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Sample records for vocabulary test iii

  1. Peabody Picture Vocabulary Test (PPVT-III: Psychometric properties and significance for application

    Directory of Open Access Journals (Sweden)

    Nataša Bucik

    2003-12-01

    Full Text Available The purpose of this article is to present the content, conceptual structure and methodological steps of the latest revision of the Peabody Picture Vocabulary Test (PPVT-III, which is a highly functional and valuable vocabulary test that has been in use since 1959 in different language and cultural surroundings. On the case of the PPVT-III we are presenting the procedure of development and standardization of such vocabulary tests as well as its translation and adaptation from one language and cultural milieu to another. We also note the practical use of the PPVT-III for research purposes. In Slovenian language no vocabulary tests were developed or adapted so far; PPVT-III is presented in this context, too.

  2. The New Peabody Picture Vocabulary Test-III: An Illusion of Unbiased Assessment?

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    Stockman, Ida J

    2000-10-01

    This article examines whether changes in the ethnic minority composition of the standardization sample for the latest edition of the Peabody Picture Vocabulary Test (PPVT-III, Dunn & Dunn, 1997) can be used as the sole explanation for children's better test scores when compared to an earlier edition, the Peabody Picture Vocabulary Test-Revised (PPVT-R, Dunn & Dunn, 1981). Results from a comparative analysis of these two test editions suggest that other factors may explain improved performances. Among these factors are the number of words and age levels sampled, the types of words and pictures used, and characteristics of the standardization sample other than its ethnic minority composition. This analysis also raises questions regarding the usefulness of converting scores from one edition to the other and the type of criteria that could be used to evaluate whether the PPVT-III is an unbiased test of vocabulary for children from diverse cultural and linguistic backgrounds.

  3. Acquiring, Teaching, and Testing Vocabulary.

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    Mobarg, Mats

    1997-01-01

    Argues that treatment of foreign language vocabulary will vary predictably according to whether the instructional activity is based on a structural or a lexical/collocational view of language. Notes that in a structural approach, vocabulary learning is primarily a frequency- and input-based individual endeavor, while the lexical approach is more…

  4. The Dimensional Approach to Vocabulary Testing: What Can We ...

    African Journals Online (AJOL)

    1999), i.e. vocabulary size, depth, and receptive-productive knowledge/skills, has influenced test design for measuring L2/FL vocabulary acquisition. This article aims to describe the major vocabulary tests along the vocabulary dimensions and ...

  5. Peabody Picture Vocabulary Test-Revised (PPVT-R).

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    Vance, H. Robert; Stone, J. E.

    1990-01-01

    The Peabody Picture Vocabulary Test-Revised assesses standard American English receptive vocabulary in individuals, both handicapped and nonhandicapped, ages 2 to 40. This paper describes the test's administration, summation of data, standardization, reliability, and validity. (JDD)

  6. Vocabulary test Strategies used by the Students to answer Vocabulary Test the Reading Comprehension of TOEFL

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    Suyatman Suyatman

    2017-10-01

    Full Text Available Test of English as a foreign Language or TOEFL is a standardized test of English for non-native speaker. It consists of three parts or three sections of tests. In Reading Comprehension test, it consists of vocabulary test. To get better result of score, it needs strategies. The purposes of this study are to know the strategies used by the students to answer the vocabulary test on reading section of TOEFL, to know the most strategy used by the students, to know the least strategy used by the students and to know the distribution of strategies used by the students to answer the Vocabulary test of Reading Comprehension of the TOEFL. The researcher used descriptive qualitative research. The subject was twelve students. The instrument was questionnaire that consisted of thirty questions. Data analyzes technique was by using mean score. The result of the research showed that; (1 students used all strategies to answer the vocabulary test of reading comprehension of TOEFL. (2 the most strategies used by the students was ‘Looking for contextual clues to the meaning of unknown words.(3 the least strategy used by the students to answer vocabulary test was ‘Developing a new vocabulary study system, and (4 the distribution of the strategy number 1 was 3.88,strategy number 2 was 3.61, number 3 was 2.94, number four was 2.91, strategy number 5 was3.88, strategy number six was 3.47, strategy number seven was 3.69, strategy number eight was 3.02, strategy number nine was 3.00 and the last strategy was 3.13.

