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Relevant bibliographies by topics / Written language

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Academic literature on the topic 'Written language'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Written language"

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Halliday, Michael A. K. "Written Language, Standard Language, Global Language." World Englishes 22, no. 4 (November 2003): 405–18. http://dx.doi.org/10.1111/j.1467-971x.2003.00309.x.

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Hooper, Stephen R. "The Language of Written Language." Journal of Learning Disabilities 35, no. 1 (January 2002): 2–6. http://dx.doi.org/10.1177/002221940203500101.

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Salzmann, Zdenek, Josef Vachek, and Philip A. Luelsdorff. "Written Language Revisited." Language 65, no. 4 (December 1989): 914. http://dx.doi.org/10.2307/414993.

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Sarma, Gopal. "Reconsidering Written Language." Interdisciplinary Description of Complex Systems 13, no. 3 (2015): 397–404. http://dx.doi.org/10.7906/indecs.13.3.5.

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Rubin, Donald, and Carole R. Bencich. "Researching Written Language." Contemporary Psychology: A Journal of Reviews 35, no. 6 (June 1990): 567–69. http://dx.doi.org/10.1037/028696.

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Polloway, Edward A. "Written Language Assessment." Assessment for Effective Intervention 34, no. 3 (May 4, 2009): 132–33. http://dx.doi.org/10.1177/1534508408318801.

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Penner-Williams, Janet, Tom E. C. Smith, and Barbara C. Gartin. "Written Language Expression." Assessment for Effective Intervention 34, no. 3 (July 10, 2008): 162–69. http://dx.doi.org/10.1177/1534508408318805.

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Park Young Sug. "『Ukigumo』Unification of the Written and Spoken language, Written language." Japanese Language and Literature Association of Daehan ll, no. 56 (November 2012): 57–68. http://dx.doi.org/10.18631/jalali.2012..56.004.

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PARISSE, CHRISTOPHE. "Oral language, written language and language awareness." Journal of Child Language 29, no. 2 (May 2002): 449–88. http://dx.doi.org/10.1017/s0305000902285347.

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Ravid & Tolchinsky's paper draws a comprehensive picture of the fact that literacy is a lengthy developing process involving many linguistic factors which sometimes begins even before school age and lasts until adulthood. I very much appreciated the breadth and thoroughness of Ravid & Tolchinsky's paper and, in particular, the fact that they have taken the relationship between oral language and literacy into account. It seems to me that this is rarely the case in current linguistic theories and I would like to offer a few comments on some of the consequences that a serious approach to literacy development would have on the studies of both oral language and literacy, and on linguistic theories themselves as well.

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Lee, Young‐Ja. "Young children's written language development and oral and written language awareness." Early Child Development and Care 85, no. 1 (January 1993): 97–108. http://dx.doi.org/10.1080/0300443930850111.

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Dissertations / Theses on the topic "Written language"

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Knodel, Monika Christel. "Dynamic assessment of written language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20833.pdf.

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Blaetz, Taylor S. "The Electrophysiology of Written Informal Language." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1513.

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Language is an essential component of human behavior. It is ubiquitous, but more importantly, it is malleable and it is constantly changing. Part of the dynamic nature of informal communication is the introduction and adoption of new linguistic elements. Online communication provides a window into this informal public discourse; therefore, it may be useful for testing hypotheses about the processes underlying the acquisition and use of new words. The comprehension of informal language may lead to an understanding of how these new informal words are integrated into our mental lexicon. The current study was an electroencephalographic (EEG) investigation of the brain processes that underlie informal language. We recorded event-related potentials while participants engaged in a lexical decision task. For this experiment, participants made judgments about Twitter targets primed with semantically related or unrelated words. Classic psycholinguistic studies have shown very specific event-related potentials (ERPs) for semantic processing. Most notably, the N400 event-related potential component is an index of lexical expectancy and semantic relatedness. In contrast to the literature, we did not find classic N400 priming effects. However, our results revealed marked differences between informal and traditional targets. Our results suggest that informal language is more difficult to process than traditional language.

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Aked, Joy Prentice. "Individual constancies in written language expression." Thesis, University of Glasgow, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387909.

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Kreyer, Rolf. "Inversion in modern written English syntactic complexity, information status and the creative writer." Tübingen Narr, 2006. http://deposit.ddb.de/cgi-bin/dokserv?id=2778049&prov=M&dok_var=1&dok_ext=htm.

