Gotowe bibliografie tematyczne / Oral acquisition

Gotowa bibliografia na temat „Oral acquisition”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 8 lutego 2022

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Artykuły w czasopismach na temat "Oral acquisition"

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Pierce, Preston E. "Oral History Acquisition:". Behavioral & Social Sciences Librarian 5, nr 2 (30.07.1986): 67–78. http://dx.doi.org/10.1300/j103v05n02_06.

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Ricketts, Jessie, Dorothy V. M. Bishop i Kate Nation. "Orthographic Facilitation in Oral Vocabulary Acquisition". Quarterly Journal of Experimental Psychology 62, nr 10 (październik 2009): 1948–66. http://dx.doi.org/10.1080/17470210802696104.

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de la Fuente, María José. "NEGOTIATION AND ORAL ACQUISITION OF L2 VOCABULARY". Studies in Second Language Acquisition 24, nr 1 (marzec 2002): 81–112. http://dx.doi.org/10.1017/s0272263102001043.

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This experimental study investigates the differential effects of three conditions (nonnegotiated premodified input, negotiation without “pushed output” [Swain, 1985], and negotiation plus pushed output) on L2 learners' vocabulary comprehension and acquisition (receptive and productive). Analyses of variance performed on the data indicated that: (a) negotiated interaction had a positive effect on the comprehension of L2 words; (b) only negotiated interaction that incorporated pushed output appeared to have promoted both receptive and productive acquisition of words as well as an increase in productive word retention; and (c) negotiated interaction plus output did not promote receptive acquisition more than negotiation without output, but it was more effective in promoting productive acquisition. The findings of this study provide empirical evidence for the important role of negotiation in facilitating the comprehension and acquisition of L2 vocabulary, which suggests that output plays a key role within the negotiation process for productive lexical acquisition.
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Kaan, A. M. (Marije), Dono Kahharova i Egija Zaura. "Acquisition and establishment of the oral microbiota". Periodontology 2000 86, nr 1 (10.03.2021): 123–41. http://dx.doi.org/10.1111/prd.12366.

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Gong, Zhiqi. "Topic prominence in L2 acquisition". Journal of Second Language Studies 2, nr 1 (18.04.2019): 140–64. http://dx.doi.org/10.1075/jsls.17016.gon.

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Abstract This study investigated the topic-prominent characteristics of the interlanguage development of native speakers of Chinese learning English as a foreign language (EFL). Two groups of Chinese EFL learners – an intermediate group and an advanced group – were recruited to complete two production tasks: a written Chinese-to-English translation task and an oral story-retelling task. The findings showed that Chinese EFL learners at each proficiency level transferred Chinese topic-prominent structures to their target language production at a varying degree. The topic-prominent constructions in the learners’ production, based on a hierarchy of difficulty, were placed on two slightly different Gradation Zones, one for written production and the other for oral production. Gradation Zones were a generalized reflection of how discourse and pragmatic relations in topic-prominent Chinese were gradually reanalyzed as syntactic relations with the development of learners’ English proficiency level. There was a tendency for topic-prominent features to decrease and subject-prominent features to increase as EFL learners’ proficiency level progressed. It was also argued that sources of these topic-prominent properties in interlanguage were an interaction of factors, including degree of markedness, perceptual saliency, second language (L2) input, and language production task type.
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Brown, Cheryl, Sherri L. Sagers i Carrie LaPorte. "INCIDENTAL VOCABULARY ACQUISITION FROM ORAL AND WRITTEN DIALOGUE JOURNALS". Studies in Second Language Acquisition 21, nr 2 (czerwiec 1999): 259–83. http://dx.doi.org/10.1017/s0272263199002065.

