMAGUCHI; 2012; KHATTAB; AL-TAMINI, 2012; SZREDER, 2012, entre outros). Assim, o presente trabalho contribui para os estudos a respeito do desenvolvimento fonológico, pois apresenta um estudo quantitativo para identificação de templates, busca a relação entre a emergência deles e a transição do balbucio às primeiras palavras, mapeando a ordem e uso de templates ao longo do desenvolvimento fonológico das crianças. Na análise da transição do balbucio às primeiras palavras, são analisados dados do português brasileiro (PB) de três crianças (M, A e G), no período compreendido entre 9 meses e 2 anos. Na análise, são identificados momentos de instabilidade, o que está de acordo com o que é defendido pelos estudos dinâmicos (THELEN; SMITH, 1994; KELSO, 1995), os quais enfatizam o caráter não linear e instável do desenvolvimento. No que se refere à discussão a 8 respeito da (des)continuidade entre os dois tipos de produção, a comparação da análise fonológica conduzida nos dois períodos traz complicações para a hipótese da continuidade. Embora se observe a sobreposição entre os dois tipos de produção, são identificadas mais diferenças do que semelhanças entre as produções balbuciadas e de palavras. Conclui-se que é equivocado defender uma visão a favor da continuidade assumindo que um módulo fonológico age independentemente do fonético. A continuidade só pode ser atestada se for assumida uma perspectiva que defenda a integração dos dois módulos, como, por exemplo, a Fonologia Articulatória/Gestual (BROWMAN; GOLDSTEIN, 1986; ALBANO, 2001) ou a Fonologia de Uso/Teoria dos Exemplares (CRISTÓFARO-SILVA, 2003). Os resultados mostram que, embora as crianças caminhem para pontos comuns da fonologia da língua-alvo, por exemplo, tamanho de palavra, estrutura silábica, entre outros, diferenças são encontradas no que se refere à transição, às estratégias usadas para expansão do léxico, isto é, uso de diferentes templates, e à ordem de uso e desuso de tais estratégias. Em suma, os momentos de auto-organização do sistema fonológico de cada criança tendem a diferir.This thesis investigates the transition from babble to first words in order to verify if there is continuity between the periods and identify templates. This work follows the theoretical approach to the study of development Dynamic Systems Theory (THELEN; SMITH, 1994; Kelso, 1995) and its view that the development is characterized by change, instability, variability and non linearity. The term dynamical systems, in its most generic form, means systems of elements that change over time (THELEN; SMITH, 2006, p. 258). The Whole- Word/Templatic Phonology approach is followed in the analysis of child data (VIHMAN; VELLEMAN, 2002; VIHMAN; CROFT, 2007; KEREN-PORTNOY et al., 2008). The innovative aspect of this thesis is that it relates the (des)continuity in the transition from babble to words to templates, i.e., systematic shapes that facilitate expansion of the lexicon (VIHMAN; VELLEMAN, 2000). Furthermore, this research uses quantitative method for the identification of templates. The previous literature used only qualitative methods of data collection (VIHMAN; VELLEMAN, 2002; VIHMAN; CROFT, 2007; KEREN-PORTNOY et al., 2008; WAUQUIER; YAMAGUCHI; 2012; KHATTAB; AL-TAMINI, 2012; SZREDER, 2012, among others). Thus, this research contributes by presenting a quantitative study and by observing templates behaviour through early phonological development. Data from three children aged 9 24 months are analysed. In the analysis, non linearity and instability are observed in the phonological development. In regard to the discussion on (des)continuity, the results do not present many evidences in favour of continuity. Although babble and words are produced in the same session, the two types of production show more phonological differences than similarities. The conclusion is that continuity between babble and words cannot be verified if it is assumed that phonological and phonetic aspects work independently from one another. The continuity can 10 be verified if these two modules are integrated as Articulatory /Gestural Phonology (BROWMAN; GOLDSTEIN, 1986; ALBANO, 2001) and Usage- Based Phonology/Exemplar Theory (CRISTÓFARO-SILVA, 2003) propose. The results show that different children produce similar phonological structures in their phonological development, e.g., word length, syllable structure, among others; which follow the characteristics of the target language. However, differences are found in the transition from babble to words in relation to the strategies used for lexical expansion, i.e., the use of different templates as the order of use and disuse of templates. This study observes that moments of self-organization tend to vary from child to child in the development of phonology.
17
Pearce, Richard William. "The effect of word-processing experience on editing while composing." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28967.
Full textAbstract:
This study investigated the implications of using computers in the writing process. The purpose was to determine whether there was a difference between two groups in their editing and revising techniques and their attitude towards writing. It was hypothesized that students who had had three years experience with computer writing would use more sophisticated forms of editing and would feel more positive toward writing than those students who had only a single year of writing with the computer.
Two groups of seventh-grade students were identified: the One-year Group consisted of students who had one year of keyboard training and one year of experience with a word processor; the Three-year Group consisted of students who had a minimum of three years of keyboard training and a minimum of three years experience with a word processor. The students had all attended schools within the same district for the past three years.
A group of grade-six students were trained as observers. They were given two training sessions, first observing a videotape and then observing another student. About 150 students were trained and the best 60 were used to observe the grade sevens for the study.
Each writing group spent one forty-minute period composing an essay on the computer while being observed by the grade-six students. The observers tallied the editing and revising actions that were employed by the two writing groups. The editing activities of the two groups were compared. The grade-seven students were also given a writing opinion survey.
Both groups had a positive attitude but there was no significant difference in their attitude toward writing. Three levels of editing are normally discerned (Kurth and Stromberg, 1987; Hillocks, 1987): surface, lexical, and phrase/sentence. The One-year Group made significantly more typing corrections but there was no difference in overall surface editing. The Three-year group did significantly more lexical and phrase/sentence editing. In this way, students with more word-processing experience exhibit an editing style that is characteristic of better writers.Education, Faculty of
Graduate
18
Thiagarajan, Arti, Karen E. Schetzina, Gayatri Bala Jaishankar, Debra Mills, Piyush Singh, and Joseph Ikekwere. "Texting While Driving and Interest in Child Passenger Safety Education Among." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/5040.
Full text
19
Rossiter, Rebecca J. "The Apple Speaks: Reclaiming “Self” While Bridging Worlds in Confessional Mennonite Poetry." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1180379152.
