排序方式： 共有44条查询结果，搜索用时 15 毫秒
1.
Filippo Abbondanza Philip S. Dale Carol A. Wang Marianna E. Hayiou-Thomas Umar Toseeb Tanner S. Koomar Karen G. Wigg Yu Feng Kaitlyn M. Price Elizabeth N. Kerr Sharon L. Guger Maureen W. Lovett Lisa J. Strug Elsje van Bergen Conor V. Dolan J. Bruce Tomblin Kristina Moll Gerd Schulte-Körne Nina Neuhoff Andreas Warnke Simon E. Fisher Cathy L. Barr Jacob J. Michaelson Dorret I. Boomsma Margaret J. Snowling Charles Hulme Andrew J. O. Whitehouse Craig E. Pennell Dianne F. Newbury John Stein Joel B. Talcott Dorothy V. M. Bishop Silvia Paracchini 《Child development》2023,94(4):970-984
Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–19 years old; European ethnicity) using a priori set criteria. A meta-analysis (Ncases = 1994) showed elevated NRH % in individuals with language/reading impairment compared with controls (OR = 1.21, CI = 1.06–1.39, p = .01). The association between reading/language impairments and NRH could result from shared pathways underlying brain lateralization, handedness, and cognitive functions. 相似文献
2.
Brian L. Gerber Edmund A. Marek Ann M. L. Cavallo 《International Journal of Science Education》2013,35(6):569-583
Learning that takes place outside the formal classroom, called informal learning, has been a difficult parameter to assess due to the heterogeneous nature of the subjects and everyday learning situations. To date, no instrument has been developed to effectively examine the wide variety of informal experiences a child may encounter. Central to this study was the development and field testing of such an instrument, the Informal Learning Opportunities Assay (ILOA). The ILOA was administered to a total of 2128 middle and high school students and was found to be ethnically neutral, easily scored, and flexible in design to accommodate practitioners and researchers. The instrument was found to provide a reliable assessment of informal learning opportunities. 相似文献
3.
Frank Z. Xing Filippo Pallucchini Erik Cambria 《Information processing & management》2019,56(3):554-564
Sentiment lexicons are essential tools for polarity classification and opinion mining. In contrast to machine learning methods that only leverage text features or raw text for sentiment analysis, methods that use sentiment lexicons embrace higher interpretability. Although a number of domain-specific sentiment lexicons are made available, it is impractical to build an ex ante lexicon that fully reflects the characteristics of the language usage in endless domains. In this article, we propose a novel approach to simultaneously train a vanilla sentiment classifier and adapt word polarities to the target domain. Specifically, we sequentially track the wrongly predicted sentences and use them as the supervision instead of addressing the gold standard as a whole to emulate the life-long cognitive process of lexicon learning. An exploration-exploitation mechanism is designed to trade off between searching for new sentiment words and updating the polarity score of one word. Experimental results on several popular datasets show that our approach significantly improves the sentiment classification performance for a variety of domains by means of improving the quality of sentiment lexicons. Case-studies also illustrate how polarity scores of the same words are discovered for different domains. 相似文献
4.
Pierluigi Zoccolotti Maria De Luca Gloria Di Filippo Anna Judica Marialuisa Martelli 《Reading and writing》2009,22(9):1053-1079
The acquisition of reading skill was studied in 503 Italian children in first to eighth grade using a task that required reading
of lists of words and non-words. Analysis of the metric characteristics of the measures indicated that reading speed but not
accuracy was normally distributed across all ages considered. The role of specific effects (length, word frequency, and lexicality)
versus global factors in reading speed was examined using the Rate–Amount Model (RAM). A global processing factor accounted
for a large portion of the variance. Specific influences of length, frequency, and lexicality were detected in different periods
of development over and above the global processing factor. Length modulated performance at early stages of learning and progressively
less later on; in the case of non-words, the effect of length was large but did not change as a function of grade. The lexicality effect, present at all ages for high frequency words and by third grade for low frequency words increased with reading practice
indicating a progressive differentiation in the ability to read words and non-words. Finally, the effect of word frequency
was highest in third grade and then decreased. These findings are discussed in terms of their relevance for reading acquisition
in a language with transparent orthography and their implications for evaluating developmental reading deficits. Overall,
it is proposed that RAM is a useful tool for disentangling the role of specific versus global factors in reading development. 相似文献
5.
This paper introduces a set of services for the creation of on-line surveys, questionnaires, exams and self-assessment tests within a virtual community system used in e-learning settings. The system, called ＂Online Communities＂, is a dynamic web application used as platform for blended learning activities by the Faculty of Economics of the University of Trento. The functionalities added to the platform are contextualized into virtual communities, where activities take place. This allows us to create, submit and analyze questionnaires within and/or outside the boundaries of a community. Furthermore, the system allows to manage libraries of queries organized by the teacher/administrator of the community according to topics and levels of difficulty, in order to produce tests and generate self-assessment sessions on behalf of students. The addition of a questionnaire/ poll/self-assessment tool to a virtual community system can add a lot of interesting features, mainly using the inheritance mechanism implemented among different hierarchically-connected communities. This paper will present these functionalities and highlight one of these services, precisely the one dedicated to self-assessment. In the system, self-assessment tests have indeed a double nature： （1） They are useful to students for checking their own level of preparation; and （2） They are useful to lecturers as an indicator of the level of preparation reached by the students. In order to encourage the use of the system within the whole educational process, and not to limit the real use of the service to the period of the final exams only, the possibility has been foreseen for each participant to share his/her own test results, comparing them with the other members of the community, and even offering real ＂challenges＂, thus transforming passive and ＂solitary＂ learning into something much more stimulating and ＂social＂. 相似文献
6.