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This paper is in answer to Ellis's (1994) call for more research about vocabulary acquisition from oral input in four areas. It is a hypothesis-generating study of nine advanced university EFL learners' incidental vocabulary acquisition from oral and written dialogue journals over a semester's time. All teacher and student entries in the two types of journals were transcribed and analyzed using WordCruncher (1993). The analyses compare the characteristics of the input to the learners in the two modes as well as quantitative and qualitative evidence of vocabulary acquisition by the learners from the two modes. Findings of this study indicate several specific places (14 statements) where further research could be undertaken. These fit in three of the areas Ellis named for exploration: (a) “the nature of the input,” (b) “the role of interaction,” and (c) “individual learner factors” (p. 1). The findings suggest measures that can be used for quantitative and qualitative evidence of vocabulary acquisition from natural sources
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Samifanni, Faramarz. "The Fluency Way: A Functional Method for Oral Communication". English Language Teaching 13, nr 3 (29.02.2020): 100. http://dx.doi.org/10.5539/elt.v13n3p100.

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This study delves into the analysis of theories of language acquisition and teaching methods. A qualitative approach was used to analyze three language acquisition theories and five teaching methods to help and provide teachers with methods that are relevant and applicable in developing and enhancing the speaking skills of the students. Findings revealed that grammatical skill is not the focus of Second Language Acquisition. It is concluded that language learning and acquisition are dynamic activities requiring social, cultural, and cognitive competencies on the part of the teacher. The teaching of language is most effective and productive when the learners are actively engaged in authentic tasks that are conducted in a natural and spontaneous manner to enable learners to gain a total psycho-socio-cultural-linguistic experience. Learner-centeredness is a universal theme and the teacher-learner relationship is a cooperative and collaborative partnership for relevant and functional language competence. Suggestions and recommendations for future studies were proposed.
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Liu, Youyi, Meiling Hao, Hua Shu, Li Hai Tan i Brendan Stuart Weekes. "Age-of-acquisition effects on oral reading in Chinese". Psychonomic Bulletin & Review 15, nr 2 (kwiecień 2008): 344–50. http://dx.doi.org/10.3758/pbr.15.2.344.

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Niccolai, Jennifer L., Danielle L. Roman, Justin M. Julius i Rachelle W. Nadour. "Potential Obstacles in the Acquisition of Oral Anticancer Medications". Journal of Oncology Practice 13, nr 1 (styczeń 2017): e29-e36. http://dx.doi.org/10.1200/jop.2016.012302.

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Purpose: To determine the amount of time elapsed between prescriber order and patient receiving oral anticancer medication. Patients and Methods: Adult patients with a diagnosis of cancer were prospectively identified in three outpatient oncology clinics when oral anticancer agents were prescribed during a 4-month observation period. For each patient, time to obtain medication was analyzed by the following time points: date of prescription, date of submission to insurance, date prior authorization was obtained, date financial assistance was received, date prescription was processed by pharmacy, and date patient received medication. Out-of-pocket cost and time spent by clinic staff to facilitate the medication acquisition process were recorded. Results: Thirty-four patients were prescribed oral anticancer medication during the data collection period. For the 27 patients who were eligible for the primary end point, medication acquisition required a median of 10 days (range, 3 to 28 days). Overall, the rate-limiting step for medication acquisition was processing by the pharmacy, with a median of 6 days (range, 1 to 27 days). Most patients’ prescription insurance plan covered a portion of medication cost, and the majority of patients considered their out-of-pocket expense to be affordable. Clinic staff spent a median of 2 hours per prescription to facilitate medication acquisition. Conclusion: Patients may encounter process barriers in acquiring oral therapy, particularly because of pharmacy processing time, as well as high copays. Time to treatment initiation may have implications for patients’ clinical outcomes. Adequate staff with dedicated time to facilitate this process should be used in the ambulatory oncology practice setting.
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ELLIS, R. "Modified Oral Input and the Acquisition of Word Meanings". Applied Linguistics 16, nr 4 (1.12.1995): 409–41. http://dx.doi.org/10.1093/applin/16.4.409.

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Rozprawy doktorskie na temat "Oral acquisition"

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Steinkamp, Heidi Marie. "Contribution of Genetics to Oral Microbiome Acquisition". The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1534704799373511.

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Kwok, Wing-ki Judy. "The relationship between students' self-monitoring and performance on oral tasks". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21160740.

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Sulyanto, Rosalyn. "The Natural History of Oral Bacteria Acquisition in the Developing Infant". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374150918.

