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Dwyer, Susan Jane. "Making "implicit" explicit--toward an account of implicit linguistic knowledge". Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/13442.
Pełny tekst źródłaHining, Josiane Basso. "Learning difficulty, L2 proficiency, and implicit and explicit knowledge". reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/93704.
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Baseado na afirmação de que a replicação de estudos é um item importante na pauta da Linguística Aplicada, o presente estudo foi baseado no estudo de Ellis (2006) e teve como objetivo (1) examinar algumas estruturas gramaticais considerando a dificuldade de aprendizado dos alunos a partir de um escopo implícito e explícito, e (2) examinar a relação entre o conhecimento implícito e explícito das estruturas gramaticais investigadas neste estudo e a proficiência da L2. Os dados foram coletados na Universidade Federal de Santa Catarina, com 45 alunos estudantes de inglês como língua estrangeira. Todos os participantes fizeram os 4 testes propostos por Ellis (2006) e 31 fizeram um teste de proficiência (PET). A média dos resultados combinados foi calculada para comparar os resultados do conhecimento implícito e explícito em relação as 17 estruturas gramaticais investigadas. A análise estatística empregada demonstrou que a estrutura fácil para conhecimento implícito foi perguntas encaixadas (embedded questions). Para conhecimento explícito as estruturas fáceis foram: complemento verbal, desde/por, orações relativas, perguntas no final da frase (question tags), artigo indefinido, construções bitransitivas (dative alternation), comparativo, e 3ª. pessoa #s. Estruturas difíceis para conhecimento implícito foram: perguntas sim/não, condicionais irreais, desde/por, orações relativas, perguntas no final da frase (question tags), vii possessivo #s, plural #s, artigo indefinido e 3ª. pessoa #s. Além disso, correlações significativas foram encontradas entre os resultados das estruturas gramaticais e o teste de proficiência (PET). A análise de regressão múltipla demonstrou que ambos os tipos de conhecimento prevêem a proficiência da língua de um modo geral.
Based on the claim that the replication of studies is an important item in the agenda of Applied Linguistics, the present study aimed at determining the extent to which the findings of Ellis (2006) can be replicated in a context where participants are foreign language learners. More specifically, the present study aimed at (1) examining some grammatical structures in the light of students# learning difficulty towards an implicit and explicit scope, and (2) examining the relationship between implicit and explicit knowledge of the grammatical structures investigated here and general L2 proficiency. Data was gathered at Universidade Federal de Santa Catarina, from 45 Brazilian students of English as an L2. All participants performed the four tests proposed by Ellis (2006). Thirty-one participants volunteered to take the proficiency test (PET). Combined means scores were computed in order to compare the scores of implicit and explicit knowledge towards the seventeen grammatical structures investigated. The statistical analysis employed indicated that the easy structure for implicit knowledge was embedded questions, for explicit knowledge the easy structures found were: verb complement, since/for, relative clauses, question tags, indefinite article, dative alternation, comparative, and, 3rd person #s. Difficult structures for implicit knowledge were: yes/no questions, unreal conditionals, since/for, relative clauses, question tags, possessive #s, plural #s, indefinite article, and 3rd person #s. Moreover, significant correlations were found between the grammatical structures and the proficiency test (PET). A multiple regression analysis demonstrated that both types of knowledge predict general language proficiency.
Ziori, Eleni. "The effect of prior knowledge on implicit and explicit concept learning". Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366075.
Pełny tekst źródłaPerez, Lissette. "How output affects explicit and implicit knowledge of Spanish indirect object pronouns". Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/246515.
Pełny tekst źródłaPh.D.
Although many studies have suggested positive effects for speaking or output practice on L2 grammar development, the question of how speaking affects L2 grammar remains. This study specifically examines how output affects the explicit and implicit knowledge of Spanish indirect object pronouns (IOPs). It also investigates levels of L2 grammar development for participants with low, mid and high levels of background knowledge of Spanish subject-verb agreement. Eight participants were given explicit grammar instruction on the target structure followed by six paired output-focus activities. These included two information-gap tasks, a matching task, a partner interview, original sentence creation, and a dictogloss task. In each task participants were required to orally produce IOPs whether they were reading a prepared IOP or producing one originally based on a prompt. In order to capture qualitative data on the effectiveness of output, all paired interaction was transcribed and coded for language related episodes (LREs). In this study three types of LREs were identified: self-correction, other-correction and metatalk. Learners were also tested on IOPs immediately before instruction, immediately following and three weeks afterward. Quantitative data consisted of these results of pre, post, and delayed posttests, the number of IOPs produced during all instructional activities, and the percentage of correct IOPs produced compared to those omitted or produced incorrectly. Development of explicit knowledge was assessed by an untimed written picture description task, whereas implicit knowledge was assessed on the tests by a timed grammaticality judgment task. The results of the picture description task showed more consistent gains in development of explicit knowledge. The results of the grammaticality judgment task were more irregular and suggested less consistent gains in development of implicit knowledge. Together, quantitative and qualitative results suggest that explicit instruction followed by output practice was most effective for learners in this study with greater knowledge of subject-verb agreement. A comparison of qualitative results and test scores revealed that learners who showed more focus on the lexicon during instructional tasks and did not produce IOPs as often, and also had lower scores on both tests. Stronger learning outcomes were observed for learners who produced more IOPs, had a higher percentage of correct IOPs and were involved in LREs.
Temple University--Theses
Osorio, Ricardo M. Tamayo. "Sources of dissociation in the forgetting trajectories of implicit and explicit knowledge". Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät II, 2009. http://dx.doi.org/10.18452/15867.
Pełny tekst źródłaIn this dissertation I investigate dissociations in the forgetting patterns of implicit and explicit knowledge. I claim that this approach may provide significant constraints for the assumption that a single system or mechanism determines both implicit and explicit processes. In the theoretical part, I construe a definition of implicit knowledge as information learned and retrieved without intention. I also explain the general role of single dissociations in theories of implicit knowledge. And I present an overview of the main lines of research concerned with the functions, operation, development, neural substrates, and forgetting patterns of implicit knowledge. In general, I argue that comparing the forgetting patterns of implicit and explicit knowledge may be best regarded from a graded perspective and may usefully bridge the gap between research on implicit learning and implicit memory. In a series of 4 Experiments university students were exposed to environmental regularities embedded in artificial grammar (AG) and serial reaction time (SRT) tasks. To compare the forgetting patterns, participants’ implicit (motor-performance based) and explicit (recognition based) knowledge was assessed before and after a retention interval. Taken together, the results indicate that explicit knowledge decays faster than implicit knowledge in both AG and SRT tasks. Furthermore, an interference task introduced instead of a retention interval produced the same pattern of dissociations. Finally, I conducted a set of simulations to asses the ability of a single-system model (Shanks, Wilkinson, & Channon, 2003) to account for my experimental results. The simulations showed that the model best fits the empirical data by introducing changes in the parameters related to (a) the common knowledge strength (for implicit and implicit knowledge), and (b) the reliability for the explicit test. In sum, my dissertation (1) suggests a conceptual framework for implicit and explicit knowledge, (2) provides new empirical evidence of dissociations in their forgetting patterns, and (3) identifies specific boundary conditions for a single-system model.
Taylor, Hazel Ann. "Risk management and tacit knowledge in IT projects: making the implicit explicit". Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/15907/1/Hazel_Ann_Taylor_Thesis.pdf.
Pełny tekst źródłaTaylor, Hazel Ann. "Risk management and tacit knowledge in IT projects: making the implicit explicit". Queensland University of Technology, 2004. http://eprints.qut.edu.au/15907/.
Pełny tekst źródłaNavarro, Lucas Fonseca. "Mining ontologies to extract implicit knowledge". Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/8152.
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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
With the exponentially growing of data available on the Web, several projects were created to automatically represent this information as knowledge bases(KBs). Knowledge bases used in most projects are represented in an ontology-based fashion, so the data can be better organized and easily accessible. It is common to map these KBs into a graph to apply graph mining algorithms to extract implicit knowledge from the KB, knowledge that sometimes is easy for human beings to infer but not so trivial to a machine. One common graph-based task is link prediction, which can be used not only to predict edges (new facts for the KB) that will appear in a near future, but also to nd misplaced edges (wrong facts present in the KB). In this project, we create algorithms that uses graph-mining (mostly link-prediction based) approaches to nd implicit knowledge from ontological knowledge bases. Despite of common graph-mining algorithms, we mine not just the facts on the KB, but also the ontology information (such as categories of instances and relations among them). The implicit knowledge that our algorithms will nd, is not just new facts for the KB, but also new relations and categories, extending the ontology as well.
Com o crescimento exponencial dos dados disponíveis na Web, diversos projetos foram criados para automaticamente representar esta informação como bases de conhecimento( KBs). As bases de conhecimento utilizadas na maioria destes projetos são representadas através de uma ontologia, então os dados são melhor organizados e facilmente acessíveis. E comum mapear estes KBs utilizando grafos para aplicação de algoritmos de mineração em grafos com o intuito de extrair conhecimento implícito do KB, conhecimento que as pode ser facil para seres humanos inferir mas não são tão triviais para uma maquina. Uma tarefa comum e a predição de arestas, que pode ser usada para encontrar arestas (fatos no KB) que vão aparecer em um futuro próximo, e além disso para encontrar arestas mal alocadas (fatos incorretos no KB). Neste projeto, criamos algoritmos que utilizam mineração em grafos (na maioria baseados em predição de arestas) para encontrar conhecimento implícito em bancos de conhecimento ontológicos. Apesar do uso comum de algoritmos de predição de arestas, vamos minerar também informações da ontologia (como categorias das instancias e relações entre elas). O conhecimento implícito que nossos algoritmos vai encontrar, serão não somente novos fatos para o KB, mas também novas relações e categorias, estendendo também a ontologia.