  7. Antithrombin III blood test

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    ... medlineplus.gov/ency/article/003661.htm Antithrombin III blood test To use the sharing features on this page, ... a protein that helps control blood clotting. A blood test can determine the amount of AT III present ...

  8. Developing a Vocabulary Size Test Measuring Two Aspects of Receptive Vocabulary Knowledge: Visual versus Aural

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    Aizawa, Kazumi; Iso, Tatsuo; Nadasdy, Paul

    2017-01-01

    Testing learners' English proficiency is central to university English classes in Japan. This study developed and implemented a set of parallel online receptive aural and visual vocabulary tests that would predict learners' English proficiency. The tests shared the same target words and choices--the main difference was the presentation of the…

  9. Vocabulary test format and differential relations to age.

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    Bowles, Ryan P; Salthouse, Timothy A

    2008-06-01

    Although vocabulary tests are generally considered interchangeable, regardless of format, different tests can have different relations to age and to other cognitive abilities. In this study, 4 vocabulary test formats were examined: multiple-choice synonyms, multiple-choice antonyms, produce the definition, and picture identification. Results indicated that, although they form a single coherent vocabulary knowledge factor, the formats have different relations to age. In earlier adulthood, picture identification had the strongest growth, and produce the definition had the weakest. In later adulthood, picture identification had the strongest decline, and multiple-choice synonyms had the least. The formats differed in their relation to other cognitive variables, including reasoning, spatial visualization, memory, and speed. After accounting for the differential relations to other cognitive variables, differences in relation to age were eliminated with the exception of differences for the picture identification test. No theory of the aging of vocabulary knowledge fully explains these findings. These results suggest that using a single indicator of vocabulary may yield incomplete and somewhat misleading results about the aging of vocabulary knowledge.

  10. Adaptation of a Vocabulary Test from British Sign Language to American Sign Language

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    Mann, Wolfgang; Roy, Penny; Morgan, Gary

    2016-01-01

    This study describes the adaptation process of a vocabulary knowledge test for British Sign Language (BSL) into American Sign Language (ASL) and presents results from the first round of pilot testing with 20 deaf native ASL signers. The web-based test assesses the strength of deaf children's vocabulary knowledge by means of different mappings of…

  11. Understanding Test-Takers' Perceptions of Difficulty in EAP Vocabulary Tests: The Role of Experiential Factors

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    Oruç Ertürk, Nesrin; Mumford, Simon E.

    2017-01-01

    This study, conducted by two researchers who were also multiple-choice question (MCQ) test item writers at a private English-medium university in an English as a foreign language (EFL) context, was designed to shed light on the factors that influence test-takers' perceptions of difficulty in English for academic purposes (EAP) vocabulary, with the…

  12. [Lexical development. The construction of different vocabulary tests used in clinical practice].

    Science.gov (United States)

    Ptok, M; Kühn, D; Miller, S

    2014-04-01

    During first language acquisition (L1), children need to gather knowledge about the speech sounds and grammar of their mother tongue. Furthermore, communication skills require an adequate vocabulary. Individual profiles of vocabulary acquisition can vary considerably. However, actively using around 50 words by the age of 24 months is considered a milestone in first language acquisition. This is usually followed by the so-called vocabulary spurt, a rapid increase in lexical knowledge. This article provides an overview of the theories of lexical development and discusses how the acquisition of vocabulary may be explained. A selective literature search was conducted in PubMed and Scopus. Current textbooks were also considered. In order to acquire new words, a child has to identify what the new string of speech sounds refers to. The child has to construct a valid concept of the word and subsequently store both word and concept into long-term memory. Several theories have been put forward to explain lexicon organization, the acquisition of concepts and the mechanisms underlying the so-called fast mapping phenomenon in particular. All of these attempt to explain the phenomenon of lexicon acquisition in terms of a model scheme. In the context of the fast mapping mechanism, constraints and assumptions, cognitive, intentionalist and emergence-based theories are discussed. Knowledge of the different theories of vocabulary acquisition is mandatory to understand the construction of the tests used to assess vocabulary skills in clinical practice and to apply these appropriately.

