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The scrambling complexity hypothesis based on working memory or locality accounts as well as syntactic accounts have proposed
that processing a scrambled structure is difficult. However, the locus of this difficulty in sentence processing remains debatable.
Several studies on multiple languages have explored the effect of scrambling on sentence processing and not all languages
have shown an advantage for the canonical word order. Using a self-paced reading paradigm, we studied the effect of scrambling
on semantic anomaly detection in Hindi sentence comprehension employing three word order types. Reading times on critical
verbs, judgment latency, and error rates showed significant effect of word order type. The results further revealed significant
interactions between word order and anomaly type. The patterns of results suggest that the canonical word order does not necessarily
have a processing advantage in terms of speed and accuracy over non-canonical orders and do not provide support to sentence
processing accounts that assume an advantage for canonical structures. The results indicate that processing speed depends
on the distance between the subject and the verb, thus supporting a locality dependent working memory based model of sentence
processing. The results provide evidence for the role of specific cognitive processes in Hindi sentence processing with further
implications for language and literacy acquisition in Hindi. 相似文献
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Ramesh C. Sharma Marina Stock McIsaac Maria Solomou 《Educational Media International》2013,50(3):245-247
The presence of a virtual learning environment (VLE) in an on‐campus setting can alter the dimensions of existing learning and teaching relationships. Research literature indicates that increased engagement with educational technology can have the effect of drawing staff and students closer together (both physically and virtually) rather than encouraging campus‐based institutions to deliver more of their provision at a distance. This paper will explore how on‐campus students can benefit from appropriate use of technology in ways that make them feel increasingly connected with their institution and their peers. Using qualitative data we explore how effective use of technology can help to bridge the physical gap between the students, their institution and their peers – even where the actual interactions between students take place offline – and how the combination of physical and virtual learning environments can be used to create an effective learning and teaching experience. Etablissement d'une ligne dans un environnement de formation integré. La présence d'un environnement virtuel de formation (VLE) sur le campus peut changer les dimensions des relations d'enseignement et de formation existantes. La littérature de recherche démontre qu'une l'utilisation augmentée de la technologie d'éducation interactive a surtout l'effet de rapprocher le corps enseignant et les étudiants (aussi bien physiquement que virtuellement) plutôt que d'encourager les institutions basées sur le campus de transmettre leur services d'éducation de manière plus renforcée (Cairncross, ; Graetz &; Goliber, ). Cet exposé démontre comment les étudiants du campus peuvent bénifier de l'utilisation appropriée de la technologie afin de se sentir plus apparentés à leur institution et à leurs camarades. En utilisant des dates qualitatives, nous explorons comment l'utilisation effective de la technologie permet de surmonter la lacune physique entre les étudiants, leur institution et leurs camarades – même si les interactions réelles entre les étudiants ont lieu dans milieu autonome – et comment la combinaison des environnements physiques et virtuels de formation peut aider à créer une expérience d'enseignement et de formation effective. Die Herstellung einer Verbindung in einem integrierten Lernumfeld. Die Existenz eines virtuellen Lernumfelds im Universitätsbereich kann die Dimensionen der bestehenden Lern‐ und Lehrbeziehungen verändern. Die Forschungsliteratur beweist, dass ein gesteigerter Dialog durch Bildungstechnologie eher das Lehrerkollegium und die Studenten (sowohl physisch als auch virtuell) zusammenbringt, als dass es Hochschulen motiviert, eine höhere, flächendeckende Unterstützung zu bieten. (Cairncorss, ; Graetz &; Goliber, ). Dieser Bericht belegt, wie Studenten im Universitätsbereich vom angemessenen Gebrauch der Technologie profitieren können, so dass sie sich zunehmend mit ihrer Hochschule und mit ihren Kommilitonen verbunden fühlen. Indem wir qualifizierte Daten verwenden, zeigen wir, wie die effektive Nutzung von Technologie helfen kann, die physische Lücke zwischen Studenten, ihrer Hochschule und ihren Kommilitonen zu überwinden – selbst wenn die tatsächlichen Interaktionen zwischen den Studenten offline stattfinden – und wie die Kombination physischer und virtueller Lernumfelder genutzt werden kann, um eine effektive Lern‐ und Lehrerfahrung entstehen zu lassen. 相似文献
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Wen Xing Peng Shi Ramesh K. Agarwal Yuxin Zhao 《Journal of The Franklin Institute》2019,356(6):3590-3611
In practice, it is almost impossible to directly add a controller on each node in a complex dynamical network due to the high control cost and the difficulty of practical implementation, especially for large-scale networks. In order to address this issue, a pinning control strategy is introduced as a feasible alternative. The objective of this paper is first to recall some recent advancements in global pinning synchronization of complex networks with general communication topologies. A systematic review is presented thoroughly from the following aspects, including modeling, network topologies, control methodologies, theoretical analysis methods, and pinned node selection and localization schemes (pinning strategies). Fully distributed adaptive laws are proposed subsequently for the coupling strength as well as pinning control gains, and sufficient conditions are obtained to synchronize and pin a general complex network to a preassigned trajectory. Moreover, some open problems and future works in the field are also discussed. 相似文献
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Sweta Kulkarni R. Ramesh A. R. Srinivasan C. R. Wilma Delphine Silvia 《Indian journal of clinical biochemistry : IJCB》2018,33(1):102-107
Preanalytical steps are the major sources of error in clinical laboratory. The analytical errors can be corrected by quality control procedures but there is a need for stringent quality checks in preanalytical area as these processes are done outside the laboratory. Sigma value depicts the performance of laboratory and its quality measures. Hence in the present study six sigma and Pareto principle was applied to preanalytical quality indicators to evaluate the clinical biochemistry laboratory performance. This observational study was carried out for a period of 1 year from November 2015–2016. A total of 1,44,208 samples and 54,265 test requisition forms were screened for preanalytical errors like missing patient information, sample collection details in forms and hemolysed, lipemic, inappropriate, insufficient samples and total number of errors were calculated and converted into defects per million and sigma scale. Pareto`s chart was drawn using total number of errors and cumulative percentage. In 75% test requisition forms diagnosis was not mentioned and sigma value of 0.9 was obtained and for other errors like sample receiving time, stat and type of sample sigma values were 2.9, 2.6, and 2.8 respectively. For insufficient sample and improper ratio of blood to anticoagulant sigma value was 4.3. Pareto`s chart depicts out of 80% of errors in requisition forms, 20% is contributed by missing information like diagnosis. The development of quality indicators, application of six sigma and Pareto`s principle are quality measures by which not only preanalytical, the total testing process can be improved. 相似文献
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