Correa, Maite. "Metalinguistic Knowledge and the Acquisition of the Spanish Subjunctive by Learners at Three Proficiency Levels". Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195552.
Pełny tekst źródłaZihlman, Kirk A. "Is physical practice necessary for parallel development of implicit and explicit sequence knowledge? Evidence from observational learning". Texas A&M University, 2005. http://hdl.handle.net/1969.1/3761.
Pełny tekst źródłaKrunic, Jelena, Madelene Lilleberg i Sandra Nevby. "Att effektivisera kompetensbevaring i två organisatoriska kulturer : Ett examensarbete i innovationsteknik". Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27461.
Pełny tekst źródłaLarsson, Ylva. "Ålderseffekter av en kritisk period för språkutveckling : Grammatisk intuition hos hörande infödda teckenspråkiga". Thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-120949.
Pełny tekst źródłaDenna explorativa och explanatoriska studie testade grammatisk intuition i svenska hos 29 vuxna hörande tvåspråkiga i svenskt teckenspråk och svenska. Vid statistisk analys och jämförelse med testresultat från tidigare andraspråksforskning indikerar denna studie att deltagarna kan ha lärt sig delar av svenskans morfologi och syntax successivt. Teckenspråkslingvistik och svenska som andraspråk för döva är idag två etablerade forskningsområden. Trots en växande kunskap om teckenspråkiga saknas svensk forskning om tvåspråkigheten hos hörande infödda teckenspråkiga. De internationella studier som gjorts har fokuserat på små barn och visar att hörande infödda teckenspråkiga är simultant tvåspråkiga från födseln även om det tecknade språket dominerar den första tiden. Å andra sidan visar studier på lite äldre barn att kunskaper i majoritetsspråket (det talade språket) hos vissa individer, har morfologiska och syntaktiska drag liknande dem som andraspråksinlärare uppvisar. Med stöd i neurobiologiska och psykolingvistiska teorier om en biologiskt betingad språkinlärningsmekanism som kräver triggning från födseln, undersökte denna studie, hypotes-deduktivt, huruvida deltagarna utvecklat implicita kunskaper i svenska under en kritisk period för språkutveckling. Denna studie bidrar med nya, unika data till tvåspråkighetsforskning och kastar ljus över en inlärarpopulation som tidigare inte uppmärksammats inom språkinlärningsforskningen.
Besslich, Valerie, i Ekaterina Zalizniuk. "The Knowledge Creation Process in High Reliability Organizations : A case study on intra-team learning at the Lambohov Fire Station". Thesis, Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-160000.
Pełny tekst źródłaEsser, Sarah [Verfasser], Hilde [Gutachter] Haider i Michael [Gutachter] Rose. "The Role of Unexpected Events in the Emergence of Explicit Knowledge in an Implicit Learning Situation / Sarah Esser ; Gutachter: Hilde Haider, Michael Rose". Köln : Universitäts- und Stadtbibliothek Köln, 2017. http://d-nb.info/114444229X/34.
Pełny tekst źródłaOkura, Eve Kiyomi. "A Study of the Correlation Between Working Memory and Second Language EI Test Scores". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3025.
Pełny tekst źródłaStröm, Victoria. "Preposition Selection in EFL by Swedish EFL Learners : An exploratory study investigating language transfer and the impact of implicit and explicit knowledge in EFL". Thesis, Stockholms universitet, Engelska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104742.
Pełny tekst źródłaNadarajan, Shanthi. "Measuring Academic Vocabulary Size and Depth in the Writing Classroom: Does it Really Matter?" Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194167.
Pełny tekst źródłaGreene, Linda C. "Assessing the Effects of Communication Media Affordances and the Awareness of Media Security on Knowledge Sharing Behavior". Diss., NSUWorks, 2019. https://nsuworks.nova.edu/gscis_etd/1086.
Pełny tekst źródłaMacedo, Gabriela Mendonça de. "A relação entre conhecimento implícito e explícito em atividades de uso do dicionário no programa ler e escrever". Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-29092015-173007/.
Pełny tekst źródłaThis paper aims to examine the relation between implicit and explicit knowledge in four Portuguese Language activities proposed in the teaching materials Programa Ler e Escrever (Reading and Writing Program). This program guides literacy practices in state and municipal public schools of São Paulo since 2007. The aim was to verify the presence and treatment of four language instances - phonological, morphological, spelling and syntactic in the activities that make up the instructional sequence Dictionary \"the father of the intelligent ones\" proposed in Caderno Guia de Planejamento e Orientações Didáticas professor 2ª série, Volume I. (Notebook Planning and Teaching Guidelines - teacher - second series, Volume I). This sequence aims to enable the student to learn to use dictionaries with autonomy, which implies recognizing these books as representatives of written text genre, appropriating their purpose and operation. To perform the analysis, objectives were described, as well as the planning and instruction of each activity, looking up, in this context, to identify the language skills present in each step, in relation to the four instances mentioned, having focused their levels of explanation. It was found that there is no clear mention of the four language instances in guidance and educational referrals for the activities analyzed. The hypothesis that justifies the contribution of this study is that if teachers who guide and handle these activities knew such explanations they could have more intentionality and ask questions that would optimize their pedagogical task. It follows that, even that students at the stage of the third grade of elementary school do not require the explicit language skills related to phonology, morphology, syntax and spelling, teachers knowing such content could promote language teaching with higher level of intentionality and therefore quality
Moe, Cornelia, i Tuomi Catalina Zarate. "Kunskapsöverföring från projekt till projekt : En fallstudie om ett svenskt tv-produktionsbolags arbete med överlämningar och kunskapsöverföring". Thesis, Malmö universitet, Malmö högskola, Institutionen för datavetenskap och medieteknik (DVMT), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40942.
Pełny tekst źródłaProject work is becoming more common as more and more organizations are working in project form. Within these multi-project environments, one should continuously ensure that knowledge and experience are passed on between different projects in order to be successful in their markets. Although the benefits of knowledge transfer have long been recognized in projectbased organizations, the effectiveness of the phenomenon varies. This is believed to be due, among other things, to the difficulties in moving from theory to practice as well as to the existing models and theories lacking a structure for implementation. Following an attempt to map the literature in this multifaceted field we found a gap in knowledge regarding how knowledge transfer can look within the television industry. Therefore, a qualitative case study has been done at a television production company. This study aims to contribute to an increased understanding of how knowledge is transferred between projects and how to ensure knowledge transfer. The study assumes that knowledge is defined in accordance with Nonaka and Takeuchi’s (1995) theory of implicit and explicit knowledge. This study is based on qualitative research in the form of seven interviews with project managers and CEO, two focus groups with ten project employees and a document analysis submission written by project participants. The result shows that there are many different types of knowledge transfer within the organization. The knowledge that is transferred between projects in the organization is mainly knowledge with explicit character in the form of documents. Currently the project managers are responsible for the transfer of knowledge between projects, which is done by inviting project participants to make written submissions. The project participants are glad to contribute to the transfer of knowledge, but the organization lacks a main strategy. The conclusions state that management should implement a systemic approach to the organization’s knowledge transfer for effective work towards organizational learning. The conclusions also highlight that the view on knowledge is ambiguous and that it is about more than just explicit and implicit knowledge. In order for the discussion of knowledge transfer within the organization to develop, the organization must further identify the types of knowledge and understand them in order to make them concrete.
Valfridsson, Ingela. "Nebensätze in Büchern und Köpfen : Zur Bedeutung der Begriffsvorstellungen beim Fremdsprachenerwerb". Doctoral thesis, Umeå universitet, Institutionen för språkstudier, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-22224.