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Li, Mi-fong Miranda. "Attitudes towards written Cantonese and mixed codes in written language in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811127.

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Li, Mi-fong Miranda, and 李美芳. "Attitudes towards written Cantonese and mixed codes in written language in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959647.

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Ittzes, Zsuzsanna 1968. "Written conversation: Investigating communicative foreign language use in written form in computer conference writing and group journals." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282366.

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The purpose of this dissertation was to investigate the use of German as a foreign language during written conversation in an intermediate German course. Specifically, the study compared the language output of intermediate students of German in the context of the innovative computer conferencing and the more traditional group journals. The dissertation aimed to serve two purposes: (1) to provide further insights into the role of computer-mediated interaction for promoting the successful development of communicative competence in foreign language pedagogy (both in theory and practice); (2) to shed light on the quality of language that learners produce in the two writing contexts, in terms of grammatical and lexical accuracy, sociolinguistic appropriateness and communicative success. For these purposes, the researcher analyzed the language output of 46 subjects at the University of Arizona during the Fall semester of 1996. Learners' language output was examined using statistical analyses (matched t-tests and multiple regression analyses), discourse analysis and the ethnography of writing. The results indicated many differences of the language produced in the two writing contexts. Although there was no difference between them in terms of lexical diversity, learners' language in computer conferencing reflects a higher level of grammatical accuracy, richer lexicon and improved comprehensibility (as rated by native speaker judges). Furthermore, learners had a more positive attitude towards the computer conferencing than towards the group journals. Learners were also found to use the two writing contexts for different communicative purposes (computer conferencing reflected interaction among participants, while group journals were monologues). Finally, learners managed conversations, and prevented or resolved instances of miscommunication, differently in the two conversational contexts. In conclusion, it can be said that the results of this study concur with previous research that supports the beneficial implementation of computer-mediated interaction in foreign language pedagogical contexts (Healy Beauvois, 1995; Kern, 1995; Leppainen and Kalaja, 1995). This dissertation was also able to contribute to our understanding of the level and quality of interlanguage of intermediate German learners, to our knowledge of how writing context and purpose interact, and to our understanding of the process of pidginization in foreign language learning contexts.

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Randolph, Gerda Ann Packard. "Building written language: A program for second language literacy in English." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1866.

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Qwai, Nidhal. "Language Register in Written Feedback to Graduate Students." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35565.

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Abstract Effective feedback, as an integral part of formative assessment, has been identified as a powerful tool that enhances learning. However, “Effectiveness” has been perceived differently by students due to at least four factors: 1. Quantity, 2. Quality, 3. Timing, and 4. Language used in feedback provided. Much research has been conducted on the first three factors, but language needs to be thoroughly investigated. This research in the sector of Education attempts to rectify certain important omissions in the literature of formative assessment in the area of language by using “register theory” in Systemic Functional Linguistics. With ‘register’ simply defined as field, tenor, and mode of discourse (e.g. Halliday, McIntosh, & Strevens, 1964), the not adequately captured relationship between language structure and language function, is to be re-visited (Halliday, 1985) in connection with educative feedback. In this study, field expressed through ideational meanings, tenor expressed through interpersonal meanings, and mode expressed through textual meanings are investigated in connection to how linguistic style affects the perceived effectiveness of written feedback provided to students. A small sample of graduate students from a Faculty of Education is examined. The systemic coder (O’Donnell, 2002) is employed on collected assignments from participants. Results show that the linguistic style of a professor is found to affect the perceived effectiveness of written feedback provided to students on their assignments. The use of the ideational meanings of material process, non-human participants, passive voice, and nominalization; the interpersonal meanings of declarative statements, interrogative statements, and modality; in addition to the textual meanings of lexical density, cohesion, textual adjuncts, and emphasis are all found to help students perceive feedback as effective. Therefore; professors are requested to increase the use of these language aspects when providing feedback because of the hidden positive meanings these aspects can add to the feedback provided. However, the use of the ideational meanings of behavioral process, relational process, and active voice; the interpersonal meanings of imperative statements, personal pronouns, and evaluative words; and the textual meanings of grammatical intricacy are found to result in students perceiving feedback as ineffective. As a result, professors are requested to decrease the use of these language aspects when providing feedback because of the hidden negative and unwanted meanings these aspects can add to the feedback provided. Results also illustrate that students perceive feedback as effective when this feedback leads to at least one of the following scenarios: improving student grades, protecting student self-esteem, having a good relation with feedback provider, and/or enhancing student learning. Ineffective feedback is found to have negative consequences on students. Decision-makers are requested to reduce the number of students as well as the tasks required in each class. They are also advised to professionally develop professors with training workshops on how to provide feedback.