Full text
20
Denker, Katherine J., Andrew F. Herrmann, and Michael D. D. Willits. "Technology as Engagement: How We Learn and Teach While Polymediating the Classroom." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/475.
Full textAbstract:
Book Summary: Beyond New Media: Discourse and Critique in a Polymediated Age examines a host of differing positions on media in order to explore how those positions can inform one another and build a basis for future engagements with media theory, research, and practice. Herbig, Herrmann, and Tyma have brought together a number of media scholars with differing paradigmatic backgrounds to debate the relative applicability of existing theories and in doing so develop a new approach: polymediation. Each contributor’s disciplinary background is diverse, spanning interpersonal communication, media studies, organizational communication, instructional design, rhetoric, mass communication, gender studies, popular culture studies, informatics, and persuasion. Although each of these scholars brings with them a unique perspective on media’s role in people’s lives, what binds them together is the belief that meaningful discourse about media must be an ongoing conversation that is open to critique and revision in a rapidly changing mediated culture. By studying media in a polymediated way, Beyond New Media addresses more completely our complex relationship to media(tion) in our everyday lives.
21
Kavanaugh, Ashley A., Mark A. South, Ronald C. Hamdy, Margaret E. Stone, Michael H. Stone, and Michael W. Ramsey. "The Effect of 4 Months Whole Body Vibration of on Bone Mineral Density of Division I Cross Country/Distance Runners." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4088.
Full text
22
Stroope, Samuel, and Joseph O. Baker. "Whose Moral Community? Religiosity, Secularity, and Self-rated Health across Communal Religious Contexts." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2596.
Full textAbstract:
Scholars have long theorized that religious contexts provide health-promoting social integration and regulation. A growing body of literature has documented associations between individual religiosity and health as well as macro–micro linkages between religious contexts, religious participation, and individual health. Using unique data on individuals and county contexts in the United States, this study offers new insight by using multilevel analysis to examine meso–micro relationships between religion and health. We assess whether and how the relationship between individual religiosity and health depends on communal religious contexts. In highly religious contexts, religious individuals are less likely to have poor health, while nonreligious individuals are markedly more likely to have poor health. In less religious contexts, religious and nonreligious individuals report similar levels of health. Consequently, the health gap between religious and nonreligious individuals is largest in religiously devout contexts, primarily due to the negative effects on nonreligious individuals’ health in religious contexts.
23
Ward, Natalia A., A. Warren, and A. Rountree. "Whose Read-Aloud Is It?: Analyzing Model Unit Starter Texts for Cultural Relevance." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3136.
Full text
24
Karemaker, Arjette Madeline. "An Investigation into the effectiveness of Whole-word Multimedia Literacy Software for Typically-Developing and Struggling Readers." Thesis, University of Nottingham, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508160.
Full text
25
Housdon, Beth. ""The whole world in a book" : fact, fiction and the postmodern in Selected Works by E. L. Doctorow." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10819.
Full textAbstract:
Includes bibliographical references (leaves 135-143).This dissertation considers the manner in which the thematic and stylistic interests displayed in E. L. Doctorow's fiction derive from the postmodern context in which he works. Encapsulating the spirit of subversion so typical of postmodernism, Doctorow not only questions established modes of perception, but reinvigorates cultural and social traditions through the reformulation of customarily unchallenged norms and values. Departing from the conventions of traditional narrative, he emphasises the need for a continual critical interrogation and revision of absolutist grand narratives in order to achieve a more complex understanding of human experience. He grapples with concepts relating to the fluidity of meaning and the constructed nature of texts, deftly experimenting with narrative form in order to destabilise conventional perceptions of history, reality and representation.
26
Leavey, James. "'Psycho-physical wholes' : the influence of F.M. Alexander and William Sheldon on Aldous Huxley's works." Thesis, Goldsmiths College (University of London), 2015. http://research.gold.ac.uk/12302/.
Full textAbstract:
Aldous Huxley’s writings, which exhibit his avid interest in all areas of knowledge, including the arts, the sciences, religion, politics, philosophy and psychology, display a tendency to adopt, and attempt to synthesise, the ideas of others, as well as a willingness to embrace unorthodox thinkers. This thesis examines how the works of Aldous Huxley were influenced by two men whose ideas focused upon the relationship between the mind and body: Frederick Matthias Alexander (1869-1955), inventor of the mind-body therapy known as the Alexander Technique, and Dr William Sheldon (1898-1977), a constitutional psychologist who developed a theory of mind-body types. The phrase ‘psycho-physical wholes’ in the thesis title is taken from a letter from Huxley to E. S. P. Haynes in March 1945: ‘Sheldon considers human beings as they really are – psycho-physical wholes or mind-bodies’.1 This is the central theme of the thesis; it will examine how Alexander’s and Sheldon’s particular conceptions of human beings as psycho-physical entities were profoundly influential upon Huxley’s writings. The thesis as a whole thus provides an important contribution to the study of Huxley’s conception of the relationship between mind and body, and the works he wrote which were impacted by this conception. It provides a contribution to the understanding of the influences that helped to shape the works of Huxley. It sheds further light on the origins of Huxley’s ideas and characters, thus providing additional insight into the often unorthodox ideas that influenced the works of writers and intellectuals in the interwar and postwar period.
27
Disque, J. Graham, and Mary R. Langenbrunner. "School-age Children's and Adolescents' Perceptions of the "Preferred" Parent while Engaging in Recreational and Nonrecreational Activities." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/2825.
Full text
28
Matheson, Mary Carol. "Tartars at whose gates? Framing Russian identity through political adaptations of nineteenth-century French works by Astolphe de Custine and Jules Verne." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/386.