  13. Difficulties Using Standardized Tests to Identify the Receptive Expressive Gap in Bilingual Children's Vocabularies.

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    Gibson, Todd A; Oller, D Kimbrough; Jarmulowicz, Linda

    2018-03-01

    Receptive standardized vocabulary scores have been found to be much higher than expressive standardized vocabulary scores in children with Spanish as L1, learning L2 (English) in school (Gibson et al., 2012). Here we present evidence suggesting the receptive-expressive gap may be harder to evaluate than previously thought because widely-used standardized tests may not offer comparable normed scores. Furthermore monolingual Spanish-speaking children tested in Mexico and monolingual English-speaking children in the US showed other, yet different statistically significant discrepancies between receptive and expressive scores. Results suggest comparisons across widely used standardized tests in attempts to assess a receptive-expressive gap are precarious.

  14. The I Don't Know Option in the Vocabulary Size Test

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    Zhang, Xian

    2013-01-01

    The current study evaluates guessing behaviors in a vocabulary size test (VST) and examines whether including an "I don't know" in a VST may have an impact on the results of the test. One-hundred-fifty first-year students at a university in China took part in the study. They were randomly assigned to three groups. Each group took a…

  15. WISC-III subtests of similarities, vocabulary and comprehension: objective or subjective scoring? / Subtestes semelhanças, vocabulário e compreensão do WISC-III: pontuação objetiva ou subjetiva?

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    Vera Lucia Marques de Figueiredo

    2010-01-01

    Full Text Available In all psychological tests, scoring should be of concern for examiners because the accuracy of results depends, at some extent, on the quality of the correction. This work aims to examine the correction, by different psychologists, of the scores for the Wechsler Intelligence Scale for Children (WISC-III subtests of Similarities, Vocabulary and Comprehension since these are the subtests where examiner's subjectivity seemingly most influences scoring. Forty two psychologists from different states in Brazil participated in this study. They corrected the answers of six test protocols randomly selected from a standardization sample for the Brazilian context. Taking as reference the total scores, the Vocabulary subtest showed greater variability in score, followed by the Comprehension one. Considering the total number of items tested in each subtest, Similarities had the highest agreement among raters. The results showed that all the three subtests involve subjectivity on behalf of the examiner to score the answers. Continuing in this study, we also aim to determine test reliability based on interrater agreement.

  16. Normative adjustments to the D-KEFS trail making test: corrections for education and vocabulary level.

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    Fine, Eric M; Delis, Dean C; Holdnack, James

    2011-11-01

    The Delis-Kaplan Executive Function System (D-KEFS) Trail Making Test (TMT), a modification of the original TMT, was created to isolate set-shifting (Letter-Number Switching) from other component skills. This was accomplished by including four baseline conditions (Visual Scanning, Number Sequencing, Letter Sequencing, and Motor Speed) and by placing equal numbers of stimuli in the three sequencing conditions. Given that some studies with the original TMT demonstrated a significant effect of education and intellectual functioning on performance, we utilized the D-KEFS national standardization sample to examine the effects of education and vocabulary level-i.e., Vocabulary subtest from the Wechsler Abbreviated Scale of Intelligence (WASI)-on the D-KEFS TMT. The results indicate a significant effect of these variables on each D-KEFS TMT condition. Normative tables for education- and vocabulary-adjusted scaled scores based on the database from the D-KEFS national normative study were generated.

  17. Introducing a Romanian Frequency List and the Romanian Vocabulary Levels Test

    OpenAIRE

    Szabo, Cz.

    2015-01-01

    Vocabulary is considered essential to language learning, thus English word lists and tests based on frequency information have become the centre of attention for researchers, teachers and learners alike. As a result, it is argued hereby that frequency based word lists and tests should be adapted and regarded as key elements for teaching and learning Romanian as an additional language as well. \\ud Since there are currently no reliable frequency lists and lexical tests in Romanian, this paper a...