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Coria, Juan Manuel. "Continual Representation Learning in Written and Spoken Language." Electronic Thesis or Diss., université Paris-Saclay, 2023. http://www.theses.fr/2023UPASG025.

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L'apprentissage automatique a récemment connu des avancées majeures, mais les modèles actuels sont généralement entraînés une fois sur une tâche cible et leurs paramètres sont rarement révisés.Ce problème affecte les performances après la mise en production car les spécifications des tâches et les données peuvent évoluer avec le temps.Pour résoudre ce problème, l'apprentissage continu propose un entraînement au fil du temps, à mesure que de nouvelles données sont disponibles.Cependant, les modèles entraînés de cette manière souffrent d'une perte de performance sur les exemples déjà vus, un phénomène appelé oubli catastrophique.De nombreuses études ont proposé différentes stratégies pour prévenir l'oubli, mais elles s'appuient souvent sur des données étiquetées rarement disponibles en pratique. Dans cette thèse, nous étudions l'apprentissage continu pour la langue écrite et parlée.Notre objectif est de concevoir des systèmes autonomes et auto-apprenants capables d'exploiter les données disponibles sur le terrain pour s'adapter aux nouveaux environnements.Contrairement aux travaux récents sur l'apprentissage de représentations à usage général, nous proposons d'exploiter des représentations adaptées à une tâche cible.En effet, ces dernières pourraient être plus faciles à interpréter et à exploiter par des méthodes non supervisés et plus robustes à l'oubli, comme le clustering. Dans ce travail, nous améliorons notre compréhension de l'apprentissage continu dans plusieurs contextes.Nous montrons que les représentations spécifiques à une tâche permettent un apprentissage continu efficace à faibles ressources, et que les prédictions d'un modèle peuvent être exploitées pour l'auto-apprentissage
Although machine learning has recently witnessed major breakthroughs, today's models are mostly trained once on a target task and then deployed, rarely (if ever) revisiting their parameters.This problem affects performance after deployment, as task specifications and data may evolve with user needs and distribution shifts.To solve this, continual learning proposes to train models over time as new data becomes available.However, models trained in this way suffer from significant performance loss on previously seen examples, a phenomenon called catastrophic forgetting.Although many studies have proposed different strategies to prevent forgetting, they often rely on labeled data, which is rarely available in practice. In this thesis, we study continual learning for written and spoken language.Our main goal is to design autonomous and self-learning systems able to leverage scarce on-the-job data to adapt to the new environments they are deployed in.Contrary to recent work on learning general-purpose representations (or embeddings), we propose to leverage representations that are tailored to a downstream task.We believe the latter may be easier to interpret and exploit by unsupervised training algorithms like clustering, that are less prone to forgetting. Throughout our work, we improve our understanding of continual learning in a variety of settings, such as the adaptation of a language model to new languages for sequence labeling tasks, or even the adaptation to a live conversation in the context of speaker diarization.We show that task-specific representations allow for effective low-resource continual learning, and that a model's own predictions can be exploited for full self-learning

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Books on the topic "Written language"

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Vachek, Josef. Written language revisited. Amsterdam: J. Benjamins Pub. Co., 1989.

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Joshi, R. Malatesha, ed. Written Language Disorders. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3732-4.

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Malatesha, Joshi R., ed. Written language disorders. Dordrecht [Netherlands]: Kluwer Academic Publishers, 1991.

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Garrison, Mary, Arpad P. Orbán, and Marco Mostert, eds. Spoken and Written Language. Turnhout: Brepols Publishers, 2013. http://dx.doi.org/10.1484/m.usml-eb.6.09070802050003050007070005.

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Martinoff, James T. Language rehabilitation: Written expression. Tigard, Oregon: C. C. Publications,inc, 1986.