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Qiao, Zhengwei. "Oral corrective feedback and the acquisition of Chinese rule-based verb constructions". Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1730.

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Research has focused on how the effects of different types of feedback vary as a function of the complexity of the linguistic targets and on the learning of inflectional features. However, few studies have investigated the learning of rule-based verb constructions. Grounded in the interactionist approach and usage-based theory, this study investigated the effects of corrective feedback on the acquisition of rule-based verb constructions among English-speaking learners of Chinese. Specifically, this study examined the effects of input-providing feedback and output-prompting feedback on the learning of two verb constructions. Data were drawn from 18 learners of Chinese from second-year Chinese classes in an American university. The participants were divided into two groups and took a pretest, treatment, and two posttests. Learners also filled out a questionnaire about their perception and preference of feedback types. Contrary to previous research, results indicated that both recasts and metalinguistic clues had positive effects on learners' learning of the target constructions. Moreover, learners of different proficiency preferred different types of feedback. The study results provided a categorization of verb constructions into four classes based on the rules that govern their formations and constraints that work on the constructions and identified stages learners moved through when learning verb constructions. The researcher proposed an instructional model of rule-based verb constructions. The model will help instructors recognize the stage the learners' are in and provide insight into how to help learners move to a higher stage by providing instruction, corrective feedback, and practice activities.
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Coehlo, Gwennaele. "Représentation du mot oral et acquisition de la lecture : développement normal et pathologique". Nantes, 2003. http://www.theses.fr/2003NANT3028.

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Cette recherche s'intéresse au rôle des représentations phonologiques dans l'acquisition de la lecture et d'habiletés de traitement phonologique. Elle suggère que les relations entre les déficits de traitement phonologique et les difficultés dans l'acquisition du code alphabétique chez les dyslexiques devraient être considérées sous l'angle de l'organisation segmentale et prosodique des représentations phonologiques. Les résultas de quatre expériences montrent que les représentations phonologiques subissent un processus de restructuration lexicale dans le milieu de l'enfance et que les enfants manifestant des difficultés dans le traitement phonologique et la lecture disposeraient de représentations phonologiques sous spécifiées. Une étude longitudinale prédictive met en évidence le rôle prédictif de la qualité des représentations phonologiques avant l'entrée dans l'écrit dans l'acquisition d'habiletés phonologique et lexique ultérieures
This study investigates the contribution of phonological representations to phonological processing skills and reading abilities. Its suggests that the relationship between dyslexic's phonological deficits and their reading disabilities should be considered from the perspective of the segmental and suprasegmental organisation of the underlying representations. Four experiments show that phonological representations undergo a lexical restructuration process from kindergarten through elementary grades. Moreover, children with reading and phonological processing difficulties seem to have underspecified phonological representations. A longitudinal predictive study show that complete and specified phonological representations participle to predict phonological processing and reading abilities
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Gandhi, Roma. "The Natural Acquisition of the Oral Microbiome in Childhood: A Cross-Sectional Analysis". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468773162.

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Ogawa, Yoshimasa. "Oral Repetition Tasks and the Acquisition of Lexical Phrases in Communicative EFL Instruction". Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/136533.

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CITE/Language Arts
Ed.D.
This is a mixed-methods study investigating the effects of oral repetition tasks on Japanese students' use of lexcial phrases in communicative EFL instruction. The quantitative study showed that oral repetition facilitated the students' short-term memory of target lexical phrases but it did not translate into their long-term memory or use of the phrases. The qualitative study indicated that the participants perceived interpersonal conversations and small-group discussions in English as enjoyable and useful activities.
Temple University--Theses
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Thoms, Joshua J. "Teacher-initiated talk and student oral discourse in a second language literature classroom : a sociocultural analysis". Diss., University of Iowa, 2008. https://ir.uiowa.edu/etd/4555.

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O'Brien, de Ramirez Kathleen. "SILENT, ORAL, L1, L2, FRENCH AND ENGLISH READING THROUGH EYE MOVEMENTS AND MISCUES". Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194211.