Full textAbstract:
This study examines the historical influence of literary works adapted to political purpose, with reference to two significant nineteenth-century French books about Russia: a memoir by Astolphe de Custine entitled Lettres de Russie (1843), and a novel by Jules Verne entitled Michel Strogoff (1876), each based on travelogue sources. Taken together, these two works framed the poles of an ongoing debate about Russian identity related to the long-term effects of the thirteenth-century Mongol invasions of Russia. Custine's memoir characterized Russia as a threatening Tartar horde at the gates of European civilization, while Verne portrayed Russia as a legitimate European great power engaged in taming its rebellious Tartar subjects. Uniquely among the corpus of nineteenth-century French texts on Russia, these books demonstrate exceptional influence. Indeed, political adaptations of both have resonated substantially in international relations. During the Cold War, Custine's Lettres de Russie was discovered and republished by American diplomats in a heavily abridged 1951 edition, to serve as a cipher for an imminent Russian threat. In 1880,Verne's Michel Strogoff was adapted for a theatrical production in Paris; for the next twenty years, the play served as a vehicle to express public support for the Franco-Russian Alliance negotiated between 1891 and 1893. Political adaptation of these works ultimately led to their entrenchment in cultural repertoires of America and France, where they persist today at the levels of state and popular culture. The analysis concludes that an insistent myth concerning Tartar identity remains embedded in the international imaginary concerning Russia. The characterization of Russia as legitimate great power or despotic aggressor continues to reflect earlier questions concerning whether it had tamed its Tartar past, or fallen victim to miscegenation.
29
Langenbrunner, Mary R., and J. Graham Disque. "School-age Children’s & Adolescents’ Perceptions of the Preferred Parent While Engaging in Recreational & Non-recreational Activities." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/3502.
Full text
30
Patten, John Joseph. "Computer assisted assessment and computer assisted portfolio development in a whole language classroom." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/861.
Full text
31
Macfarlane, Nicholas Blair Wootton. "The choreography of belonging : toothed whale spatial cohesion and acoustic communication." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/103336.
Full textAbstract:
Thesis: Ph. D., Joint Program in Oceanography/Applied Ocean Science and Engineering (Massachusetts Institute of Technology, Department of Biology; and the Woods Hole Oceanographic Institution), 2016.Cataloged from PDF version of thesis.
Includes bibliographical references.
To maintain the benefits of group membership, social animals need mechanisms to stay together and reunite if separated. This thesis explores the acoustic signals that dolphins use to overcome this challenge and mediate their complex relationships in a dynamic 3D environment. Bottlenose dolphins are the most extensively studied toothed whale, but research on acoustic behavior has been limited by an inability to identify the vocalizing individual or measure inter-animal distances in the wild. This thesis resolves these problems by simultaneously deploying acoustic tags on closely-associated pairs of known animals. These first reported deployments of acoustic tags on dolphins allowed me to characterize temporal patterns of vocal behavior on an individual level, uncovering large variation in vocal rates and inter-call waiting time between animals. Looking more specifically at signature whistles, a type of call often linked to cohesion, I found that when one animal produced its own signature whistle, its partner was more likely to respond with its own whistle. To better evaluate potential cohesion functions for signature whistles, I then modeled the probability of an animal producing a signature whistle at different times during a temporary separation and reunion from its partner. These data suggest that dolphins use signature whistles to signal a motivation to reunite and to confirm identity prior to rejoining their partner. To examine how cohesion is maintained during separations that do not include whistles, I then investigated whether dolphins could keep track of their partners by passively listening to conspecific echolocation clicks. Using a multi-pronged approach, I demonstrated that the passive detection range of echolocation clicks overlaps with the typical separation ranges of Sarasota mother-calf pairs and that the amount of time since an animal was last able to detect a click from its partner helped explain its probability of producing a signature whistle. Finally, this thesis developed a portable stereo camera system to study cohesion in situations where tagging is not possible. Integrating a GPS receiver, an attitude sensor and 3D stereo photogrammetry, the system rapidly positions multiple animals, grounding behavioral observations in quantitative metrics and characterizing fine-scale changes that might otherwise be missed.
by Nicholas Blair Wootton Macfarlane.
Ph. D.
32
Kelly, Kirsten. "The Use of Nonword Repetition Tasks in the Assessment of Developmental Language Disorder in Bilingual Children." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9090.
Full textAbstract:
To address the needs of the growing number of Spanish-English bilingual children in the United States, Nonword Repetition (NWR) tasks were created to reduce testing bias in the assessment and diagnosis of children with developmental language disorder (DLD). Several studies have shown promising results in the use of NWR tasks; however, fewer studies have addressed questions such as the use of different scoring methods or analyzing error patterns. Thus, this study was conducted to address these gaps in the research. An English and a Spanish NWR task were administered to 26 Spanish-English bilingual school aged children (6;0-9;4). Two different scoring methods (percent phoneme correct and whole word scoring) were compared for diagnostic accuracy and the types and frequency of errors were analyzed. Both scoring methods showed statistically significant differences between groups (participants with DLD and those with typically developing language). Whole word scoring in Spanish had the best diagnostic accuracy, according to sensitivity, specificity, and likelihood ratio measures. However, due to the small number of nonwords that any participant repeated correctly, this may not be a clinically practical scoring method. The Spanish NWR task was a better measure than the English NWR task in identifying children with DLD, suggesting that Spanish NWR could be used to assess DLD in bilingual children. Participants with DLD produced more consonant, vowel, substitution, and omission errors than those with typically developing language. There was no difference between groups for addition errors. Significantly more omission errors were made in Spanish, likely due to the longer nonwords. The longer nonwords may be key in distinguishing between typically developing children and those with DLD. These results have the potential to inform future clinical practices in selecting, scoring, and analyzing NWR tasks.
33
Lowden, Messerschmidt Tiffany. "From maiden to whore and back again : a survey of prostitution in the works of William Shakespeare." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002886.
Full text
34
Allen, Ann Nichole. "An investigation of the roles of geomagnetic and acoustic cues in whale navigation and orientation." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/80980.
Full textAbstract:
Thesis (Ph. D.)--Joint Program in Oceanography/Applied Ocean Science and Engineering (Massachusetts Institute of Technology, Department of Biology; and the Woods Hole Oceanographic Institution), 2013.Cataloged from PDF version of thesis.
Includes bibliographical references.