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Mari, Noda, ed. Japanese: the written language. New Haven: Yale University Press, 2006.

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Klöter, Henning. Written Taiwanese. Leiden: Universiteit Leiden, 2003.

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Klöter, Henning. Written Taiwanese. [Wiesbaden: Harrassowitz Verlag, 2005.

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Rosalind, Horowitz, and Samuels S. Jay, eds. Comprehending oral and written language. San Diego: Academic Press, 1987.

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Hammill, Donald D. Test of written language-2. Austin, Tex. (5341 Industrial Oaks Blvd., Austin 78735): PRO-ED, 1988.

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Book chapters on the topic "Written language"

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Luiselli, James, Francesca Happé, Hillary Hurst, Stephanny Freeman, Gerald Goldstein, Carla Mazefsky, Alice S. Carter, et al. "Written Language." In Encyclopedia of Autism Spectrum Disorders, 3408–9. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1125.

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Lull, James. "Written Language." In Evolutionary Communication, 118–45. New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429456879-6.

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Newman, Diana B. "Written Language." In Encyclopedia of Autism Spectrum Disorders, 5237–38. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1125.

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Shaw, Steven R. "Written Language." In Reaching and Teaching Students Who Don't Qualify for Special Education, 119–36. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003133896-9.

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Kandel, Sonia. "Written Production." In Language Production, 209–32. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003145790-9.

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Kurpicz-Briki, Mascha. "Processing Written Language." In More than a Chatbot, 17–51. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-37690-0_3.

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Iyengar, Arvind. "Written into Being." In Language and Decolonisation, 114–35. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003313618-8.

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Joshi, R. Malatesha, and P. G. Aaron. "Developmental Reading and Spelling Disabilities: Are these Dissociable?" In Written Language Disorders, 1–24. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3732-4_1.

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Maul, Beverly D. K., and Linnea C. Ehri. "Memory for Spellings in Normal and Dysgraphic Spellers." In Written Language Disorders, 25–42. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3732-4_2.

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Rubin, Hyla. "Morphological Knowledge and Writing Ability." In Written Language Disorders, 43–69. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3732-4_3.

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Conference papers on the topic "Written language"

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Grishman, Ralph. "Whither written language evaluation?" In the workshop. Morristown, NJ, USA: Association for Computational Linguistics, 1994. http://dx.doi.org/10.3115/1075812.1075836.

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Sundheim, Beth M. "Written language system evaluation." In the workshop. Morristown, NJ, USA: Association for Computational Linguistics, 1994. http://dx.doi.org/10.3115/1075812.1075932.

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Nivre, Joakim, Leif Grönqvist, Malin Gustafsson, Torbjörn Lager, and Sylvana Sofkova. "Tagging spoken language using written language statistics." In the 16th conference. Morristown, NJ, USA: Association for Computational Linguistics, 1996. http://dx.doi.org/10.3115/993268.993370.

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Pham, T., and D. Tran. "VQ-based written language identification." In Seventh International Symposium on Signal Processing and Its Applications, 2003. Proceedings. IEEE, 2003. http://dx.doi.org/10.1109/isspa.2003.1224752.

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Nurieva, Fanuza. "GOLDEN HORDE: WRITTEN MONUMENTS LANGUAGE." In SGEM 2014 Scientific SubConference on ANTHROPOLOGY, ARCHAEOLOGY, HISTORY AND PHILOSOPHY. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b31/s8.010.

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De Sisto, Mirella, Vincent Vandeghinste, Caro Brosens, Myriam Vermeerbergen, and Dimitar Shterionov. "XSL-HoReCo and GoSt-ParC-Sign: Two New Signed Language - Written Language Parallel Corpora." In CLARIN Annual Conference 2023. Linköping University Electronic Press, 2024. http://dx.doi.org/10.3384/ecp210002.

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Developments in language technology targeting signed languages are lagging behind in comparison to the advances related to what is available for so-called spoken languages.1 This is partly due to the scarcity of good quality signed language data, including good quality parallel corpora of signed and spoken languages. This paper introduces two parallel corpora which aim at reducing the gap between signed and spoken-only language technology: The XSL Hotel Review Corpus (XSL-HoReCo) and the Gold Standard Parallel Corpus of Signed and Spoken Language (GoSt-ParC-Sign). Both corpora are available through the CLARIN infrastructure.