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During 24 silent and oral readings of Guy de Maupassant and Arthur C. Clarke short stories (1294 and 1516 words) by proficient multilinguals, movement of the left eye was tracked and utterances were recorded. Three hypotheses investigate universality in the reading process: reading in English is similar in reading speed, miscues, and eye movements to reading in French (chapter 4); reading in a first, or native language (L1), is similar in reading speed, miscues, and eye movements to reading in a second, or later acquired, language (L2) (chapter 5); silent reading is similar to oral reading in reading speed and eye movements (chapter 6). Hypothesis are partially confirmed; implications are drawn for teaching and research.Silent reading is consistently faster than oral reading, with a mean difference of 28.7%. Reading speed is similar in English and French, but interacts differently with language experience: L2 readers of English read 50% slower than L1 readers, while in French, L2 readers read 13% faster.Retelling scores demonstrate a slight comprehension advantage for oral reading over silent, a wider range after oral than after silent, L1 readers having a slight advantage over L2 readers, and improved scores after second readings. Proscribing rereading to increase oral accuracy may disadvantage some readers: Second oral readings in English (but not in French) produced more miscues than first oral readings. This requires further study with tightly controlled groups. Overall, English readings produced 36% more miscues than French readings.Mean fixation durations are slightly longer during silent than oral reading, and show little variation between English and French reading. Wide variation in reading speed (L1/L2, silent/oral) is not reflected in mean eye fixation durations, although language dominance show an effect in French, where fixations during L1 readings are 18.6% shorter than during L2 readings.Individual variation is a factor. Emotional affect, poetic style, construction of syntax, and attention to metaphor are all observed in this EMMA data. Future analysis of this database may look at anaphoric relations, metaphor, how texts teach; and how readers develop narrative, verb phases, syntactic, semantic, and pragmatic relations in complete textual discourse.
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Zaytseva, Victoria. "Vocabulary acquisition in study abroad and formal instruction: an investigation on oral and written lexical development". Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/387120.

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The present study investigates the impact of two different consecutive learning contexts, formal instruction (FI) at home and a 3-month stay abroad (SA), on second language (L2) vocabulary acquisition in oral and written production. Data were obtained from a group of 30 Catalan/Spanish advanced learners of English before and after each learning period by means of an oral interview and a written composition. These samples were analyzed in terms of quantitative lexical proficiency measures in the domains of fluency, density, diversity, sophistication and accuracy, and through qualitative native-like selections. Baseline data from 29 native speakers of English, elicited through the same tasks, were also used for comparison purposes. Results reveal that SA is particularly beneficial for written productive vocabulary, and less so for oral, and that progress occurs especially in lexical fluency and diversity. FI, in contrast, shows a modest effect on the improvement of oral productive vocabulary and affects namely lexical sophistication. Furthermore, initial level of vocabulary knowledge is found to be a significant predictor of gains.
Aquest estudi investiga l'impacte de dos contextos d'aprenentatge consecutius diferents, el de la instrucció formal al país d'origen i l'estada de 3 mesos a l'estranger, en l'adquisició de vocabulari de la segona llengua (L2) a la producció oral i escrita. Les dades s'han obtingut d'un grup de 30 estudiants bilingües català/castellà aprenents avançats d'anglès, abans i després de cada període d'aprenentatge mitjançant una entrevista oral i una redacció escrita. Aquestes mostres s'han analitzat amb mesures quatitatives de proficiència lèxica en les àrees de fluïdesa, densitat, diversitat, sofisticació i correcció, i també a través d'una anàlisi qualitativa de la idiomaticitat en la L2. Igualment, s'han recollit dades de 29 nadius d'anglès a efectes comparatius. Els resultats revelen que l'estada a l'estranger té un efecte de millora en el desenvolupament del vocabulari productiu escrit, però no tant en el vocabulari productiu oral, i afecta sobretot la fluïdesxa i diversitat lèxiques. El període d'instrucció formal, al contrari, té un efecte moderat en la millora de vocabulari productiu oral i és més notable en la sofisticació lèxica. També es troba que el nivell inicial de competència lèxica explica en gran part els guanys obtinguts.
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Książki na temat "Oral acquisition"

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García-Molíns, Angel López. Comprensión oral del español. Madrid: Arco/Libros, 2002.