Many species of whales migrate annually between high-latitude feeding grounds and low-latitude breeding grounds. Yet, very little is known about how these animals navigate during these migrations. This thesis takes a first look at the roles of geomagnetic and acoustic cues in humpback whale navigation and orientation, in addition to documenting some effects of human-produced sound on beaked whales. The tracks of satellite-tagged humpback whales migrating from Hawaii to Alaska were found to have systematic deviations from the most direct route to their destination. For each whale, a migration track was modeled using only geomagnetic inclination and intensity as navigation cues. The directions in which the observed and modeled tracks deviated from the direct route were compared and found to match for 7 out of 9 tracks, which suggests that migrating humpback whales may use geomagnetic cues for navigation. Additionally, in all cases the observed tracks followed a more direct route to the destination than the modeled tracks, indicating that the whales are likely using additional navigational cues to improve their routes. There is a significant amount of sound available in the ocean to aid in navigation and orientation of a migrating whale. This research investigates the possibility that humpback whales migrating near-shore listen to sounds of snapping shrimp to detect the presence of obstacles, such as rocky islands. A visual tracking study was used, together with hydrophone recordings near a rocky island, to determine whether the whales initiated an avoidance reaction at distances that varied with the acoustic detection range of the island. No avoidance reaction was found. Propagation modeling of the snapping shrimp sounds suggested that the detection range of the island was beyond the visual limit of the survey, indicating that snapping shrimp sounds may be suited as a long-range indicator of a rocky island. Lastly, this thesis identifies a prolonged avoidance reaction of a Blainville's beaked whale to playbacks of Navy mid-frequency active sonar and orca predation calls. Navy sonar exercises have been linked to beaked whale strandings, and identifying whether these are the result of a mistaken predator avoidance reaction may help prevent future strandings.
by Ann Nichole Allen.
Ph.D.
35
Askildson, Lance. "Phonological Bootstrapping in Word Recognition & Whole Language Reading: A Composite Pedagogy for L2 Reading Development via Concurrent Reading-Listening Protocols and the Extensive Reading Approach." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/196014.
Full textAbstract:
The present study investigated the effects of concurrent reading and listening--in the form of the Reading While Listening (RWL) technique--as a means of improving word recognition and reading comprehension among intermediate L2 readers and compared these effects to a distinct top-down reading pedagogy in the form of Extensive Reading (ER) approach, an integrated pedagogy of both RWL and ER and a Control pedagogy of silent in-class reading. Drawing upon innate acquisitional mechanisms of phonological recoding as articulated by Jorm & Share's (1983) Self-Teaching Hypothesis (STH), the present research suggested the simultaneous presentation of identical orthographic and aural input as an ideal protocol for the exploitation of such a route to fluent word recognition in reading. Drawing upon innate acquisitional mechanisms of cognitive inferencing and whole language development as proposed by Goodman (1967, 1988), Krashen (1995, 2007) and Day & Bamford (1998), the present study also proposed the ER pedagogical approach as an effective top-down mechanism for cognitive inferencing in reading and whole language development as well as a tool for addressing L2 reader affect. In order to investigate the efficacy of RWL and ER respectively, while also as an integrated composite pedagogy of both RWL and ER, the present study employed a mixed-methods quasi-experimental design incorporating longitudinal classroom treatments of RWL, ER, RWL-ER and Control reading pedagogies over five weeks and among 51 intermediate ESL readers. Univariate and multivariate statistical analyses, alongside qualitative data reduction and display, supported the respective and significant efficacy of RWL and ER reading pedagogies over Control treatments on measures of reading rate, comprehension, vocabulary and grammatical knowledge gains as well as reader affect. Moreover, the composite RWL-ER treatment group demonstrated superlative gains above all other treatment types in a manner that supports the distinct advantages of such an integrated reading pedagogy, which pairs acquisitional approaches to both bottom-up word recognition and top-down cognitive skills development in tandem. Pedagogical implications for these findings are discussed alongside limitations and area for future research.
36
Santos, Tayane de Paula Bastos. "The influence of reading while listening to narratives on comprehesion, spoken word recognition and lexical memory of EFL brazilian learners." reponame:Repositório Institucional da UFSC, 2016. https://repositorio.ufsc.br/xmlui/handle/123456789/162837.
Full textAbstract:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos LinguÃsticos e Literários, Florianópolis, 2016.Made available in DSpace on 2016-05-24T17:55:34Z (GMT). No. of bitstreams: 1 339425.pdf: 2667202 bytes, checksum: 6d49f999734589f30f09846f432c7bb1 (MD5) Previous issue date: 2016
Abstract : Interest in research and teaching on learning strategies (Oxford, 2003) for listening development in foreign language acquisition has increased over the past decade. Among the strategies discussed in the literature is reading while listening, in which the learner reads and listens simultaneously for example to songs along with lyrics, watch movies with subtitles in the foreign language, and listens to audiobooks following the written texts. The latter is the matter of discussion in this study. Following the predictions from reading strategies (Woodall, 2010; Montgomery, 2009; Chen, 2004; Harris & Casbergue, 1996) and teaching of listening (Chang, 2009; Brown, Waring & Donkaewbua, 2008) research, this study focused on investigating whether the aforementioned strategy would be of any advantage for listening and reading comprehension of intermediate level learners of English in terms of text comprehension, spoken word recognition and delayed word recall. Studies have suggested that by having contact with both input forms together, the recognition of spoken words can be enhanced, considering learners have the opportunity to gain awareness of spoken and written form relations, resulting in more effective word recognition and segmentation (Chang, 2009). In addition, it has been proposed that by reading while listening simultaneously, text comprehension is boosted, for studies in L1 thoroughly support that phonology plays a role in reading related cognitive processes (Ehri, 2005). This phonological knowledge is limited in a foreign language, thus the strategy could help to develop more efficient reading and parsing processes. Memory of words would also be increased, for the reason that words could be secured in long term memory permanently due to more information from different sources (Brown et al, 2008). Together, these predictions are the core hypotheses tested in the study. A within-subject design research was carried out. Three excerpts of contemporary science fiction short stories (Hamilton, 2013) and their correspondent unabridged audiobooks were selected for data collection. Narrative texts were selected because (1) audiobooks of stories are more popular than other text genres, (2) narrative texts may contribute for the development of listening and reading skills by promoting extensive reading and listening (Lao & Krashen, 2000; Woodall, 2010; Chang, 2009) and (3) narrative structure has cognitive processing advantage, thus any observable effect would not be related to text processing difficulty Graesser, Golding & Long, 1996; DuBravac & Dalle, 2002). Three conditions were compared, reading while listening (LR), reading only (RO) and listening only (LO). A questionnaire assessed learners? language learning profiles. Three language tasks were administered: (1) a comprehension task, (2) a spoken word recognition task that measured reaction time and accuracy, and a (3) free delayed word recall task. Finally, a second questionnaire assessed learners? opinions concerning the strategy. Results did not show any statistically significant difference between conditions in any of the language tasks. The qualitative analysis however, showed that the unanimity of learners preferred reading while listening as an effective language learning strategy. Overall this study suggests that in terms of immediate gains to the comprehension of texts, recognition of spoken words and word recall for intermediate level learners, reading while listening is no better than reading only and listening only. In terms of learner perception, however, the strategy is well received and it can be used to promote vocabulary learning and extensive listening and reading in a foreign language.