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Lins, Rafael Dueire, and Paulo Gonçalves. "Automatic language identification of written texts." In the 2004 ACM symposium. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/967900.968129.

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Zhou, Jiangping. "THE ANALYSIS OF WRITTEN LANGUAGE PERCEPTION." In International Conference on Education, Culture and Social Development (ICECSD). Volkson Press, 2018. http://dx.doi.org/10.26480/icecsd.01.2018.22.23.

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Mukherji, Kaustuv, Meghna Pandharipande, and Sunil Kumar Kopparapu. "Improved Language Models for ASR using Written Language Text." In 2022 National Conference on Communications (NCC). IEEE, 2022. http://dx.doi.org/10.1109/ncc55593.2022.9806803.

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Schwartz, R., L. Nguyen, F. Kubala, G. Chou, G. Zavaliagkos, and J. Makhoul. "On using written language training data for spoken language modeling." In the workshop. Morristown, NJ, USA: Association for Computational Linguistics, 1994. http://dx.doi.org/10.3115/1075812.1075830.

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Reports on the topic "Written language"

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Schwartz, R., L. Nguyen, F. Kubala, G. CHou, G. Zavaliagkos, and J. Makhoul. On Using Written Language Training Data for Spoken Language Modeling. Fort Belvoir, VA: Defense Technical Information Center, January 1994. http://dx.doi.org/10.21236/ada460657.

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Penner, Kevin. Written narrative texts of language impaired and normal adolescents. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6073.

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Brown, Antigone. Written narratives of language disordered and normal adolescents on two tasks. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5854.

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Katsarou, Spyridoula, Michael Makris, Efstratios Vakirlis, and Stamatios Gregoriou. The role of tight junctions in atopic dermatitis: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2023. http://dx.doi.org/10.37766/inplasy2023.1.0012.

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Review question / Objective: The role of tight junctions in atopic dermatitis. Eligibility criteria: Inclusion criteria: Literature from 2009 to 2022, studies written in english. Exclusion criteria: articles focused in diseases other that atopic dermatitis, articles whose full-text version was not available, articles written in language other than English. Main outcome(s): Exploring the crosstalk between TJs and the immune system, in order to develop topical agents that improve TJs functionality. Publication of new data is possible to change our current knowledge as presented in this review in the future, as this is an emerging field.

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Bacci, Marcelo Rodrigues, Catarina Viggiani Bicudo Minczuk, and Fernando Luiz Affonso Fonseca. A systematic review of artificial intelligence models for acute kidney injury prediction. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2023. http://dx.doi.org/10.37766/inplasy2023.3.0025.

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Review question / Objective: We performed a systematic review of the use of AI and ML to build AKI prediction models in hospitalized patients. Condition being studied: Acute kidney injury prediction models efficacy. Eligibility criteria: Manuscripts written in english language with abstract available until the 6th of March. The search strategy should adress the MesH terms in the title and abstract sections.

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García Marrugo, Alexandra I., Katherine Olston, Josh Aarts, Dashiell Moore, and Syed Kaliyadan. SCANA: Supporting students’ academic language development at The University of Sydney. Journal of the Australian and New Zealand Student Services Association, June 2023. http://dx.doi.org/10.30688/janzssa.2023-2-01.

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In 2021, the Learning Hub at The University of Sydney launched the Student Communication and Needs Analysis (SCANA). This program of support consists of a screening language task and associated support interventions in first year units of study (UoS). The self-marking online screening tool developed by the Language Testing Research Centre at The University of Melbourne classifies students into three bands, with Band 1 identifying students at risk of academic failure due to insufficient language proficiency. All students in selected UoS are encouraged to take SCANA and offered academic language support according to their needs. Students identified in Band 1 are advised to attend discipline-specific support targeting the language issues associated with written assignments. These students are also informed about other offerings, such as one-on-one consultations, generic academic workshops, peer-facilitated programs, and self-access resources. Students in Bands 2 and 3 are also offered options according to their level. The results from Semester 1 2022 showed that students identified in Band 1 who attended at least two support workshops obtained, on average, 12 more points in their final grade and were up to five times less likely to fail than those in Band 1 who did not attend any workshops. These promising results have motivated faculty to expand the program from seven UoS in 2021 to 32 UoS in 2023.