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Brown, Shannon A. Defense acquisition history project: Oral history finding aid. [Fort McNair, D.C.]: U.S. Army Center of Military History, 2005.

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Brown, Shannon A. Defense acquisition history project: Case study bibliography. McLean, Va: Science Applications International Corporation, SAIC Strategies Group, 2001.

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Noonan, Brian. Factors affecting oral language development, kindergarten to grade 2 /By Brian Noonan. Regina, Sask: Saskatchewan School Trustees Association, Research Centre, 1991.

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Allison, David Kite. Index of oral histories relating to naval research, development, and acquisition. Washington, DC: Navy Laboratory/Center Coordinating Group, 1992.

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Communication strategies: A psychological analysis of second-language use. Oxford, UK: B. Blackwell, 1990.

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Meihua, Liu. Reticence and anxiety in oral English lessons. Bern: Peter Lang, 2009.

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François, Frédéric. Pratiques de l'oral: Dialogue, jeu et variations des figures du sens. [Paris]: Nathan, 1993.

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Ondarra, Kristi Jauregi. Collaborative negotiation of meaning: A longitudinal approach. Amsterdam: Rodopi, 1997.

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Marta, Ljubešić, red. Jezik, govor, spoznaja. Zagreb: Hrvatska sveučilišna naklada, 1994.

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Części książek na temat "Oral acquisition"

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Marsh, Philip, i Michael Martin. "Acquisition, adherence, distribution and functions of the oral microflora". W Oral Microbiology, 56–97. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4615-7556-6_4.

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Drozdzial-Szelest, Krystyna. "Chapter 9. Oral Skills Awareness of Advanced EFL Learners". W Speaking and Instructed Foreign Language Acquisition, redaktorzy Mirosław Pawlak, Ewa Waniek-Klimczak i Jan Majer, 131–48. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694126-011.

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Pagliano, Paul J. "The Acquisition of Communicative Competence amongst Children with Speech and Language Impairment". W Oral Discourse and Education, 157–66. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4417-9_16.

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Hansen, Lynne, i Joshua Rowe. "A Computerized Test of Oral Proficiency". W Readings in Second Language Pedagogy and Second Language Acquisition, 75–82. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/ubli.4.08han.

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Nowicka, Agnieszka, i Weronika Wilczynska. "Chapter 2. Authenticity in Oral Communication of Instructed L2 Learners". W Speaking and Instructed Foreign Language Acquisition, redaktorzy Mirosław Pawlak, Ewa Waniek-Klimczak i Jan Majer, 24–41. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694126-004.

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Krakowian, Przemyslaw. "Chapter 20. Transcultural Interference, Communities of Practice and Collaborative Assessment of Oral Performance". W Speaking and Instructed Foreign Language Acquisition, redaktorzy Mirosław Pawlak, Ewa Waniek-Klimczak i Jan Majer, 300–312. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694126-022.

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Morgenstern, Aliyah, Marion Blondel, Pauline Beaupoil-Hourdel, Sandra Benazzo, Dominique Boutet, Angelika Kochan i Fanny Limousin. "Chapter 16. The blossoming of negation in gesture, sign and oral productions". W Sources of Variation in First Language Acquisition, 339–64. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/tilar.22.17mor.

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Vraciu, Alexandra. "Chapter 10. The simple present and the expression of temporality in L1 English and L2 English oral narratives". W The Acquisition of the Present, 289–334. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/z.196.10vra.

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Mystkowska-Wiertelak, Anna. "Chapter 16. Task Repetition as a Way of Enhancing Oral Communication in a Foreign Language". W Speaking and Instructed Foreign Language Acquisition, redaktorzy Mirosław Pawlak, Ewa Waniek-Klimczak i Jan Majer, 245–57. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694126-018.

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Almgren, Margareta, Leire Beloki, Itziar Idiazabal i Ibon Manterola. "Acquisition of Basque in successive bilingualism: Data from oral storytelling". W Language Contact and Contact Languages, 239–59. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/hsm.7.14alm.