O interesse em estratégias de aprendizagem (Oxford, 2003) para o desenvolvimento da compreensão oral em lÃngua estrangeira tem aumentado, tanto na pesquisa quanto na pedagogia do ensino. Entre as estratégias discutidas na literatura está ler e ouvir simultaneamente, através da qual os aprendizes escutam e leem, por exemplo, músicas e suas respectivas letras, assistem filmes com áudio e legendas na lÃngua estrangeira, e ouvem audiolivros acompanhando o texto escrito. Esta última modalidade é o tema do presente trabalho. De acordo com as predições das pesquisas em estratégias de leitura (Woodall, 2010; Montgomery, 2009; Chen, 2004; Harris & Casbergue, 1996) e ensino da compreensão oral (Chang, 2009; Brown, Waring & Donkaewbua, 2008), esse estudo investiga se a estratégia mencionada proporciona algum ganho para a compreensão oral e a leitura de aprendizes de inglês como lÃngua estrangeira de nÃvel intermediário, em termos de compreensão de texto, reconhecimento da palavra falada e recordação tardia de palavras. Estudos sugerem que ao ter contato com as duas formas de input ao mesmo tempo, o reconhecimento de palavras faladas pode ser aprimorado, considerando que os aprendizes têm a chance de perceber melhor as relações entre formas orais e escritas, resultando assim em reconhecimento e segmentação da fala mais efetivos (Chang, 2009). Além disso, a compreensão de textos também pode ser potencializada, visto que estudos em lÃngua nativa estabeleceram fortemente que a fonologia desempenha um papel importante nos processos cognitivos atrelados à leitura (Ehri, 2005). O conhecimento fonológico tende a ser limitado numa lÃngua estrangeira, portanto, a estratégia auxiliaria a desenvolver a leitura e os processos de parsing de forma mais eficiente. A memória para as palavras também aumentaria, pois as palavras estariam consolidadas na memória de longo prazo devido à s informações de diferentes fontes (Brown et al, 2008). Em conjunto, essas predições são as hipóteses testadas neste trabalho. Um experimento com o design within-subject foi conduzido. Trechos de três histórias de ficção cientÃfica (Hamilton, 2013) e seus respectivos audiolivros foram utilizados para a coleta de dados. Textos narrativos foram selecionados porque (1) audiolivros de histórias são mais populares dos que os de outros gêneros textuais, (2) narrativas podem contribuir para o desenvolvimento da compreensão oral e leitura por promover a prática extensiva de ambas (Lao & Krashen, 2000; Woodall, 2010; Chang, 2009) e (3) a estrutura das narrativas proporciona vantagens cognitivas de processamento, assim, qualquer efeito observado não estaria diretamente ligado à dificuldade inerente à estrutura do texto (Graesser, Golding & Long, 1996; DuBravac & Dalle, 2002). Foram comparadas três condições, ler e ouvir, ler somente e ouvir somente. Um questionário levantou dados sobre o perfil de aprendizagem de lÃnguas dos participantes. Três tarefas linguÃsticas foram administradas: (1) tarefas de compreensão de texto; (2) tarefas de reconhecimento da palavra falada, que media o tempo de reação e a acurácia, e (3) uma tarefa de recordação tardia e livre de palavras. Um segundo questionário sondou as opiniões dos participantes com relação à s histórias, à s estratégias e à experiência na pesquisa. Os resultados não mostraram nenhuma diferença estatisticamente significativa entre as condições nas tarefas linguÃsticas. A análise qualitativa, contudo, apontou que a unanimidade dos aprendizes preferiu ler e ouvir ao mesmo tempo como uma estratégia efetiva para a aprendizagem de lÃnguas. De modo geral, este estudo sugere que em termos de ganhos imediatos para a compreensão de texto, o reconhecimento da palavra falada e recordação de palavras tardia, em aprendizes de nÃvel intermediário, ler e ouvir ao mesmo tempo não é melhor que ler somente e até ouvir somente. Em termos de percepções dos aprendizes, entretanto, a estratégia é bem recebida e pode ser usada para promover a aprendizagem de vocabulário, a compreensão oral e leitura extensivas numa lÃngua estrangeira.
37
Yamato, Maya. "The auditory system of the minke whale (Balaenoptera acutorostrata) : a potential fatty sound reception pathway in a mysticete cetacean." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/77786.
Full textAbstract:
Thesis (Ph. D.)--Joint Program in Oceanography/Applied Ocean Science and Engineering (Massachusetts Institute of Technology, Dept. of Biology; and the Woods Hole Oceanographic Institution), 2012.Cataloged from PDF version of thesis.
Includes bibliographical references.
Despite widespread concerns about the effects of anthropogenic noise on baleen whales (suborder Mysticeti), we lack basic information about their auditory physiology for comprehensive risk assessments. Hearing ranges and sensitivities could be measured if customized equipment and methods were developed based on how baleen whales receive sound. However, sound reception pathways in baleen whales are currently unknown. This thesis presents an integrative approach to understanding hearing in baleen whales through dissections, biomedical imaging, biochemical analyses, and modeling sound propagation through a whale head using the Finite Element Method (FEM). We focused on the minke whale (Balaenoptera acutorostrata) because it is one of the smallest and most abundant mysticete species, reducing logistical difficulties for dissections and experiments. We discovered a large, well-formed fat body extending from the blubber region to the ears and contacting the ossicles. Although odontocetes, or toothed whales, are thought to use specialized "acoustic fats" for sound reception, no such tissues had been described for mysticetes to date. Our study indicates that the basic morphology and biochemical composition of the minke whale "ear fats" are very different from those of odontocete acoustic fats. However, the odontocete and mysticete fatty tissues share some characteristics, such as being conserved even during starvation, containing fewer dietary signals compared to blubber, and having well-defined attachments to the tympano-periotic complex, which houses the middle and inner ears. FE models of the whale head indicated that the ear fats caused a slight increase in the total pressure magnitude by the ears, and this focusing effect could be attributed to the low density and low sound speed of the ear fats in the models. Fatty tissues are known to have lower densities and sound speeds than other types of soft tissues, which may explain why they are an important component of the auditory system of odontocetes, and perhaps mysticete cetaceans as well. In an aquatic habitat where the pinna and air-filled ear canal are no longer effective at collecting and focusing so'und towards the ears, we propose that both odontocete and mysticete cetaceans have incorporated fatty tissues into their auditory systems for underwater sound reception.
by Maya Yamato.