Pełny tekst źródłaZusammenfassungHintergrund, Ziel und ForschungsfragenDie übergreifende Frage dieser Arbeit stammt aus meinem Grammatikunterricht an einer schwedischen Universität. In dem Kontakt mit Studenten lässt sich leicht feststellen, dass sie alle individuelle Charakteristika aufweisen – auch was den Erfolg mit den theoretischen Aspekten der Grammatik als auch mit der Anwendung des Wissens. Einige Studenten haben damit große Schwierigkeiten, während andere einigermaßen korrektes Deutsch produzieren können und anscheinend auch verstanden haben, wie die deutsche Sprache aufgebaut ist, wie die grammatischen Begriffe gebildet sind, usw.Ich habe mich dann gefragt, ob vielleicht Grammatiklernen wie Mathematik¬lernen funktioniert und dass die beobachteten Schwierigkeiten auf ein mangelndes Verständnis grundlegender grammatischer Begriffe wie ,Satz‘ und ,Kasus‘ zurückzuführen sind. Nach einer Beschränkung auf ,Satz‘, aber vor allem ,Nebensatz‘ ließen sich folgende Forschungsfragen formulieren:• Welche Vorstellungen haben schwedischsprachige Deutschstudenten vom Begriff ,Nebensatz‘?• Wie verhalten sich die Begriffsvorstellungen eines Studenten zu seiner Fähigkeit, korrekte deutsche Nebensätze zu produzieren?Ein wichtiges Hilfsmittel beim Sprachenlernen und -lehren sind Grammatik¬handbücher. Wenn es um Grammatiken für die Schule, didaktische Gram¬matiken, geht, wird immer eine Auswahl vorgenommen und die Darstellung wird auch in anderer Weise den Schülern und ihren vermuteten Vorkenntnissen angepasst. Eine zweite Spur dieser Arbeit gilt solchen Beschreibungen der Struktur des Deutschen, und eine dritte Hauptfrage lautet:• Wir wird der Begriff ,Nebensatz‘ in schwedischen Grammatiken für den Unterricht Deutsch als Fremdsprache beschrieben?Das Hauptziel der Arbeit ist es, einen Teil der ”Realität” zu erkunden (die Vorstellungen der Studenten von ,Nebensatz‘ und ihre Fähigkeit, solche zu produzieren, sowie Sprachbeschreibungen) und daraus folgernd mögliche Verbesserungen der Sprachbeschreibungen und des Sprachunterrichts über¬sichtlich zu diskutieren.Theoretischer RahmenGrundlegende Fragen nach Begriffsvorstellungen betreffen kognitive Prozesse und Produkte. Der theoretische Hintergrund dieser Untersuchung setzt sich deshalb zusammen aus einerseits allgemeinen Lerntheorien sowie Theorien zu Begriffsbildung bzw. Begriffsaneignung, andererseits aus Theorien zum Fremdsprachenerwerb: wie lernen wir? Welche Wissensform ist das Ergebnis? Wie verhalten sich Wissen und Performanz zueinander? In den Gesprächen mit Studenten (s. u.) stellte sich aber heraus, dass die Gespräche an sich und die Möglichkeit, Gedanken und Hypothesen zu verbalisieren, oft zum Lernen führten.Material und MethodeMit zwölf Universitätsanfängern des Fachs Deutsch wurde ein kurzer schriftlicher Test und ein anschließendes gesprächsähnliches Interview durch¬geführt. Die Studenten lösten die Aufgaben individuell und waren aufgefordert, dabei laut zu denken. Wenn die verbalisierten Gedanken nicht aufschlussreich genug waren, wurden spezifische Fragen gestellt. Themen des Interviews waren teils Schulerfahrungen und Einstellung zum Sprachenlernen, teils explizite Fragen zu grammatischen Begriffen. Mit drei dieser Informanten wurde dasselbe Verfahren ein Jahr später wiederholt, nach erfolgreichem Abschluss des ersten Studienjahres. Bei dieser Gelegenheit wurden auch retrospektivisch ausgerichtete Fragen zum Lern- und Begriffsbildungsprozess gestellt.ErgebnisseWas die Begriffsvorstellungen betrifft, zeigte sich ein Unterschied je nach dem, ob konkrete Nebensätze zum Anschauen zugänglich waren oder nicht. Waren solche vorhanden, wurde eher auf visuell beobachtbare Charakteristika wie Einleiter und Verbletztstellung hingewiesen. Ohne die Unterstützung durch ein Artefakt standen ein Vergleich oder eine Verbindung mit einem Hauptsatz im Fokus.Eine zweite Beobachtung war, dass die Studenten häufig Merkmale anführten, die als fehlerhaft zu betrachten sind. So glauben viele, das Vorhandensein eines Kommas würde einen Nebensatz verursachen.Eine häufig vorkommende Vorstellung war, dass der Nebensatz immer dem übergeordneten Satz nachgestellt ist und inhaltlich eine Spezifizierung dazu ausmacht. Daraus lässt sich der Schluss ziehen, dass der Relativsatz der proto¬typische Nebensatz ist.Obwohl viele Studenten vage oder sogar fehlerhafte Vorstellungen vom Begriff ,Nebensatz‘ verbalisierten, hatten sie selten Probleme, deutsche Sätze mit korrekter Wortstellung zu produzieren oder Sätze mit inkorrekter Wort¬stellung zu korrigieren. Interessanterweise verursachte dabei gerade der Relativsatz Schwierigkeiten. Die Tatsache, dass die meisten Informanten also Nebensätze produzieren konnten, gleichzeitig aber Schwierigkeiten hatten, ihre Vorstellungen zu verba¬lisieren und die gewählten Lösungen im Test metasprachlich zu begründen, lässt sich als Indiz für implizites Wissen interpretieren. Das wiederum legt den Schluss nahe, dass sie eher von ihren konkreten Erfahrungen ausgehend, d. h. im Kontakt mit gesprochenem und geschriebenem Deutsch einen natürlichen Begriff gebildet haben, als dass sie sich einen fertigen, genau definierten Begriff angeeignet hätten. In diesem Fall ist es demnach nicht notwendig, im Besitz eines wissenschaftlichen Begriffs zu sein.Weiter stellte sich heraus, dass die Informanten dieser Untersuchung als Vertreter für unterschiedliche Phasen des Begriffsbildungsprozesses gesehen werden können. Dabei scheint eine Kategorie ”mening” (,Vollsatz‘) der Aus¬gangspunkt zu sein, aus dem sich schrittweise die verschiedenen Neben¬satztypen losmachen, um die Kategorie ,Nebensatz‘ zu bilden. Die Kenn¬zeichen, Attribute, die diese Mitglieder aufweisen, werden im Prozess zunehmend verfeinert.In den analysierten Grammatiken, die alle in einer ersten oder späteren Auflage in den 1990er Jahren erschienen, ließ sich eine gewisse Entwicklung von einer relativ starken Fokussierung auf Morphologie zu einer ausführlicheren Behandlung der Syntax sowie einer umfangreicheren Diskussion der Begriffe. Bei drei der Grammatiken waren inhaltliche Mängel und undeutliche Formulierungen zu verzeichnen, während die vierte in so hohem Grad eine sprachwissenschaftlich korrekte Beschreibung angestrebt hatte, dass die Anpassung an die Schüler in Frage gestellt werden musste.Didaktische ImplikationenDas abschließende Kapitel der Arbeit umfasst mögliche didaktische Implikationen der Untersuchung für Sprachbeschreibung und Sprachunterricht. Im ersten Fall werden u. a. der Einsatz der Nebensatzeinleiter als Signalwörter sowie der Gebrauch von Visualisierungen fokussiert. Wenn es um Unterricht geht, werden die soziokulturellen Lerntheorien wieder aufgegriffen, wobei besonders ihre Betonung der Bedeutung des Gesprächs fürs Lernen thematisiert wird. Ferner wird auf die positive Wirkung eines induktiven Verfahrens hingewiesen
SammanfattningBakgrund, syfte och frågeställningarDen övergripande frågan för denna undersökning har uppstått i min under¬visning i tysk grammatik på universitetsnivå. Som vid all annan undervisning, eller kontakt med människor över huvud taget, konstaterar man ganska snart att individerna är olika. I mitt konkreta fall har vissa studenter stora svårigheter med både den teoretiska grammatiken och tillämpningen av den, medan andra både kan producera god tyska och tycks ha förstått hur tyskan är uppbyggd, hur de grammatiska begreppen är bildade och liknande. Inspirerad av forskning inom matematikdidaktik som visat att svårigheter som dyker upp kan bero på att eleverna inte förstått grundläggande begrepp som ’tal’ och ’mängd’ frågade jag mig om förhållandet kunde vara likartat här, dvs. att de som hade svårigheter inte förstått grundläggande begrepp som ’sats’ och ’kasus’. I denna undersökning inskränktes arbetet till att i någon mån behandla begreppet ’sats’ men i huvudsak omfatta begreppet ’bisats’.De konkreta forskningsfrågorna för undersökningen är:• Vilka föreställningar har svenskspråkiga tyskstudenter av begreppet ’bisats’?• Hur förhåller sig en students begreppsföreställning(ar) till förmågan att producera korrekta tyska bisatser?Ett viktigt hjälpmedel vid språkinlärning och -undervisning är handböcker i grammatik. När det gäller grammatikor för skolbruk, didaktiska grammatikor, har alltid ett urval gjorts och framställningen har även på annat sätt anpassats till elever och deras förmodade förkunskaper. Ett annat spår i avhandlingen gäller dessa beskrivningar av tyskans struktur och en tredje huvudfråga lyder därför:• Hur beskrivs begreppet ’bisats’ i svenska skolgrammatikor för tysk¬undervisningen?Huvudsyftet med undersökningen är att ta reda på hur en del av verkligheten ser ut (studenternas föreställningar om och förmåga att producera bisatser samt språkbeskrivningar) och utifrån detta diskutera hur man eventuellt kan förbättra språkbeskrivning och språkundervisning så att eleverna lär sig både mer och bättre.Teoretisk förankringDe grundläggande frågorna omkring begreppsföreställningar handlar om kognitiva processer och produkter. Den teoretiska bakgrunden till denna under¬sökning utgörs därför dels av teorier kring lärande generellt och kring begreppsbildning respektive begreppstillägnande, dels av teorier kring frågor om hur förvärvandet av ett främmande språk går till, vilken form av kunskap detta leder till samt hur kunskaper och performans hör samman. I samtalen med studenterna (se nedan) visade det sig dock att dessa samtal i sig och möjligheten att verbalisera sina tankar och hypoteser ofta ledde till lärande. Detta för¬hållande är centralt inom sociokulturella lärandeteorier varför även sådana beaktas – inte minst i diskussionerna kring didaktiska implikationer av resultaten.Material och metodFör att få svar på forskningsfrågorna sammanställdes ett kort skriftligt test. Sammanlagt tolv studenter på första terminens universitetsstudier i tyska löste testuppgifterna enskilt och ombads därvid tänka högt och motivera sina lösningar. Vissa specifika frågor kring deras svar ställdes också för att få dem att verbalisera sina föreställningar. I anslutning till testet genomfördes en lite längre semistrukturerad intervju dels kring deras erfarenheter från skolan och inställning till språkundervisning, dels kring grammatiska begrepp. Med tre av dessa studenter upprepades test och intervju ett år senare då de med framgång avslutat ett års studier i tyska. Då ställdes också frågor som syftade till att retrospektivt försöka klargöra hur begreppsbildning och -utveckling går till.Både testdelen och intervjun spelades in på video. Undersökningen bygger således på det skriftliga testet (performans) och transkriptioner av den samtals¬liknande intervjun.ResultatNär det gäller föreställningarna av begreppet ’bisats’ visade det sig att de skiljer sig åt något när studenterna hade konkreta bisatser att hänvisa till eller iaktta och när de bara besvarade frågan om vad en bisats är. I det första fallet var de visuella signalerna bisatsinledare och ordföljd viktiga, medan en jämförelse eller annan koppling till en huvudsats gjordes när inga hjälpande artefakter fanns.Ytterligare en iakttagelse var att studenterna i många fall anförde känne¬tecken hos bisatser som måste anses vara direkt felaktiga. Så tycks flera av dem utgå från att förekomsten av ett komma förorsakar en bisats. En vanlig föreställning var också att en bisats alltid står efter den över¬ordnade satsen och att den innehållsligt innebär en specificering av denna. Av detta kan man dra slutsatsen att relativsatsen är den prototypiska bisatsen. Trots att många studenter hade luddiga eller till och med felaktiga före¬ställningar av begreppet ’bisats’, hade de sällan problem att själva producera tyska bisatser eller korrigera