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Sousa, Honorato, Filipe Manuel Clemente, Élvio Rúbio Gouveia, Adam Field, and Hugo Sarmento. Effects of changing the head coach on soccer team’s performance: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0060.

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Review question / Objective: The aim of this systematic review is to analyze the effects of changing the soccer head coach on the overall team’s performance, locomotor demands of players, technical/tactical responses of players, and psychological responses of players. Eligibility criteria: P: Among professional soccer players what is the effect of head-coach replacement; E: Exposure to the change of the head-coach; C: Last weeks of the fired head-coach compared with the first weeks of the new head-coach; O: locomotor performance, sports results, mental health metrics. Inclusion criteria will be: (1) articles written in English; (2) carried out in professional football teams. Studies will be excluded if: (1) written in another language other than the one selected; (2) in the case of theses, books and non-scientific articles.

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Carlsson, Magnus, Stefan Eriksson, and Dan-Olof Rooth. Language Proficiency and Hiring of Immigrants: Evidence from a New Field Experimental Approach. Linnaeus University, School of Business and Economics, Department of Economics and Statistics., April 2023. http://dx.doi.org/10.15626/ns.wp.2023.1.

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Abstract:

Labor markets in advanced economies have undergone substantial change in recentdecades due to globalization, technological improvements, and organizational changes. Due tothese developments, oral and written language skills have become increasingly important evenin less skilled jobs. Immigrants – who often have limited skills in the host country languageupon arrival – are likely to be particularly affected by the increase in language requirements.Despite this increase in literacy requirements, little is known about how immigrants’ languageproficiency is rewarded in the labor market. However, estimating the causal effect ofimmigrants’ language skills on hiring is challenging due to potential biases caused by omittedvariables, reverse causality, and measurement error.To address identification problems, we conduct a large-scale field experiment, where wesend thousands of fictitious resumes to employers with a job opening. With the help of aprofessional linguist, we manipulate the cover letters by introducing common second-languagefeatures, which makes the resumes reflect variation in the language skills of real-worldmigrants. Our findings show that better language proficiency in the cover letter has a strongpositive effect on the callback rate for a job interview: moving from the lowest level of languageproficiency to a level similar to natives almost doubles the callback rate. Consistent with therecent development that language proficiency is also important for many low- and mediumskilledjobs, the effect of better language skills does not vary across the vastly different typesof occupations we study. Finally, the results from employer surveys suggest that it is improvedlanguage skills per se that is the dominant explanation behind the language proficiency effect,rather than language skills acting as a proxy for other unobserved abilities or characteristics.

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Paparazzoa, Ersilia, Vincenzo Lagani, Silvana Geracitano, Luigi Citrigno, Mirella Aurora Aceto, Antoinio Malvaso, Francesco Bruno, Giuseppe Passarino, and Alberto Montesanto. An ELOVL2 based epigenetic clock for forensic age prediction: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2022. http://dx.doi.org/10.37766/inplasy2022.12.0006.

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Review question / Objective: To develop an easy, robust and improved blood-based age prediction model using ELOVL2 promoter methylation data. Eligibility criteria: All studies with the aim of understanding the relationship between the ELOVL2 methylation levels and age written in English language, carried out in humans and providing a publicly available dataset will be included in the systematic review. Articles that did not include original research (e.g., review, opinion article or conference abstract) and for which methylation analysis will be carried out using a technology different from the pyrosequencing in tissues different form blood will be excluded from further analyses.

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Mendes, Diogo, Bruno Travassos, Adilson Marques, and Hugo Sarmento. Talent Identification and Development in Male Futsal: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2022. http://dx.doi.org/10.37766/inplasy2022.2.0005.

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Review question / Objective: Identify and synthesize the most significant literature addressing talent identification and development in futsal. Condition being studied: Talent identification and development constraints associated to: (1) the athlete; (2) the environment; (3) the task. Eligibility criteria: The publications included in the first search round met the following criteria: (1) contained relevant data concerning talent identification and/or development; (2) were performed on male futsal players; (3) were empirical studies, and; (4) were written in the English, Spanish and Portuguese language. Studies were excluded if they: (1) included practitioners from other sports; (2) did not contain any relevant data on talent development and/or identification, and; (3) were reviews or conference proceedings.

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