Ph.D.
38
Hill, Timothy D. "Relationships among language use, phonological skill, and vocabulary in English language learning preschoolers." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002575.
Full text
39
Sherman, Philip. "Where words leave off, music begins : A comparison of how Henry Purcell and Franz Schubert convey text through their music in the compositions Music for a while and Erlkönig." Thesis, Kungl. Musikhögskolan, Institutionen för klassisk musik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-2342.
Full textAbstract:
”The singer is always working through a text that in some way or another inspired the vocal line and its texture,” wrote American pianist, pedagogue, and author Thomas Grubb. But exactly how does a text inspire a composer to create this synergy between words and music? During the course of my studies at the Royal College of Music in Stockholm, I gradually began to deepen my knowledge and awareness of Henry Purcell and Franz Schubert. I was at once astounded by their ability to seemlessly amalgamate the chosen texts to their music, and decided that this connection required greater research. The purpose of this study was thus to gain a deeper understanding of how Purcell and Schubert approached the relationship between text and music by studying the two pieces Music for a while and Erlkönig. I also wished to discover any similarities and differences between the composers’ approaches to word painting, in addition to discerning the role of the accompaniment to further illustrate the narrative. I began by reading literature about the two composers as well as John Dryden and Johann Wolfgang von Goethe, the poets whose texts were set to music. Once a greater understanding of them had been attained, I proceeded to analyze the texts and music for a greater comprehension of Purcell’s and Schubert’s methods. For early inspiration, I listened to numerous versions of the pieces by different musicians on YouTube. Both Purcell and Schubert used various tools in their compositional arsenals to accomplish their effortless combination of text and music. Amongst others, Purcell employed tonal ambiguity, unexpected harmonies, and repetition, while Schubert made use of vivid imagery, inventive treatment of chromaticism, and unmistakable rhythmic motifs. The analysis demonstrated that, while both composers painted lively and dramatic pictures in their compositions, their methods were strikingly different. The role of the accompaniment in Music for a while leaves much to the individual taste and ability of the instrumentalist(s) performing to assist the singer in setting the scene. In contrast, Schubert instructs the pianist in Erlkönig explicitly how they are to play, while additionally the piano personifies the fifth character in the story, the horse. Indeed, the role of the singer in the two pieces is equally at variance with the other. With Purcell, the singer portrays a priest, while the singer in Erlkönig personifies four different voices, each with their own melody, character, and tessitura. I hope this study will inspire others to delve deeper into the material with which they work to offer a more profound understanding to themselves and, ultimately, the listener.
40
Shapiro, Ari Daniel. "Orchestration : the movement and vocal behavior of free-ranging Norwegian killer whales (Orcinus orca)." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/43229.
Full textAbstract:
Thesis (Ph. D.)--Joint Program in Oceanography/Applied Ocean Science and Engineering (Massachusetts Institute of Technology, Dept. of Biology; and the Woods Hole Oceanographic Institution), 2008.Includes bibliographical references.
Studying the social and cultural transmission of behavior among animals helps to identify patterns of interaction and information content flowing between individuals. Killer whales are likely to acquire traits culturally based on their population-specific feeding behaviors and group-distinctive vocal repertoires. I used digital tags to explore the contributions of individual Norwegian killer whales to group carousel feeding and the relationships between vocal and non-vocal activity. Periods of tail slapping to incapacitate herring during feeding were characterized by elevated movement variability, heightened vocal activity and call types containing additional orientation cues. Tail slaps produced by tagged animals were identified using a rapid pitch change and occurred primarily within 20m of the surface. Two simultaneously tagged animals maneuvered similarly when tail slapping within 60s of one another, indicating that the position and composition of the herring ball influenced their behavior. Two types of behavioral sequence preceding the tight circling of carousel feeding were apparent. First, the animals engaged in periods of directional swimming. They were silent in 2 of 3 instances, suggesting they may have located other foraging groups by eavesdropping. Second, tagged animals made broad horizontal loops as they dove in a manner consistent with corralling. All 4 of these occasions were accompanied by vocal activity, indicating that this and tail slapping may benefit from social communication. No significant relationship between the call types and the actual movement measurements was found. Killer whale vocalizations traditionally have been classified into discrete call types. Using human speech processing techniques, I considered that calls are alternatively comprised of shared segments that can be recombined to form the stereotyped and variable repertoire.
(cont.) In a classification experiment, the characterization of calls using the whole call, a set of unshared segments, or a set of shared segments yielded equivalent performance. The shared segments required less information to parse the same vocalizations, suggesting a more parsimonious system of representation. This closer examination of the movements and vocalizations of Norwegian killer whales, combined with future work on ontogeny and transmission, will inform our understanding of whether and how culture plays a role in achieving population-specific behaviors in this species.
by Ari Daniel Shapiro.
Ph.D.
41
Evans, Jr Richard Austin. "Fostering success in reading: a survey of teaching methods and collaboration practices of high performing elementary schools in Texas." Texas A&M University, 2002. http://hdl.handle.net/1969.1/3968.