satser med felaktig ordföljd. Intressant nog visade sig relativsatsen förorsaka mest problem i studenternas egna produktion. Det faktum att de flesta informanterna således kunde producera bisatser samtidigt som de hade svårigheter att verbalisera sina föreställningar och att motivera sina lösningar i testet i någon metaspråklig form kan ses som ett tecken på att de besitter implicit kunskap. Det i sin tur kan tolkas som att de utifrån sina konkreta erfarenheter med bisatser, det vill säga genom sin kontakt med tyskan i tal och skrift snarare bildat ett naturligt begrepp än tillägnat sig ett färdigt, väldefinierat begrepp. Att besitta en begreppsföreställning som motsvarar det vetenskapliga är alltså i detta fall inte nödvändigt.Det visade sig också att de studenter som ingår i denna undersökning kan ses som representanter för olika faser i begreppsbildningsprocessen. I denna tycks utgångspunkten vara en kategori ’mening’ från vilken olika bisatstyper stegvis lösgör sig för att bilda kategorin ’bisats’. De kännetecken, attribut, som dessa uppvisar blir med tiden allt mer förfinade.I de analyserade skolgrammatikorna, som alla utgavs i en första eller senare upplaga under olika skeden av 1990-talet, kunde en viss utveckling från en förhållandevis stark fokusering på morfologi i de äldre mot en utförligare behandling av syntax liksom ökad diskussion av begreppen. Tre av gramma¬tikorna kunde sägas uppvisa innehållsliga brister och otydliga formuleringar, medan den fjärde i så hög grad eftersträvat en språkvetenskapligt korrekt beskrivning att anpassningen till eleverna kunde ifrågasättas. Didaktiska implikationerI det avslutande kapitlet diskuteras de didaktiska implikationer som under¬sökningen har eller kan ha för språkbeskrivning och språkundervisning. I det första fallet fokuseras bland annat hur bisatsinledare kan framhävas som signalord och hur visualiseringar kan bidra till framställningen. När det gäller undervisningen återkopplas bland annat till de sociokulturella teorierna och deras betoning av samtalets betydelse för lärandet samt visas på möjligheterna med ett induktivt arbetssätt.
Rodríguez, Silva Luis Humberto. "The role of cognitive individual differences and learning difficulty in instructed adults' explicit and implicit knowledge of selected L2 grammar points : a study with Mexican learners of English". Thesis, University of Essex, 2017. http://repository.essex.ac.uk/20626/.
Pełny tekst źródłaStewart, David. "A quasi-randomised cohort study to assess the impact of an educational intervention on perceptions of knowledge of schizophrenia, aspects of explicit stigma and implicit stereotypes in student nurses". Thesis, University of Reading, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602417.
Pełny tekst źródłaLupton, Peter. "The evaluation of the knowledge management process in the ferro-metallurgical industry in South Africa / Peter Lupton". Thesis, North-West University, 2009. http://hdl.handle.net/10394/4768.
Pełny tekst źródłaThesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2010.
Skogelind, Moa, i Lisa Engström. "Att tiga är guld, eller!? : Det sociala nätverkets betydelse ur ett kunskapsspridande perspektiv när en anställd slutar". Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-97543.
Pełny tekst źródłaThere is much previous research in the area of knowledge management and all that it may include. This case study focuses on knowledge transfer of tacit and explicit knowledge, where we identified a knowledge gap for practical tools for knowledge retention. We find that previous studies address what tacit and explicit knowledge is and the definitions for it, rather than how companies should practically use it. With this, the students have identified that there is missing an information logistic perspective for suitable tools for how tacit and explicit knowledge should be preserved in organizations. The problem in this study is that Electrolux Professional AB in Ljungby currently claim that they don't use any tools for knowledge retention and dissemination. The company is in a period when many key people who have worked at Electrolux for many years in several different departments and / or positions quit and retire. The key people possess broad knowledge, which risks leaving the company when the key people either resign or retire. The problem has been studied through interviews where the problem has been highlighted through interviews by seven employees to identify their perspective on how they preserve, disseminate and store knowledge. The result of the study highlights various tools that Electrolux use today in different departments. The study is based on the theoretical frameworks: Knowledge management, tacit and explicit knowledge, and intellectual capital.The result has shown that Electrolux already use different types of tools for spreading knowledge. The conclusion for this study is that the most important tools for the dissemination of knowledge is the individual's social network, which the individual employee gradually builds up on Electrolux over time. Factors that the study claims to influence knowledge retention are a breadth of knowledge, past experiences and the individual's awareness of how important the dissemination, preservation and storage of knowledge is. We cannot emphasize enough the importance and benefits of mapping the social network with different individuals and positions of knowledge. The mapping provides great advantages for storing, retaining and disseminating knowledge in an optimal and efficient way in organizations.
Chouiref, Zahira. "Contribution à l'étude de l'optimisation de requêtes de services Web : une approche centrée utilisateur". Thesis, Chasseneuil-du-Poitou, Ecole nationale supérieure de mécanique et d'aérotechnique, 2017. http://www.theses.fr/2017ESMA0016.
Pełny tekst źródłaThe internet has completely transformed the way how we communicate (access toinformation). Its evolution was marked by strong growth of published services which has been accompanied by a large explosion in the number of users and a diversity oftheir profiles and their contexts.The work presented in this thesis deal with the adaptive optimization of Web services queries to user needs. This problem is to select a service or a combination of relevant services from a collection of candidates able to perform a required task. These candidate services must meet the requirements requested by the user, the selection makes his/herchoice from non-functional criteria. In our approach, non-functional criteria considered are all associated with preferences of service requester. A significant interest is therefore carried to the user who is at the core of the selection system. This selection is generally considered a complex task because of the diversity of profile and context of the service,which it is performed.Our study focuses mainly on the analysis of different service selection approaches.We especially highlight their contribution to solving the problems inherent in selecting the best services in order to meet the non-functional parameters of the request. Second, our interest has focused on modeling the specification of supply and demand for services, their context and profile as well as the two families preferences : explicit and implicit. Finally, we propose a novel optimization approach that integrates a query reformulation strategy by introducing implicit preferences based on the fuzzy inference process. The idea is to combine the two families of preferences required by the user with consideration of profiles and contexts of services and the user simultaneously. The application of fuzzy set theory in the optimization of preference query of customers by integrating reasoning module on information related to the user leads of great interest in improving the quality of results. We present at the end a set of experiments to demonstrate the validity and relevance of the proposed approach
Helmersson, Viktor. "Världens äldsta yrke : Men vad innebär det att vara sexarbetare i Sverige idag?" Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27779.
Pełny tekst źródłaBego, Thiago Moura [UNESP]. "Conhecimentos implícitos e explícitos de professores de química em formação inicial: a implementação de unidades didáticas multiestratégicas como percurso formativo". Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/151517.
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Esta é uma pesquisa mestrado desenvolvida no âmbito do Programa de Pós-Graduação em Química do Instituto de Química da Universidade Estadual Paulista “Júlio de Mesquita Filho”, câmpus de Araraquara. A pesquisa teve como objetivo investigar sobre a implementação de Unidade Didática Multiestratégica (UDM) no âmbito das disciplinas de Instrumentação para o Ensino de Química e Estágio Curricular Supervisionado V. Para tanto, foi formulada o seguinte problema de pesquisa: de que modo a implementação de UDM incide sobre o princípio de um processo de construção do conhecimento profissional de professores de química em formação inicial? Para a consecução do objetivo de pesquisa, optou-se pela realização de uma pesquisa não-experimental quantitativa e qualitativa do tipo estudo de caso. Com o intuito de operacionalizar o processo de investigação e viabilizar a resposta do problema de pesquisa, foram formuladas as seguintes questões de pesquisa: 1. quais são as concepções prévias acerca do conhecimento escolar dos licenciandos?; 2. quais são os conhecimentos explícitos dos licenciandos presentes no planejamento da UDM?; 3. quais conhecimentos implícitos presentes nos licenciandos são identificados na reflexão sobre a aplicação da UDM?; 4. como o processo de implementação de uma UDM incide sobre a explicitação, conscientização e crítica dos conhecimentos implícitos de professores de química em formação inicial? Conforme a abordagem de pesquisa escolhida, as fontes de informação foram: sujeitos e documentos. Os sujeitos foram: 15 alunos de graduação do curso de licenciatura em química que frequentaram as disciplinas de Instrumentação para o Ensino de Química e Estágio Curricular Supervisionado V, que foram ministradas no primeiro e segundo semestre de 2016, respectivamente. Os documentos utilizados foram: a elaboração de uma UDM e o trabalho em grupo para propor justificativas às modificações que foram realizadas na reelaboração da UDM. Como conclusão do estudo de caso, pode-se verificar que os licenciandos apresentaram concepções prévias acerca do conhecimento escolar bastante distantes de concepções marcadamente tradicionais, mostrando claros indícios de mudança e evolução de suas concepções de ensino e aprendizagem. Os conhecimentos explícitos da docência apresentam elementos que levam os licenciandos a elaborarem seu planejamento de acordo com teorias pedagógicas mais complexas e contemporâneas. Porém, foram identificados também alguns elementos característicos dos Enfoques Tradicional, Tecnicista e Espontaneísta. Evidenciaram-se a incidência e resistência de alguns conhecimentos implícitos relacionados a visões superficiais sobre os processos de ensino e aprendizagem e análises simplificadoras dos problemas enfrentados na prática, além da presença de rotinas não fundamentadas e pouco refletidas oriundas da formação ambiental. No entanto, o processo de reflexão crítica e fundamentada se mostrou profícuo e fez emergir alguns conhecimentos implícitos, bem como favoreceu o desenvolvimento do conhecimento profissional docente. Por fim, conclui-se que a implementação da UDM apresenta um grande potencial na formação de professores de ciências como profissionais reflexivos, críticos e pesquisadores da própria prática.