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Streszczenia konferencji na temat "Oral acquisition"

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Yu, Haixia. "Automatic knowledge acquisition in interactive oral translation". W 2021 6th International Conference on Smart Grid and Electrical Automation (ICSGEA). IEEE, 2021. http://dx.doi.org/10.1109/icsgea53208.2021.00046.

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Liu, Xiaoyi. "Oral Fossilization of College Students in English Acquisition". W 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.151.

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Sanguino, Mónica. "ORAL LANGUAGE ACQUISITION IN CHILDREN WITH DOWN SYNDROME". W International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0715.

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Drozdova, Polina, Catia Cucchiarini i Helmer Strik. "L2 syntax acquisition: the effect of oral and written computer assisted practice". W Interspeech 2013. ISCA: ISCA, 2013. http://dx.doi.org/10.21437/interspeech.2013-173.

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Sui, Peng. "Influence of culture on non-English majors English listening and oral training acquisition". W 2016 4th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ieesasm-16.2016.133.

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Castro, Paula M., Francisco Laport, Adriana Dapena i Francisco J. Vazquez-Araujo. "Acquisition of general competences using project-based learning". W Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7994.

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During years, professors of higher education focused on the outcome of the assimilation of information through learning (i.e., in the acquisition of knowledge). In a European context, the Bologna Process has accelerated and spread the process of defining explicit learning outcomes for higher education programs, including those in terms of general competences and transferable skills. Our teaching experience in engineering degrees have shown that these students have difficulties for understanding the math basics of some disciplines. For greater effectiveness in knowledge acquisition, we consider as an essential issue the inclusion of laboratory activities based on computer simulations performed using software. For acquiring those general competences and transferable skills, our proposal also includes several projects in which our students must develop skills such as communication, teamwork or problem solving. We have observed that such projects allow students the development of their creativity, an improvement in oral and written communication, and also an optimal training for the B.S. degree project work and even for their future professional life.
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Rouser, Kurt P. "Oral Assessments of Student Learning in Undergraduate Aerospace Propulsion and Power Courses". W ASME Turbo Expo 2017: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/gt2017-64082.

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A purposeful approach has been taken to match teaching pedagogies (techniques), learning experiences and assessment methods to various types of student learning in undergraduate aerospace propulsion courses at junior-level at the United States Air Force Academy and at the senior-level at Oklahoma State University. Prior studies in the scholarship of teaching and learning have shown the benefits of matching assessment methods, as well as teaching pedagogies and learning experiences, to the types of student learning associated with desired educational outcomes. Literature suggests that the best method for teaching and assessing student cognitive learning is through explanation and presentation. Oral assessments have been implemented at the Air Force Academy and Oklahoma State University to evaluate student cognitive learning in undergraduate aerospace propulsion and power courses. An oral midterm exam was developed to assess student acquisition of subject matter knowledge and understanding of fundamental concepts, the type of learning occurring early in course lesson sequences. End-of-semester design project poster sessions and presentations were used as summative oral assessments of student creative thinking, decision making, and professional judgement. Conversely, two written midterm exams and a final exam primarily focused on assessing student problem solving skills and less on comprehensive knowledge. Oral assessments also served as reflective thinking experiences that reinforced student learning. Student feedback on oral assessment methods was collected through surveys conducted after each assessment. Survey results not only revealed the effectiveness of using oral assessments but also how to improve their design and implementation, including the use of information technology and broader curricular employment.
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Thorley-Dickinson, Victoria, Makani Purva, Peter Dieckmann, Eirini Kasfiki i Rasha Omer. "0127 Comparison Of Oral And Video Debriefing And Its Effect On Knowledge Acquisition Following Simulation-based Learning". W Association for Simulated Practice in Healthcare Annual Conference 11–13 November 2014 Abstracts. The Association for Simulated Practice in Healthcare, 2014. http://dx.doi.org/10.1136/bmjstel-2014-000002.90.

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Eveloy, Valerie, Shrinivas Bojanampati i Peter Rodgers. "Teaching of Beam Deflection Analysis Through Laboratory Experiments". W ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-65195.