Marco Freddolini Aluena Battaglioli Filippo Chiechi Giacomo Placella Anastasios Georgoulis Giuliano Cerulli 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):384-393
The purpose of the study was to evaluate whether using only the semitendinosus as a tripled short graft would affect the electromechanical delay (EMD) of the knee flexors. EMD was evaluated in volunteers (N = 15) after they had undergone surgery for anterior cruciate ligament (ACL) reconstruction where the semitendinosus tendon alone was used as a graft. The results were compared with the intact leg and healthy controls (N = 15). After warming up, each subject performed four maximally explosive isometric contractions on an isokinetic dynamometer. Torques were measured by the dynamometer, while the electrical activity of the semitendinosus and biceps femoris muscles was detected using surface electromyography. EMD was found to be significantly increased (p = 0.001) in patients who had undergone ACL reconstruction compared to the controls. On the contrary, no significant differences (p = 0.235) were found for the biceps femoris muscle between the two groups. Similar results were found when the study group was compared with the intact leg group (p = 0.027 for semitendinosus and p = 0.859 for biceps femoris). Harvesting the semitendinosus tendon increases the EMD for the semitendinosus muscle but does not influence the EMD outcomes for the biceps femoris muscle. 相似文献
7.
This study explored factors predicting the extent to which high school students (N = 140) acquired meaningful understanding of the biological topics of meiosis, the Punnett-square method, and the relationships between these topics. This study (a) examined mental modeling as a technique for measuring students' meaningful understanding of the topics, (b) measured students' predisposed, generalized tendency to learn meaningfully (meaningful learning orientation), (c) determined the extent to which students' meaningful learning orientation predicted meaningful understanding beyond that predicted by aptitude and achievement motivation, (d) experimentally tested two instructional treatments (relationships presented to students, relationships generated by students), (e) explored the relationships of meaningful learning orientation, prior knowledge, instructional treatment, and all interactions of these variables in predicting meaningful understanding. The results of correlations and multiple regressions indicated that meaningful learning orientation contributed to students' attainment of meaningful understanding independent of aptitude and achievement motivation. Meaningful learning orientation and prior knowledge interacted in unique ways for each topic to predict students' attainment of meaningful understanding. Instructional treatment had relatively little relationship to students' acquisition of meaningful understanding, except for learners midrange between meaningful and rote. These findings imply that a meaningful learning approach among students may be important, perhaps as much or more than aptitude and achievement motivation, for their acquisition of interrelated, meaningful understandings of science. 相似文献
8.
Andrew M. Cavallo 《Science & Education》2012,21(10):1595-1599
In this short paper we discuss Mario Bunge's definition of system boundary. It is quickly discovered that Bunge's definition of system and system boundary are both deficient. We thus propose new definitions, which (hopefully) improve the situation. Our definition of system boundary works off the same intuition behind Bunge's. 相似文献
9.
Automatic document summarization using citations is based on summarizing what others explicitly say about the document, by extracting a summary from text around the citations (citances). While this technique works quite well for summarizing the impact of scientific articles, other genres of documents as well as other types of summaries require different approaches. In this paper, we introduce a new family of methods that we developed for legal documents summarization to generate catchphrases for legal cases (where catchphrases are a form of legal summary). Our methods use both incoming and outgoing citations, and we show how citances can be combined with other elements of cited and citing documents, including the full text of the target document, and catchphrases of cited and citing cases. On a legal summarization corpus, our methods outperform competitive baselines. The combination of full text sentences and catchphrases from cited and citing cases is particularly successful. We also apply and evaluate the methods on scientific paper summarization, where they perform at the level of state-of-the-art techniques. Our family of citation-based summarization methods is powerful and flexible enough to target successfully a range of different domains and summarization tasks. 相似文献
10.
Filippo De Vivo 《Archival Science》2010,10(3):231-248
The Republic of Venice was renowned for gathering and preserving from very early on a huge and growing archive. This article
analyses the ways in which records were created, stored, and ordered for both immediate and future use. The political system
of Venice, at once aristocratic and republican, had an important impact on the production and preservation of large quantities
of documents in unbound filze and bound registri. In turn, the volume of this paperwork required the development of strict criteria for the organization of the material.
In particular, this article analyses how records were divided at the moment of production, thus enabling a pragmatic combination
of chronological and thematic ordering criteria. The latter were reinforced by finding tools arranged by subject matter, in
particular indexes inside each volume and more general indexes across several volumes, both known as rubriche. The article suggests that indexing must be seen as a historical process dependent on Venice’s political structures and tied
to specific moments in the wider history of the Republic, respectively in the fifteenth, early sixteenth, and early seventeenth
centuries. Finally, the article points to some unexpected interactions between political secrecy and indexing. 相似文献