This is a master's degree research developed in the scope of the Graduate Program in Chemistry of the Institute of Chemistry of the Universidade Estadual Paulista “Júlio de Mesquita Filho”, Araraquara campuses. The research’s aim has been to investigate the implementation of a Multistrategic Teaching Unit (MTU) in the scope of the Instrumentation disciplines for Teaching Chemistry and Supervised Curricular Internship V. Therefore, the following research question have been formulated: how does the implementation of MTU affect the principle of a building process of the professional knowledge of chemistry teachers in initial formation? In order to achieve the research objective, a quantitative and qualitative non-experimental research of the case study type have been chosen. In order to operationalize the research process and make the research problem feasible, the following research questions have been formulated: 1. What are the previous conceptions about the school knowledge of the undergraduates ?; 2. What is the explicit knowledge of the undergraduates present in the planning of the MTU ?; 3. What implicit knowledge is identified in the MTU application ?; 4. How does the process of implementing a MTU promote awareness and criticism of the implicit knowledge identified and the development of professional teacher knowledge? According to the chosen research approach, the sources of information have been: subjects and documents. The subjects have been: 15 undergraduate students of the Chemistry course who have attended the courses of Instrumentation for Teaching Chemistry and Supervised Curricular Internship V, which have taught in the first and second semester of 2016, respectively. The documents that have been used: the elaboration of a MTU and the group work with justifications for the modifications that have been made in the re-elaboration of the MTU. As conclusion of the case study, it can be verified that the undergraduates have presented previous conceptions about the school knowledge quite distant of conceptions markedly traditional, showing clear signs of change and evolution of their conceptions of teaching and learning. The explicit knowledge of the teacher presents elements that lead him to elaborate his planning according to more complex and contemporary pedagogical theories. However, characteristic elements of the Traditional, Technicist and Spontaneist Approaches have also been identified. It has been evidenced the incidence and resistance of some implicit knowledge related to superficial visions about the teaching and learning process and simplifying analyzes of the problems faced in practice and the presence of unreflected and poorly thought out routines from environmental training. However, the process of critical and grounded reflection have been proved to be profitable and it have been given rise some implicit knowledge, as well this have favored the development of professional teacher knowledge. Finally, the MTU implementation has great potential in the training of science teachers as reflective professionals, critics and researchers of the practice itself, favoring a better development in professional teacher knowledge.
Akrami, Nazar. "Prejudice: The Interplay of Personality, Cognition, and Social Psychology". Doctoral thesis, Uppsala University, Department of Psychology, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-5785.
Pełny tekst źródłaThree main theoretical approaches to the study of the causation of prejudice can be distinguished within psychological research. The cognitive approach suggests that prejudice is a function of cognitive processes where stereotypic information about social groups, stored in memory, is automatically activated and affects people’s judgements and behavior toward members of the target group. The personality approach suggests that prejudice is a function of people’s personality characteristics. Finally, the social psychological approach emphasizes people’s group membership and group identification as the as major source of causation.
Previous research has almost entirely focused on only one approach of causation at a time. The focus has also shifted periodically – with attention paid to one approach at each period of time. The present thesis is an attempt to integrate these approaches and suggests an integrative model where the relative contribution of each approach could be assessed. The underlying assumption is that all three approaches are meaningful and that prejudice is a complex phenomenon that is best explained by taking into account all approaches jointly.
Examining the cognitive approach, Paper I revealed that people are knowledgeable of the cultural stereotypes and that stereotypic information is automatically activated and affects people’s judgments. Paper II (and Paper III) supported the personality approach and revealed that prejudice is highly related to primary personality characteristics and, in line with a central idea in this approach, different types of prejudice (ethnic prejudice, sexism, homophobia, and prejudice toward disabled people) are highly correlated. The results of Paper III revealed the importance of group membership and group identification, supporting the social psychology approach.
The findings are discussed in relation to previous research and the necessity to integrate various approaches and disciplines to explain psychological phenomena in general and prejudice in particular. Also, implications of the findings for prejudice prevention are discussed.
Bes, Izuel Mª Asunción. "La interacción en el proceso de instrucción formal en grupos multilingües de español L2 de nivel principiante". Doctoral thesis, Universitat Pompeu Fabra, 2007. http://hdl.handle.net/10803/7586.
Pełny tekst źródłaThis research is framed in the second language acquisition field, specifically, in the studies of Spanish as a second language. The theoretical framework in which this research is included is the one that provides with the sociocultural tradition and the methodology used for comes from the interpretative (qualitative) paradigm. In summary, this research work consisted in the study of how is constructed and negotiated explicit knowledge during the formal instruction of the language studied in class, in two multilingual groups of beginners without a common vehicular language to all the learners. We studied and we described the way of communication that is generated among teacher and students during Spanish formal instruction, understanding the communication concept both verbal and non-verbal communication, and we compared the perceptions that teachers and students have about all this process
Mirjana, Maričić. "Допринос примене лабораторијско-експерименталне методе квалитету знања ученика разредне наставе о природним појавама и процесима". Phd thesis, Univerzitet u Novom Sadu, Pedagoški fakultet u Somboru, 2020. https://www.cris.uns.ac.rs/record.jsf?recordId=114117&source=NDLTD&language=en.
Pełny tekst źródłaDosadašanja istraživanja ukazuju na pozitivan doprinos primene LEM, odnosno svake vrste eksperimenata (učeničkih – UE i demonstracionih - DE) znanju učenika razredne nastave iz integrisanih prirodnih nauka. UE podrazumevaju primenu implicitne instrukcije, dok demonstracioni eksperimenti podrazumevaju primenu eksplicitne instrukcije pri njihovom izvođenju. Međutim, nije dovoljno istraženo kada pri obrađivanju odgovarajućeg sadržaja integrisanih prirodnih nauka, u određenoj starosnoj dobi učenika, treba dati prioritet određenoj vrsti ekperimenata, odnosno kojoj vrsti instrukcija za njihovu realizaciju. Ovo je naročito značajno kada se određeni sadržaji, koje su učenici učili u prethodnim razredima (vertikalno povezani) usložnjavaju po kvalitetu, kvantitetu i obimu. Jedni od takvih sadržaja su i sadržaji o kretanju i osobinama materijala u trećem razredu.Osnovni cilj istraživanja u ovoj doktorskoj disertaciji jeste da se ispita: doprinos primene LEM, odnosno UE i DE kvalitetu i trajnosti znanja učenika trećeg razreda o kretanju i osobinama materijala u odnosu na tradicionalnu metodu (TM), kao i razlika u doprinosu između primene UE i DE na istoj varijabli (kognitivni domen); mišljenje učenika o doprinosu primene LEM (UE i DE) sticanju tih znanja (afektivni domen) kao i; korelacija između kvaliteta i trajnosti znanja učenika o odabranim sadržajima sa njihovim mišljenjem o doprinosu primene LEM (UE i DE) sticanju tih znanja (kognitivno-afektivni domen). U istraživanju je učestvovao N = 141 učenik trećeg razreda iz tri osnovne škole sa teritorije Opštine Temerin, koji su bili podeljeni u tri grupe: E1 (koja je odabrane sadržaje učila uz primenu UE – implicitna instrukcija), E2 (koja je odabrane sadržaje učila uz primenu DE – eksplicitna instrukcija) i K (koja je iste sadržaje učila uz primenu TM – eksplicitna instrukcija). Metode itraživanja su: metoda teorijske analize, eksperimentalna metoda, deskriptivna metoda i statistička metoda. Primenjene tehnike su testiranje i anketiranje. Testiranje znanja učenika o kretanju i osobinama materijala sprovedeno je pomoću testa (pre-testa, post-testa i re- testa). Anketirnje je realizovano pomoću ankete (pre-ankete i post-ankete). Pitanja u obe ankete su kreirana prema petostepenoj skali Likertovog tipa. Pre-anketom ispitano je mišljenje učenika E1 i E2 grupe pre realizacije sadržaja o kretanju i osobinama materijala, kako bi se stekao uvid u njihovo mišljenje o značaju primene LEM u sticanju njihovih znanja u prethodnim razredima. Post-anketom je ispitano mišljenje učenika E1 i E2 grupe posle realizacije ovih sadržaja, kako bi se utvrdilo da li je došlo do promene u njihovom mišljenju o značaju primene LEM u sticanju njihovih znanja. Rezultati post- ankete su korišćeni i za analizu korelacije između znanja učenika E1 i E2 grupe na post-testu i re-testu sa njihovim mišljenja o doprinosu primene LEM.LEM više (u većoj meri UE, nego DE) u odnosu na TM doprinosi ukupnom kvalitetu i trajnosti znanja učenika o kretanju i osobinama materijala. Učenici E1 grupe ostvarili su kvalitetnija znanja (na nivou evaluacije) u odnosu na učenike E2 grupe, kao i kvalitetnija znanja (na nivou analize, evaluacije i sinteze) u odnosu na učenike K grupe. Učenici E2 grupe ostvarili su kvalitetnija znanja (na nivou primene evaluacije i sineteze) u odnosu na učenike K grupe. Trajnost znanja učenika E1 grupe o približna je trajnosti znanja učenika E2 grupe na svim kognitivnim nivoima. Međutim, učenici E1 grupe pokazali su znatno bolje zadržavanje