Full textAbstract:
This study examined reading programs in 68 Texas elementary schools that were
identified as successful by their scores on TAAS assessment results in the 1999-2000
school year. These schools student populations had a high proportion of culturally
diverse and low-SES students. The purposes of this study were: (1) to determine if and
how teaching methods and collaboration (intervention/support teams) were used by
effective schools to foster reading success in all students; (2) to identify cohesive
patterns (clusters) or models in schools use of collaboration and teaching methods; (3)
to examine these clusters of similar schools and see if the patterns differed based on the
school/community demography (urban, suburban, or rural). The study was conducted in
68 schools in 33 school districts that represented various demographic settings from 12
different Education Service Centers across Texas. From these original 332 variables, 26
variables were selected that were of medium frequency and strongly correlated with high
TAAS scores over a 4- year period. These 26 variables were used to examine the 68
high-performing Texas elementary schools for clusters. K-means analysis and HCA were both applied to the 26 response variables, using them as complementary techniques
to arrive at a five cluster solution. Results from correlations of individual characteristics
and from identifying school clusters suggested that school community type could
possibly be moderately predictive of student performance on the TAAS/TAKS over
time.
42
Rönnqvist, Sofie. "Tidig läs -och skrivinlärning : Intervjuer med pedagoger om deras syn på lärande." Thesis, Karlstads universitet, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6653.
Full textAbstract:
The purpose of this work is to explore how to work with early reading and writing and find out what really comes first of the two. The work also involves the best known literacy learning methods and deals with methods to work around reading and writing. I have read previous research on the subject and watched a movie from our AV-central on children’s early language development. It includes an interview with two professors of education, Mats Myrberg and Mats Ekholm where they talk about the pros and cons of early learning literacy. My research is based on literary sources and interviews with educators who work with reading and writing in the early years. The results showed that even if a teacher tries to work with early writing skills we still remain in the traditional school, beginning with learning how to read. The school of today is characterized by individualized learning. The need for levelled education is huge and the teachers often feel the time is insufficient.
43
Lorentzen, Line Harboe, and Lisbeth Dauerhøj Fleckner. "The effect on the self-selected gait velocity caused by the subjects’ position when walking on a self-paced dual-belt treadmill in a virtual reality environment while performing a color-word Stroop task: a pilot study." Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ. Ortopedteknisk plattform, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40691.
Full textAbstract:
Background: When people walk while performing a cognitive dual-task, a decrease in gait velocity will occur because of the demand for some of the same cognitive resources. However, in a previous study they found an increase instead of a decrease in gait velocity when subjects walked on a self-paced treadmill while performing a color-word Stroop task. Aim: The aim of this study was to determine if the increase found in gait velocity in the previous study was a consequence of the subjects’ position. Additionally, it was investigated whether real-time feedback about the subjects’ position could substitute the lack of a reference point. Method: Position and gait velocity was measured in twelve healthy subjects during a trial consisting of eight control conditions and eight different interventions. Results: A significant difference was found in gait velocity between the interventions where the accelerations-line was moved furthest to the front and back (IzerolineA, IzerolineB) and in position between the original intervention and one with a neutral zone (Iorginal1, Ineutralzone). No differences were found in position or velocity with any of the feedback systems. Conclusion: From the results it could be concluded that the increase in gait velocity was a consequence of the subjects positioning themselves further in the forward direction on the treadmill. No conclusions could be drawn with the feedback systems.
44
Petrík, Tomáš. "Stavebně technologický projekt skladovací haly." Master's thesis, Vysoké učení technické v Brně. Fakulta stavební, 2013. http://www.nusl.cz/ntk/nusl-226501.
Full textAbstract:
In this diploma thesis is processed build-up organization of logistics centre in Ostrava. The build-up organization covers the implementation of ground works, foundation constructions and precast concrete framework. Storage hall of logistics centre is based on drilled concrete piles and precast concrete framework makes up main structure. Construction technology project contains time-schedule and financial plan for whole project, time-schedule of construction works, budget, technological standard for precast concrete framework, design of building site accessories, design of machine group, safety plan, check and test plan.
45
Lebreton, Olivier. "Adaptation du modèle de la Construction-Intégration de Kintsch à la compréhension des énoncés et à la résolution des problèmes arithmétiques complexes." Phd thesis, Université de la Réunion, 2011. http://tel.archives-ouvertes.fr/tel-00716841.
Full textAbstract:
Cette recherche a pour objet la compréhension des énoncés de problèmes arithmétiques complexes et leur résolution. Les problèmes complexes choisis combinent des problèmes simples de types Changement et Combinaison. Ce travail s'appuie sur le modèle de la Construction-Intégration de Kintsch. Les résultats montrent qu'il existe une relation entre le niveau d'expertise en compréhension de textes narratifs et la résolution des problèmes arithmétiques complexes. Comprendre un texte narratif ou un énoncé de problème complexe exige de la part des lecteurs la construction d'un réseau propositionnel hiérarchisé et les résultats suggèrent, entre autres, une sensibilité des élèves aux propositions textuelles et aux ellipses contenues dans les textes. La formation des macropropositions est un processus fondamental et les résultats montrent une relation entre le nombre d'objets contenus dans les énoncés de problème et la procédure préférentiellement choisie par les élèves. Ils suggèrent d'une part, la mise en oeuvre du processus de catégorisation au cours du processus de compréhension et d'autre part, l'affaiblissement des liaisons entre les macropropositions élaborées et le schéma de problème Parties-Tout qui leur sont liés. D'un point de vue pédagogique, les résultats montrent que les questions relatives à l'activation d'une part des concepts superordonnés et d'autre part des schémas de problèmes Parties-Tout ne sont pas à privilégier pour aider les élèves. Finalement, les connaissances du lecteur sont essentielles à la compréhension. Cet élément est confirmé ici et la compréhension des problèmes complexes nécessite des connaissances solides relativement aux problèmes arithmétiques simples.
46
Jacobsson, Madeleine. "Dr. Eleine Mad." Thesis, Kungl. Konsthögskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kkh:diva-587.