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Hands-on laboratory skills play a vital role in providing students with a sound understanding of the scientific fundamentals and their application in solving real-life engineering problems. This paper describes a hands-on laboratory project focused on solid mechanics, which is taught as part of a one-semester, junior-level mechanical engineering course titled Core Measurements Laboratory. The project requires students to design, construct and commission an experimental test facility for the characterization of cantilever beam deflection and stress due to pure bending using concomitant methods, consisting of three experimental techniques and analytical predictions. Beam deflection is measured using both a linear displacement transducer (LDT) and digital camera, with corresponding stress measurements derived from strain gage measurements. These measurements are compared with analytical predictions. The project is undertaken over a five-week period by a team of four students. A written project report and oral presentation are conducted on project completion. Emphasis is placed on elaboration of a test plan, sensor installation, data acquisition and LabVIEW programming, as well as analysis of discrepancies between measurements and predictions. The teaching strategy employed to integrate fundamental theory with hands-on experiences is described, with a sample of the measurement results presented. The effectiveness of the laboratory project in enhancing student fundamental and applied knowledge in the subject area, and project management skills, is assessed by monitoring student performance improvements over the duration of the project, as well as through student surveys. On a scale of 1 (deficient) to 4 (exemplary), overall class scores of 2.92, 3.25 and 3.4 were obtained for ABET Criterion 3 Outcomes (b), (d) and (g), respectively, which were assessed using the hands-on project final report and oral presentation. The student survey indicates that student knowledge in fundamentals, sensors, data acquisition and LabVIEW programming improved by 16%, 23%, 30% and 48%, respectively, with the hands on project.
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Park, Hong-Seok, Chintal Shah i Rima Shah. "An Enhanced Development of 3D Intra-Oral Scanner Using Fringe-Projection Technique for Dentistry". W ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66427.

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3D shape recognization technique is rapidly advancing from last decade in the fields of manufacturing, computer science, entertainment and medical technology. Due to the restriction of size and area of cavity, it’s challenging to develop such non-contact optical technologies for scanning. 3D digitization technology plays a vital role in the field of dentistry benefiting dentists and patients by eliminating long time procedures for making the prosthesis/abutments and results into ultimate comfort. In this paper, we have recounted a design of a prototype for a three-dimensional intra-oral scanner using the principle of fringe projection and active triangulation method. LED as a light source passed through the liquid crystal on silicon (LCoS) which radiates the light into three colors and strikes onto the collimating lens assembly and then passed through the optical deflectors. Once the light strikes the object through scanning window it is guided back through the flat reflectors and the fringe pattern on the object is stored into the gray encoding plate. With the help of camera all these images are stored. After the acquisition of images, firstly it will calculate the phase distribution using four-step phase shifting algorithm and unwrap the wrap phase which helps us in getting accurate images. Later, we get display of scanned oral cavity onto the computer screen. Phase-height mapping algorithm has been realized for the reconstruction of the 3D real time reconstruction of the scanned oral cavity which helps us in fast scanning with accurate data. A novel approach of LED as a light source and LCoS display for scattering light fragments into three different colors helps us to scan more effectively for registration of dental surfaces from the patient’s mouth more accurately. Apart from that, its sleek design helps to scan with less pain to the patient’s having low mouth opening. Experiment was performed on the prototype of denture and using this proposed method we have achieved the accuracy of 25μm and it took around 180 sec for the full arc scan of the lower oral cavity. The result of scanned data was checked using the CAD/CAM software for dentistry and compared with the prototype data of denture. Further this image can be used for making prosthesis/abutment directly into production using 3D printing machine or the milling machine. Thus, an abutment or prosthesis obtained with this method is of high quality and eliminates conventional long procedures which helps in reducing pain of patient’s and helps dentists to attain more patients in less time.
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Raporty organizacyjne na temat "Oral acquisition"

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Wood, Mary. Implications of an oral-gestural training program in the acquisition of speechreading skills. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1475.

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Edwards, Cathleen. A comparative analysis of the expressive acquisition of locative and directional prepositions between severely-to-profoundly hearing impaired children utilizing total communication and the oral/aural approach. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.5847.

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