naučenog o odabranim sadržajima u odnosu na učenike K grupe na nivou razumevanja, primene i evaluacije. Učenici E2 grupe ostvarili su približna znanja učenicima K grupe po trajnosti na svim kognitivnim nivoima.Kada se uporede rezultati pre-ankete i post-ankete zaključuje se da su posle realizacije sadržaja o kretanju i osobinama materijala pomoću LEM učenici obe grupe pokazali pozitivnije mišljenje (na post- anketi) o doprinosu primene LEM sticanju njihovih znanja. Pored navedenog uočeno je i to da su učenici E1 grupe pokazali i znatno pozitivnije mišljenje od učenika E2 grupe o doprinosu primene LEM razumevanju odabranih sadržaja, njihovoj zainteresovanosti na časovima i razvoju socijalne interakcije.Postoji pozitivna korelacija između kvaliteta (na nivou znanja, razumevanja, primene, analize i evaluacije) i trajnosti znanja (na nivou znanja, razumevanja i primene) učenika E1 grupe o odabranim sadržajima i njihovog mišljenja o doprinosu primene LEM sticanju tih znanja. Pozitivna korelacija uočena je i između kvaliteta (na svim nivoima) i trajnosti znanja (na nivou znanja, razumevanja, primene, analize i evaluacije) učenika E2 grupe o odabranim sadržajima i njihovog mišljenja o doprinosu primene LEM tim znanjima. Jača korelacija između ispitivanih varijabli kod učenika E2 grupe u odnosu na učenike E1 grupe samo je proizvod toga koliko su ostvarene vrednosti u okviru svake varijable približne. S obzirom na to da su učenici E2 grupe ostvarili slabiji uspeh u odnosu na učenike E1 grupe u okviru svih ispitivanih varijabli (kvalitet i trajnost znanja o odabranim sadržajima i mišljenje učenika o doprinosu primene LEM tim znanjima), važno je naglasiti da su ostvarene vrednosti (rezultati) između njihovog znanja i mišljenja približnije (što je prouzrokovalo i jaču korelaciju), nego kod učenika E1 grupe (što je prouzrokovalo nešto slabiju korelaciju).Sugeriše se da bi sadržaje o kretanju i osobinama materijala u trećem razredu trebalo realizovati uz primenu jednostavnih eksperimenata (UE i DE), pri čemu bi prednost trebalo dati UE, koji se realizuju uz primenu implicitne instrukcije. Većom primenom UE, u odnosu na DE; uticalo bi se ne samo na kvalitet i trajnost znanja učenika razredne nastave o prirodi, prirodnim procesima i pojavama, nego i na njihovo pozitivno mišljenje (stavove) o značaju primene LEM u sticanju tih znanja, ali i na sam razvoj eksperimentalnih veština i navika, koje su učenicima kasnije neophodne za što samostalniju primenu kompleksnijih laboratorijskih eksperimenata (u nastavi diferenciranih prirodnih nauka).
Recent studies indicate that there is a positive contribution of the application of LEM, i.e. of every kind of experiments (student - UE and demonstration - DE) to the knowledge of students of classroom teaching in integrated natural sciences. UEs imply implicit instruction, while demonstration experiments imply explicit instruction in their application. However, it has not been sufficiently investigated when, in addressing the appropriate content of integrated natural sciences, at a given age of the student, priority should be given to a particular type of experiment or to what type of instruction for their realization. This is especially important when certain content which students have learned in previous classes (vertically connected) is complicated on the basis of its quality, quantity and scope. One of these is content about the movement and properties of materials in third grade. The main aim of the research in this doctoral dissertation is to examine the contribution of LEM application i.e. the UE and DE quality and durability of knowledge of third grade students about the movement and properties of materials in relation to the traditional method (TM). Furthermore, it will also look into the difference in contribution between UE and DE application on the same variable (cognitive domain) and students' opinion on the contribution of the application of LEM (UE and DE) to the acquisition of this knowledge (affective domain), as well as the correlation between quality and durability of students' knowledge of selected content with their opinion on the contribution of LEM (UE and DE) application to the acquisition of that knowledge (cognitive-affective domain). This research included N = 141 third grade students from three elementary schools from the territory of Temerin Municipality which were divided into three groups: E1 (which learned selected content using UE - implicit instruction), E2 (which learned selected content using DE - explicit instruction) and K (which learned the same content using TM - explicit instruction). The research methods are as follows: theoretical analysis method, experimental method, descriptive method and statistical method. The used techniques are testing and interviewing. Testing of students' knowledge of movement and material properties was conducted using a test (pre-test, post-test and re-test). Surveys were implemented through a questionnaire (presurvey and post-survey). The questions in both surveys were designed according to a five-point Likert-type scale. Pre-survey examined the opinion of E1 and E2 group students before the realization of the content on movement and material properties, in order to gain insight into their opinion on the importance of applying LEM in acquiring their knowledge in the previous grades. The post-survey examined the opinion of E1 and E2 students after the realization of these contents, in order to determine whether there was a change in their opinion about the importance of applying LEM in acquiring their knowledge. Post-survey results were also used to analyze the correlation between E1 and E2 group students' knowledge on post-test and re-test with their opinions on the contribution of LEM implementation. Compared to TM, LEM contributes more (more UE than DE) to the overall quality and durability of students' knowledge of movement and material properties. E1 group students achieved higher quality (at the level of evaluation) compared to E2 group students, as well as better knowledge (at the level of analysis, evaluation and synthesis) than the K group students. The students of the E2 group achieved higher quality knowledge (at the level of application of evaluation and synthesis) than the students of the K group. The durability of knowledge of E1 group students is approximate to that of E2 students at all cognitive levels. However, the E1 group students showed significantly better retention of the selected content compared to the K group students at the level of understanding, application and evaluation. The E2 group students gained an up-to-date knowledge of the K group students in durability at all cognitive levels. When comparing the results of the pre-survey and the post-survey, it is concluded that after the realization of the content about the movement and the material properties with the LEM, students from both groups showed a more positive opinion (at the post-survey) about the contribution of the application of the LEM to the acquisition of their knowledge. In addition, it was noted that E1 group students showed significantly more positive opinions than E2 group students about the contribution of LEM application to understanding of selected content, their interest in classes and the development of social interaction. There is a positive correlation between the quality (at the level of knowledge, understanding, application, analysis and evaluation) and the durability of knowledge (at the level of knowledge, understanding and application) of E1 group students on selected content and their opinion on the contribution of LEM application to the acquisition of that knowledge. Furthermore, a positive correlation was noticed between the quality (at all levels) and the permanence of knowledge (at the level of knowledge, understanding, application, analysis and evaluation) of E2 group students on selected content and their opinion on the contribution of LEM application to this knowledge. The stronger correlation between the examined variables in the E2 group students compared to the E1 group students is only a product of how the values are close to each variable. Considering that the students of the E2 group achieved less success than the students of the E1 group within all the examined variables (quality and durability of knowledge about the selected contents and students' opinion on the contribution of applying LEM to this knowledge), it is important to emphasize that the achieved values (results) between their knowledge and opinion are closer (which also caused a stronger correlation) than for E1 group students (which caused a slightly weaker correlation). It is suggested that the contents about the movement and properties of the materials in the third class should be realized using simple experiments (UE and DE), with preference given to UEs, which are realized using implicit instruction. Greater use of UEs than DEs; would affect not only the quality and durability of students' knowledge of the classroom teaching about nature, natural processes and phenomena, but also their positive opinion (attitudes) about the importance of applying LEM in acquiring this knowledge, but also to the development of experimental skills and habits itself, which are later necessary for students to apply complex laboratory experiments as independently as possible (in teaching differentiated natural sciences).
Muriithi, Paul Mutuanyingi. "A case for memory enhancement : ethical, social, legal, and policy implications for enhancing the memory". Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/a-case-for-memory-enhancement-ethical-social-legal-and-policy-implications-for-enhancing-the-memory(bf11d09d-6326-49d2-8ef3-a40340471acf).html.
Pełny tekst źródłaHeinsch, Dieter Paul. "Sequential Second Language Acquisition For Speech Production: Implicit Learning Processes And Knowledge Bases And Instructional Exemplifications For German". Thesis, 1999. http://hdl.handle.net/1959.13/24814.
Pełny tekst źródłaPhD Doctorate
Heinsch, Dieter Paul. "Sequential Second Language Acquisition For Speech Production: Implicit Learning Processes And Knowledge Bases And Instructional Exemplifications For German". Diss., 1999. http://hdl.handle.net/1959.13/24814.
Pełny tekst źródłaPhD Doctorate
Lin, Yi-Hong, i 林奕宏. "The probe on validity of implicit and explicit knowledge structures presented by Pathfinder Analysis". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/22103974973422114856.