Full textAbstract:
Dr. Eleine Mad är Madeleine Jacobsssons talesperson för dom vetenskapliga och paranormala upptäckter som uppstår i hennes världar. Hon beskriver innehåll, teknik och estetik utifrån ett kategoriseringssytem där konsten delas upp som olika typer av komponenter och därefter avkodas dessa allteftersom. För att förstå intuitionens inblandning i arbetsprocessen omförvandlas den till tre separata roller av en Sökare, Samlare och Myntare. Med rollerna försöker jag beskriva på vilka sätt som intuitionen är till gagn eller av förödelse för det konstnärliga arbetet. Sagan om M handlar om en grodlik karaktär, Delop, som lämnar sin hemplanet för att uppsöka andra världar. I sitt sökande hittar Delop ett folkslag vars syn och levnadssätt skiljer sig från hennes erfarenheter av “verkligheten” såsom hon lärt sig att överleva i den.Dr. Eleine Mad is Madeleine Jacobsson's spokesperson for the scientific and paranormal discoveries that arise in her worlds. She describes content, tecniques and aesthetics based on a categorization system where art is divided into different types of components and then decoded as they go. To understand the intuition's involvement in the work process, it is transformed into three separate roles by a Seeker, Collector and a Myntare(In swedish language the one who is a "myntare" -is verbally declaring a concept or term). With these roles I try to describe in what ways intuition is beneficial or devastating to the artistic work. The story of M is about a frog-like character, Delop, who leaves the home planet to seek out other worlds. In her search, Delop finds a world whose views and lifestyles differ from her experiences of "reality" as she learned to survive in it.
Recorded sound and image material of the presentation is available for private use.
47
Al, Ghanem Reem. "Learning to read and write polysyllabic words: the effects of morphology and context on the acquisition of whole-word representations in fourth and fifth grade." Thesis, 2017. https://hdl.handle.net/2144/26474.
Full textAbstract:
Accurate and rapid word recognition requires highly-specified phonological, orthographic, and semantic word-specific representations. It has been established that children acquire these representations through phonological decoding in a process known as orthographic learning. Studies examining orthographic learning and its predictors have thus far focused on monosyllabic words. It is unclear whether the findings of these studies—especially, those related to the role phonological decoding, orthographic knowledge, and contextual semantic information play in orthographic learning—can be generalized to polysyllabic words. A large number of the polysyllabic words children encounter in content-area texts is morphologically complex. Yet, examining the role of morphology in the orthographic learning of polysyllabic words is still in its infancy. The purpose of this study was to examine the role of morphology and context (two sources of semantic information) in the acquisition of whole-word representations of polysyllabic words in children with and without reading difficulty.
A total of 73 fourth and fifth grade children participated in this study. The children read 12 disyllabic pseudowords presented in isolation or in context. An orthographic choice task and a spelling task measured children’s orthographic learning three days later. A battery of standardized and researcher designed tests measured children’s phonological decoding skill, orthographic knowledge, and morphological knowledge. Data were analyzed using mixed-design analysis of variance and multiple linear regression.
The results of this study showed that morphology facilitated the orthographic learning of polysyllabic words in the spelling task but not in the orthographic choice task. The results also showed that context interfered with the orthographic learning of polysyllabic words, irrespective of their morphological structure. Context interference appeared to vary by children’s reading skill—that is, context appeared to interfere with the orthographic learning of polysyllabic words in struggling readers and children with reading difficulty but not in typically achieving children. The results also showed that, controlling for phonological decoding and orthographic knowledge, morphological knowledge contributed to the orthographic learning of polysyllabic words, irrespective of children’s reading skill. Implications for polysyllabic word reading instruction are discussed.
48
Janicki, Maciej. "Statistical and Computational Models for Whole Word Morphology." 2019. https://ul.qucosa.de/id/qucosa%3A35269.
Full textAbstract:
Das Ziel dieser Arbeit ist die Formulierung eines Ansatzes zum maschinellen Lernen von Sprachmorphologie, in dem letztere als Zeichenkettentransformationen auf ganzen Wörtern, und nicht als Zerlegung von Wörtern in kleinere stukturelle Einheiten, modelliert wird. Der Beitrag besteht aus zwei wesentlichen Teilen: zum einen wird ein Rechenmodell formuliert, in dem morphologische Regeln als Funktionen auf Zeichenketten definiert sind. Solche Funktionen lassen sich leicht zu endlichen Transduktoren übersetzen, was eine solide algorithmische Grundlage für den Ansatz liefert. Zum anderen wird ein statistisches Modell für Graphen von Wortab\-leitungen eingeführt. Die Inferenz in diesem Modell erfolgt mithilfe des Monte Carlo Expectation Maximization-Algorithmus und die Erwartungswerte über Graphen werden durch einen Metropolis-Hastings-Sampler approximiert. Das Modell wird auf einer Reihe von praktischen Aufgaben evaluiert: Clustering flektierter Formen, Lernen von Lemmatisierung, Vorhersage von Wortart für unbekannte Wörter, sowie Generierung neuer Wörter.
49
Bhattacharja, Shishir. "Word formation in Bengali : a whole word morphological description and its theoretical implications." Thèse, 2006. http://hdl.handle.net/1866/16580.
Full text
50
Lan, Hsin Yu, and 辛玉蘭. "On the Works of Noordhoff Craniofacial Foundation “Love Makes Whole” Children’s Literature Award." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/vm3qu9.
Full textAbstract:
碩士國立臺東大學
兒童文學研究所
98
Picture book awards are of central interest in the context of picture books popularizing in Taiwan. A principal aim of the picture book award is to encourage creative works of illustrators and writers to create quality works. Criteria for the award are usually art-and-literature-oriented. Unfortunately, there have been few picture book awards which focus on the construction of social value and the consideration of minority groups. The “Love Makes Whole” Children’s Literature Award have been awarded by the Noordhoff Craniofacial Foundation for twelve years. All the award winning books were created by child authors. The goal of this award is to encourage picture books which show consideration for the physically or mentally disabled. Both quality and quantity of the works are abundant. The aim of this paper is threefold: (a) to convey the thoughts of the physically or mentally disabled and to make the people show respect for them; (b) to discuss the words and images of the works and to understand the form and the representation of the works; (c) to understand the condition of children as contestants and to make suggestions for teachers, parents, publishers, illustrators and following researchers. The method to carry out this study was using a textual analysis, which included content analysis and image analysis. The aim of content analysis in this study is to analyze subjects, characters and viewpoints of stories. The purpose of image analysis is to analyze layout designs, media, techniques and color planning of those award-winning works. This study showed the results of this award were: (a) the works show humanistic consideration for the physically or mentally disabled children and minority groups; (b) contents and images of the works operated in coordination and the forms were multiple, entertaining and creative. The results of the present study suggest three dimensions: (a) the award-winning works should fulfill the purpose of this award; (b) the terms of the award should set certain limit for participants; (c) the subjects of the works should be further implemented and popularized by educational workers.