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1.
This study investigated the development of automatic word recognition processes, in particular the development of the morphological
level of processing. We examined masked priming of Hebrew irregular forms at two levels of reading experience. Both third-
and seventh-grade children showed morphological priming for defective roots when primes and targets conformed to the canonical
morphological structure, containing all three letters of the roots, and also when the surface form of the primes and targets
contained only two of the root letters. However, priming was not observed when primes and targets did not overlap in the surface
form of the roots, i.e. the full three-letter root as prime and only two root letters in the target. These results suggest
that both tri- and bi-consonantal representations of defective roots exist in the mental lexicon of young readers. The formation
of interconnections between these allomorphic representations, however, requires more extensive reading experience. 相似文献
2.
The importance of feedback for learning has been firmly established over the past few decades. The question of whether feedback plays a significant role in the statistical learning abilities of adults with dyslexia, however, is currently unresolved. Here, we examined the role of feedback in grammaticality judgment, type of structural knowledge, and confidence rating in both typically developed and dyslexic adults. We implemented two artificial grammar learning experiments: implicit and explicit. The second experiment was directly analogous to the first experiment in all respects except training format: the standard memorization instruction was replaced with an explicit rule-search instruction. Each experiment was conducted with and without performance feedback. While both groups showed significantly improved learning in the feedback-based explicit artificial grammar learning task, only the typically developed adults demonstrated higher levels of conscious structural knowledge. The present study demonstrates that the basis for the grammaticality judgment of adults with dyslexia differs from that of typically developed adults, regardless of increase in the level of explicitness. 相似文献
3.
In January 2014, 62 students graduated from the first for-credit course dedicated to Wikipedia. Learning focused on improved consumption of information, and collaborative construction of knowledge using the Wikipedia platform. This paper investigates the design and implementation of this course model, while highlighting the benefits and challenges to students & faculty. In addition to 128 medical articles in Hebrew Wikipedia, already viewed over 1.4 million times, students reported a unique learning experience that sharpened their collaborative skills as well as academic skills. This paper also presents the findings of a related study that focused on students’ learning experience, long-term impact and productive teaching practices. The study results helped fine-tune the pedagogical and administrative aspects of the course, influencing both teaching practices and the learning experience. Finally, the course is discussed in a wider educational perspective, presenting insights regarding reuse of the model, scaling possibilities and suggestions for further research. 相似文献
4.
There’s a long held view that chunks play a crucial role in artificial grammar learning performance. We compared chunk strength influences on performance, in high and low topological entropy (a measure of complexity) grammar systems, with dyslexic children, age-matched and reading-level-matched control participants. Findings show that age-matched control participants’ performance reflected equivalent influence of chunk strength in the two topological entropy conditions, as typically found in artificial grammar learning experiments. By contrast, dyslexic children and reading-level-matched controls’ performance reflected knowledge of chunk strength only under the low topological entropy condition. In the low topological entropy grammar system, they appeared completely unable to utilize chunk strength to make appropriate test item selections. In line with previous research, this study suggests that for typically developing children, it is the chunks that are attended during artificial grammar learning and create a foundation on which implicit associative learning mechanisms operate, and these chunks are unitized to different strengths. However, for children with dyslexia, it is complexity that may influence the subsequent memorability of chunks, independently of their strength. 相似文献
5.
This research examined preservice teachers’ knowledge of emotional and behavioural disorders (EBD) and their sense of efficacy. The participants included a convenience sample of 230 undergraduate general education and special education preservice teachers enrolled in teacher education classes. The age of the participants ranged from 19 to 51 with a mean age of 23.37 years (SD = 6.8 years). The Teacher Self Efficacy Scale (TSES) (long form) and Knowledge of Emotional and Behavioural Disorders questionnaire were administered. The participants had higher efficacy in instructional strategies, classroom management, and instructional abilities than in student engagement. There was no significant correlation between field experience, additional coursework, and familiarity with a child with EBD and the preservice teachers’ knowledge of EBD or self efficacy. This information is relevant to teacher programme coordinators indicating that further efforts should be made to increase preservice teachers’ knowledge of EBD, and to provide strategies for identifying and working with students with EBD in classrooms. 相似文献
6.
Shani Orgad 《The Communication Review》2013,16(2):132-161
This article sketches a genealogy examining the production of the concept of “the survivor” in contemporary culture and public discourse across five discursive sites in mainly western (particularly Anglo-American) cultures: the Holocaust, psychotherapy, feminist discourses of childhood and sexual abuse, reality TV, and discourses of health and illness. It argues that the survivor has become a meaningfully visible, cultural notion and a desirable role that individuals are encouraged to assume, rendering the categories of victim and the dead false and illegitimate. The article concludes by arguing for the need in contemporary public and highly mediated space to expand the range of explanatory frameworks through which individuals, especially those experiencing suffering, come to think, judge, and act. 相似文献
7.
We examine how the makeover paradigm is mobilized in contemporary humanitarian communications—a practice we call “humanitarian makeover.” We demonstrate its operation in the Finnish television programme Arman and the Children of Cameroon and Plan's 2013 International Day of the Girl event. The analysis shows how helping distant others is configured within a makeover and self-transformation narrative, providing a stage for performance of an “ethical self.” We argue that while the humanitarian impetus is to disturb and redress global inequality and injustice, which includes exposing and interrupting the failures of neoliberalism, the makeover paradigm is intimately connected to and reinforces individualized “moral citizenship,” which conforms to and reinforces neoliberal values. 相似文献
8.
Macaruso Paul Wilkes Shani Prescott Jen Elise 《Educational technology research and development : ETR & D》2020,68(6):2839-2852
Educational technology research and development - Research is needed to address the possible benefits of blended learning as a form of reading instruction in elementary schools. Blended learning... 相似文献
9.
Graph complexity as measured by topological entropy has been previously shown to affect performance on artificial grammar learning tasks among typically developing children. The aim of this study was to examine the effect of graph complexity on implicit sequential learning among children with developmental dyslexia. Our goal was to determine whether children’s performance depends on the complexity level of the grammar system learned. We conducted two artificial grammar learning experiments that compared performance of children with developmental dyslexia with that of age- and reading level-matched controls. Experiment 1 was a high topological entropy artificial grammar learning task that aimed to establish implicit learning phenomena in children with developmental dyslexia using previously published experimental conditions. Experiment 2 is a lower topological entropy variant of that task. Results indicated that given a high topological entropy grammar system, children with developmental dyslexia who were similar to the reading age-matched control group had substantial difficulty in performing the task as compared to typically developing children, who exhibited intact implicit learning of the grammar. On the other hand, when tested on a lower topological entropy grammar system, all groups performed above chance level, indicating that children with developmental dyslexia were able to identify rules from a given grammar system. The results reinforced the significance of graph complexity when experimenting with artificial grammar learning tasks, particularly with dyslexic participants. 相似文献
10.
This three-year longitudinal study tracked the reading performance of 68 kindergarten students from low SES backgrounds. These students received instruction with a blended learning program ——Lexia® Core5® Reading—from the start of kindergarten through second grade. During each school year the students made significant gains on a standardized reading test. However, performance on the test declined significantly from the spring of one school year to the fall of the next, indicative of a substantial summer slide. Yet, further comparisons revealed that performance from the fall of one school year to the fall of the next showed significant improvement, pointing to the benefits of school-based instruction to help overcome the summer slide. More than 90% of low performers who started kindergarten scoring below average on the standardized test finished second grade scoring average or better. Benefits of Lexia Core5® Reading to support reading growth in elementary school students from low SES backgrounds are discussed. 相似文献