Pełny tekst źródła國立臺灣師範大學
教育心理與輔導學系
93
This study used four measuring methods, Priming, Test, Rating, and Q-sort, to examine the concept similarities on science from 421 elementary school students. 14 important concepts were chosen by 4 expert teachers to examine their similarities, and these results were analyzed by Pathfinder Analysis. The purposes of this study was to probe: (1) whether the results measured by Priming has the construct validity; (2) whether the explanatory power of each similarity index and measuring method have differences on learning achievement; (3) whether the knowledge structure formed by each measuring method has different characteristics; (4) whether the assumptions of MTMM (multitrait-multimethod) and MDMM (multidimension-multimethod) models are supported. Based on these purposes, new rPF index and MDMM model were suggested to proceed a field study by concept similarities questionnaire, knowledge structure test, learning achievement test, SuperLab computer program, and concept similarities sort-card. The results of this study were found as follows: 1. About the construct validity of Priming method Using the similarity indices conducted by Pathfinder Analysis on the measuring results of Priming method to represent knowledge structure can fit the assumptions of implicit memory systems on Age independence, Low variability, and IQ independence. Namely, the semantic network models in Pathfinder Analysis were adopted to represent the results measured by Priming method. Moreover, the results measured by Priming method meet the internal consistency reliability and the convergent validity as well. 2. About the criterion-related validity of similarity indices and four measuring methods (1) Using rPF index as an indicator of the latent variable “knowledge structure” to proceed regression analysis on learning achievement has significant explanatory power in Rating method and Q-sort method. Besides, proceeding regression analysis on learning achievement makes rPF index has significant explanatory power in Test method. Moreover, rPF index in Test method can also increase the explanatory power different from the ones by the other three indices: PFC, GTD, and PRX. (2) PRX index has the highest explanatory power when proceeding regression analysis on learning achievement, and PFC index is the next. (3) When using four similarity indices as indicators of the latent variable “knowledge structure” to proceed regression analysis on the latent variable “learning achievement”, Rating method has the highest explanatory power, and Test method is the next. 3. About the comparisons of knowledge structures formed by different measuring methods (1) The characteristics of comparing with each referent structure: a. Different links: Priming method has the least links (13), and the Test method has the most (17). b. Different explanatory power: referent structures formed by Priming and Test methods were more different to teaching materials, and some links were hard to interpret by teaching content; referent structures formed by Rating and Q-sort methods were more similar to teaching materials, and all links meet the logic of teaching content. c. Different similarities: referent structure formed by Priming method was more different from the ones formed by other measuring methods; referent structure formed by Rating method was more similar to the one formed by Q-sort. (2) Comparing the knowledge structures of two high-achieving subjects with the results of referent structures in “links”, “explanatory power”, and “similarities”, most results of referent structures can generalize to the knowledge structures of high-achieving subjects. (3) Furthermore, the consistencies on central concepts among knowledge structures of these two subjects are distinctive due to different measuring methods. Test method has more consistencies: its referent structure and knowledge structure of subjects show the same central concepts. This result was not found in other three methods 4. About the test of MTMM and MDMM models (1) This study accepted the assumptions of competing model 2 in MTMM: implicit and explicit knowledge structures were two independent traits. (2) This study accepted the assumptions of baseline model in MDMM: PFC, GTD, and PRX are relevant. Suggestions for future researches conducted by Pathfinder Analysis or probe into the new latent variable “implicit knowledge structure” found in this study were provided in the end.
Hung, Yu-Chuan, i 洪裕權. "The Effects of Redescription, Practice and Anomaly on Emergence of Explicit Knowledge from Implicit Learning". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/pq7294.
Pełny tekst źródła國立交通大學
工業工程與管理系所
106
The purpose of this study was to investigate the effects of redescription, practice and anomaly on emergence of explicit memory from implicit memory. One hundred and thirty- two participants were randomly assigned to the 2 (redescription) x 2 (anomaly) experimental conditions to work on 8 blocks of a dual-task embedded with an implicit rule. Half of participants were asked to describe their experiences after each block and the other half of them were asked to detect wrong words in articles. Anomalous instances of the rule were presented in the block 6. Implicit learning was examined by the speed and accuracy in the signal detection task. Explicit knowledge of the implicit rule was measured by the contents of redescription, the accuracy and confidence rating in rule judgement task, and the content of post-experiment questionnaire. Data showed 39 participants (60%) in redescription condition were able to extract a rule. But most of their rules were far from correct. The rule judgement accuracy and confidence data further showed that practice and anomaly could facilitate the extraction of explicit knowledge from implicit learning. Although none of effects related to redescription was significant, data showed that those who were in redescription and anomaly condition scored highest among the four groups on accuracy and confidence in rule judgement task. Implications for how to bridge the gap between the consciousness and the unconsciousness by practice, redescription, and anomaly were discussed.
Tamayo, Osorio Ricardo M. [Verfasser]. "Sources of dissociation in the forgetting trajectories of implicit and explicit knowledge / Ricardo M. Tamayo Osorio". 2009. http://d-nb.info/993140467/34.
Pełny tekst źródłaMao, Yaoli. "Making the Implicit Explicit: The Effects of Summarizing Knowledge on Behavior in Repeated Decisions from Experience". Thesis, 2020. https://doi.org/10.7916/d8-jcm1-9d05.
Pełny tekst źródłaJu, Hsu Hsing, i 許馨如. "The study of implicit&explicit attitudes and knowledge of nursing staffs and university students towards AIDS". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/58550124083591611037.
Pełny tekst źródłaForyś-Nogala, Małgorzata. "The role of implicit and explicit training in shaping declarative and procedural representations of foreign language syntax". Doctoral thesis, 2019. https://depotuw.ceon.pl/handle/item/3381.
Pełny tekst źródłaW procesach przyswajania oraz używania języka uczestniczą dwa systemy pamięciowe: system pamięci deklaratywnej i proceduralnej (Paradis, 2009; Ullman, 2004). Wiedza deklaratywna powstaje w wyniku jawnego uczenia deklaratywnego, a u podstaw powstawania wiedzy proceduralnej leżą mechanizmy utajonego uczenia statystycznego, które wymagają bodźców językowych o wysokiej frekwencji. Badania dowiodły, że skuteczność działania mechanizmów utajonych jest znacząco ograniczona w dorosłości, szczególnie w zakresie nabywania składni, co ma istotne konsekwencje dla procesu nauki języka drugiego lub obcego (L2). Natomiast, nauczanie składni explicite prowadzi do lepszego przyswojenia docelowych struktur składniowych, niż uczenie pozbawione reguł metajęzykowych (np. Norris & Ortega, 2000; Spada & Tomita, 2010). Z kolei, uczenie jawne prowadzi do powstania wiedzy deklaratywnej, której wydobywanie jest wolniejsze i wymaga większej kontroli poznawczej niż aktywacja wiedzy proceduralnej. Ponieważ rozwój wiedzy proceduralnej jest ograniczony w dorosłości, pojawiły się pytania, czy uczenie deklaratywne może w jakiś sposób wspomagać ten proces. Te pytania urosły do rangi jednego z kluczowych pytań w dziedzinie nabywania L2 – tak zwanego problemu interfejsu (ang. the interface issue). Celem niniejszej rozprawy doktorskiej jest badanie efektywności przyswajania wiedzy deklaratywnej i proceduralnej dotyczącej składni języka obcego w warunkach jawnej i utajonej ekspozycji. Praca kładzie szczególny nacisk na poszukiwanie odpowiedzi na pytanie, czy systemy pamięci deklaratywnej i proceduralnej mogą wchodzić ze sobą w interakcje. W oparciu o badania z zakresu psychologii poznawczej, neuro- oraz psycholingwistyki, zaproponowane zostały trzy hipotetyczne scenariusze takich interakcji (tj. interfejsu). Są to: (1) scenariusz braku interfejsu, (2) scenariusz bezpośredniego pozytywnego wpływu wiedzy deklaratywnej na kształtowanie się wiedzy proceduralnej, (3) scenariusz negatywnego wpływu (poprzez blokowanie) wiedzy deklaratywnej na powstawanie wiedzy proceduralnej. Problemy omówione w części teoretycznej były przedmiotem dwóch badań eksperymentalnych z udziałem dorosłych rodowitych użytkowników języka polskiego uczących się języka angielskiego (jako L2) na poziomie średniozaawansowanym. Oba badania, zaprojektowane w schemacie z powtarzanymi pomiarami, wykorzystały zadanie pomiaru czasów reakcji podczas czytania (ang. selfpaced reading), jako zadanie angażujące wiedzę proceduralną, oraz klasyczne zadania testowe sprawdzające wiedzę gramatyczną, jako zadania angażujące wiedzę deklaratywną. Ponadto, w badaniach ściśle kontrolowano, aby frekwencja prezentacji docelowych form była taka sama we wszystkich warunkach eksperymentalnych. Badanie 1 (N = 73) dotyczyło nabywania związków formy i znaczenia kodowanych w angielskich przedimkach określonych i nieokreślonych, the oraz a (struktura ta nie występuje w języku polskim) w warunkach treningu jawnego, utajonego i półutajonego. Badanie 2 (N = 59) dotyczyło przyswajania konstrukcji przydawkowych wymagających użycia zaimków względnych which lub what w zdaniach złożonych. Konstrukcje te były prezentowane w kontekście zadania w języku angielskim, którego jawnym celem była nauka słownictwa w języku tagalskim. W warunku treningu jawnego osoby badane dodatkowo otrzymywały prezentację dotyczącą reguł metajęzykowych związanych z użyciem zaimków. Oba badania wykazały, że uczenie się deklaratywne było skuteczne jedynie w warunkach treningu jawnego. Co więcej, niezależnie od typu treningu, nie zaobserwowano zmian w przetwarzaniu reguł docelowych podczas czytania, które mogłyby wskazywać na rozwój językowej wiedzy proceduralnej. Wyniki wskazują na znaczne ograniczenia w proceduralizacji gramatyki języka obcego w dorosłości, które, podczas krótkiego treningu, nie są niwelowane przez dodatkową wiedzę deklaratywną.
Lin, Chia-Jung, i 林佳蓉. "The Study of High School Students’ Energy Knowledge, Explicit and Implicit Attitude, and Decision Making-Nuclear energy versus Green energy". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/8vcd6d.
Pełny tekst źródłaFrança, Tiago Rocha Martins. "Costs of item repetition in a 2-AFC task aimed to assess statistical learning: effects of word’s predictability and prior knowledge of the to-be-learned regularities". Master's thesis, 2020. http://hdl.handle.net/1822/68594.
Pełny tekst źródłaSeveral studies acknowledged the problems with the use of the standard two-alternative-forced choice (2-AFC) task to assess statistical learning (SL) in a valid and reliable way. The purpose of this study was to directly examine the cost that the use of multiple repetition of same items during the 2-AFC task involve. Furthermore, to test whether that cost might be modulated by words’ predictability and the prior knowledge of the to-be-learned regularities, “words” with transitional probabilities (TPs) of 1.0 (easy “words”) and TPs of .50 (hard “words”) were used during the familiarization phase of an SL task performed under incidental (implicit) and intentional (explicit) conditions. Although results from all participants failed to show signs of detrimental effects of item repetition, the analyses including only the participants who showed clear evidence of learning in each of the SL tasks indicated that item repetition had indeed detrimental effects on the 2-AFC performance particularly for hard “words” under implicit conditions.
Vários estudos reconheceram os problemas que a utilização da tarefa de escolha forçada entre duas alternativas (2-AFC) para avaliar a aprendizagem estatística acarretam. O objetivo deste trabalho foi o de examinar o custo que a repetição dos mesmos itens numa tarefa 2-AFC envolve. Além disso, testámos se esse custo seria modulado pela previsibilidade das palavras e pelo conhecimento prévio das regularidades a aprender usando "palavras" com probabilidades de transição (TPs) de 1.0 (palavras fáceis) e TPs de .50 (palavras difíceis) durante a fase de familiarização de uma tarefa de aprendizagem estatística realizada sob condições acidentais (implícitas) e intencionais (explícitas) de aprendizagem. Embora os resultados das análises conduzidas com de todos os participantes não tenham revelado sinais de efeitos prejudiciais da repetição dos itens, os resultados das análises conduzidas apenas os participantes que mostraram evidência clara de aprendizagem em cada uma das tarefas, indicaram que a repetição de itens teve de facto efeitos prejudiciais no desempenho da tarefa 2-AFC, particularmente para "palavras" difíceis em condições implícitas.
Este estudo integra-se no âmbito do projeto "Correlatos neurodesenvolvimentais dos mecanismos implícitos-explícitos de aprendizagem em crianças com Perturbação Específica de Linguagem: Evidência com potenciais evocados cerebrais" (POCI-01-0145-FEDER-028212) financiado pela Fundação para a Ciência e Tecnologia (FCT) e pelo Ministério da Ciência, Tecnologia e Ensino Superior, através de fundos nacionais, e co-financiado pelo FEDER, através do COMPETE2020, no âmbito do acordo Portugal 2020.
Alstam, Sofia. "Kunskap i samspel : en studie om arbetsförmedlares tankar och reflektioner kring deras kunskap". Thesis, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-24974.
Pełny tekst źródłaArbetsförmedlingens omvärld är mångfacetterad bestående av en stor mängd intressenter. Detta resulterar i ett komplext uppdrag, både i relation till kontexten och de arbetssökandes behov som ar-betsförmedlarna är satta att hantera. Syftet med denna uppsats är att genom arbetsförmedlares tankar och resonemang kring kunskap öka förståelsen för hur deras kunskapsprocesser samspelar. Genom 5 semistrukturerade intervjuer med arbetsförmedlare med lång er-farenhet från 3 arbetsförmedlingskontor undersöks kunskapens olika delar och på vilket sätt dessa skapas genom medarbetare, kontext och artefakter. Resultatet beskriver hur arbetsförmedlarnas kunskap bildas i ett ständigt pågående samspel mellan kontext, implicit, explicit kun-skap och medierande resurser i form av artefakter och kollegor. Arbetsförmedlarnas kunskap är situerad och utvecklas i relation till Arbetsförmedlingens kontext och diskursiva praktik.
Serra, Paulo Valada. "Corticeira Amorim: uncorking the future: converting a cork stoppers business into a knowledge company – An organizational and strategic evolution –". Master's thesis, 2016. http://hdl.handle.net/10362/18894.
Pełny tekst źródła(9622742), Kelly A. McFall. "ADDRESSING CORPORATE KNOWLEDGE LOSS IN A UNIVERSITY UTILITY PLANT". Thesis, 2020.
Znajdź pełny tekst źródłaThis research was a pilot study in a larger project that focused on how to retrieve knowledge from retiring long-term employees of a small university utility plant, incorporate that material into their existing training program, and during the process reduce the training time for current and future employees. Wade utility plant faced the retirement of eight employees with nearly 200 years of corporate knowledge within three years, but their current training program required seven to nine years to complete. The study utilized interviews, first-hand observation and partnership with current employees to explore how best to obtain the corporate knowledge that would be lost when the proletarian workers retired. The study revealed that the training program needed to be updated, and communication, trust and training evaluation continuity needed to be addressed. Due to these issues, trust was built through transparency by the researcher, and suggestions were made to management for moving forward. This study adds to the body of knowledge by utilizing knowledge capture techniques in a utility plant, highlighting effective knowledge capture techniques for proletarian workers, the importance of corporate planning for the effect of group retirements, and how incorporating proletarian workers into training creation can make a positive impact on company relationships.
Qunying, Li. "Conhecimento implícito e explícito da flexão nominal e verbal em português língua não materna: um estudo sobre aprendentes chineses". Master's thesis, 2019. http://hdl.handle.net/1822/61580.
Pełny tekst źródłaA flexão verbal e nominal é um domínio muito resistente à plena aquisição no processo de aprendizagem de português língua segunda (PL2) por parte de alunos chineses, mesmo os que já têm um nível muito avançado de português. O presente trabalho dedica-se ao estudo do grau de conhecimento implícito e explícito da flexão nominal e verbal de PL2 em aprendentes chineses, utilizando uma Tarefa de Imitação Provocada (TIP, Elicited Imitation Task) e uma TJG (Tarefa de Juízo de Gramaticalidade), que testam o conhecimento implícito e explícito dos informantes, respetivamente. Procedeu-se a uma análise detalhada dos resultados dos dois testes aplicados a um grupo de 15 aprendentes chineses de PL2, de nível avançado de português, todos residentes na China. Os resultados permitem concluir que: i) o método de recolha de dados não permite distinguir claramente os dois tipos de conhecimento, mas possibilita testar o conhecimento implícito dos informantes; ii) os aprendentes têm conhecimento explícito das regras, e as causas fundamentais das falhas de flexão verbal e nominal são o fraco conhecimento implícito e o processamento desse conhecimento no ato de produção de fala; iii) no caso da flexão nominal, existe uma tendência marcada para substituir o plural pelo singular para substituir o feminino pelo masculino; iv) no caso da flexão verbal, existe a tendência para substituir o pretérito perfeito ou imperfeito do indicativo pelo presente do indicativo porque as duas línguas possuem dois sistemas de tempo bastante diferentes; e a tendência de substituir a terceira pessoa do plural pela terceira pessoa do singular; v) existe um desequilíbrio em termos de nível de desenvolvimento do conhecimento implícito das diferentes categorias.
The verbal and nominal inflection system is a very resistant category to be fully acquired by Chinese students of Portuguese as second language (PL2), even for students who already have a very advanced level of Portuguese. This research is devoted to the study of the implicit and explicit knowledge of the nominal and verbal inflection of PL2 by Chinese learners. The study uses an elicited imitation test and a grammaticality judgments task, which intent to test the implicit and explicit knowledge of the informants, respectively. A detailed analysis of the results of the two tests carried out by a group of 15 highly proficient Chinese L2 learners of Portuguese allows to conclude that: i) the way of collecting data can not absolutely avoid the use of the explicit knowledge of the informants, but the elicited imitation test is somehow reliable to test the implicit knowledge of the informants; ii) the Chinese students have explicit knowledge of the rules, failures in producing correct verbal and nominal inflection are caused mainly by weak implicit knowledge; iii) in the case of nominal inflection, there is a tendency to replace the plural by the singular and to replace the feminine by the masculine; iv) in the case of verbal inflection, there is: a) a tendency to replace the past perfect or imperfect tense of the indicative with the present indicative because the two languages have two quite different tense systems; b) a tendency to substitute the third person in the plural for the third person singular; v) there is an imbalance in terms of the level of development of the implicit knowledge of the different categories.
Izaks, Jill. "A study of the effects of an undergraduate vocabulary programme on vocabulary development and academic literacy". Diss., 2015. http://hdl.handle.net/10500/19204.
Pełny tekst źródłaThis study examined the vocabulary and academic literacy levels of undergraduate students at the University of Namibia, as well as the effects of an explicit and an implicit vocabulary programme on vocabulary development and academic literacy. The study also sought to determine the effects of the programmes on students’ attitudes about vocabulary and explicit vocabulary strategies. The relationship between students’ vocabulary size, academic literacy levels, and their self-assessment of their vocabulary knowledge was examined. Many students had not reached the desired word mastery and did not have adequate academic literacy skills to cope with the demands of university. Students in the explicit group modestly improved receptive vocabulary knowledge at the end of the intervention but there was no significant improvement in academic literacy skills. Overall, students showed an increase in positive responses regarding their attitudes to vocabulary.
Linguistics and Modern Languages
M.A. (Applied Linguistics)