  18. Changes in Word Usage Frequency May Hamper Intergenerational Comparisons of Vocabulary Skills: An Ngram Analysis of Wordsum, WAIS, and WISC Test Items

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    Roivainen, Eka

    2014-01-01

    Research on secular trends in mean intelligence test scores shows smaller gains in vocabulary skills than in nonverbal reasoning. One possible explanation is that vocabulary test items become outdated faster compared to nonverbal tasks. The history of the usage frequency of the words on five popular vocabulary tests, the GSS Wordsum, Wechsler…

  19. The Effect of Computer-Based Self-Access Learning on Weekly Vocabulary Test Scores

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    Jordan Dreyer

    2014-09-01

    Full Text Available This study sets out to clarify the effectiveness of using an online vocabulary study tool, Quizlet, in an urban high school language arts class. Previous similar studies have mostly dealt with English Language Learners in college settings (Chui, 2013, and were therefore not directed at the issue self-efficacy that is at the heart of the problem of urban high school students in America entering remedial writing programs (Rose, 1989. The study involves 95 students over the course of 14 weeks. Students were tested weekly and were asked to use the Quizlet program in their own free time. The result of this optional involvement was that many students did not participate in the treatment and therefore acted as an elective control group. The resultant data collected shows a strong correlation between the use of an online vocabulary review program and short-term vocabulary retention. The study also showed that students who paced themselves and spread out their study sessions outperformed those students who used the program only for last minute “cram sessions.” The implications of the study are that students who take advantage of tools outside of the classroom are able to out perform their peers. The results are also in line with the call to include technology in the Basic Writing classroom not simply as a tool, but as a “form of discourse” (Jonaitis, 2012. Weekly vocabulary tests, combined with the daily online activity as reported by Quizlet, show that: 1 utilizing the review software improved the scores of most students, 2 those students who used Quizlet to review more than a single time (i.e., several days before the test outperformed those who only used the product once, and 3 students who professed proficiency with the “notebook” system of vocabulary learning appeared not to need the treatment.

  20. Adapting a receptive vocabulary test for preschool-aged Greek-speaking children.

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    Okalidou, Areti; Syrika, Asimina; Beckman, Mary E; Edwards, Jan R

    2011-01-01

    Receptive vocabulary is an important measure for language evaluations. Therefore, norm-referenced receptive vocabulary tests are widely used in several languages. However, a receptive vocabulary test has not yet been normed for Modern Greek. To adapt an American English vocabulary test, the Receptive One-Word Picture Vocabulary Test-II (ROWPVT-II), for Modern Greek for use with Greek-speaking preschool children. The list of 170 English words on ROWPVT-II was adapted by (1) developing two lists (A and B) of Greek words that would match either the target English word or another concept corresponding to one of the pictured objects in the four-picture array; and (2) determining a developmental order for the chosen Greek words for preschool-aged children. For the first task, adult word frequency measures were used to select the words for the Greek wordlist. For the second task, 427 children, 225 boys and 202 girls, ranging in age from 2;0 years to 5;11 years, were recruited from urban and suburban areas of Greece. A pilot study of the two word lists was performed with the aim of comparing an equal number of list A and list B responses for each age group and deriving a new developmental list order. The relative difficulty of each Greek word item, that is, its accuracy score, was calculated by taking the average proportion of correct responses across ages for that word. Subsequently, the word accuracy scores in the two lists were compared via regression analysis, which yielded a highly significant relationship (R(2) = 0.97; p word item from the two lists was a better fit. Finally, new starting levels (basals) were established for preschool ages. The revised word list can serve as the basis for adapting a receptive vocabulary test for Greek preschool-aged children. Further steps need to be taken when testing larger numbers of 2;0 to 5;11-year-old children on the revised word list for determination of norms. This effort will facilitate early identification and remediation

  1. Neural correlates of testing effects in vocabulary learning.

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    van den Broek, Gesa S E; Takashima, Atsuko; Segers, Eliane; Fernández, Guillén; Verhoeven, Ludo

    2013-09-01

    Tests that require memory retrieval strongly improve long-term retention in comparison to continued studying. For example, once learners know the translation of a word, restudy practice, during which they see the word and its translation again, is less effective than testing practice, during which they see only the word and retrieve the translation from memory. In the present functional magnetic resonance imaging (fMRI) study, we investigated the neuro-cognitive mechanisms underlying this striking testing effect. Twenty-six young adults without prior knowledge of Swahili learned the translation of 100 Swahili words and then further practiced the words in an fMRI scanner by restudying or by testing. Recall of the translations on a final memory test after one week was significantly better and faster for tested words than for restudied words. Brain regions that were more active during testing than during restudying included the left inferior frontal gyrus, ventral striatum, and midbrain areas. Increased activity in the left inferior parietal and left middle temporal areas during testing but not during restudying predicted better recall on the final memory test. Together, results suggest that testing may be more beneficial than restudying due to processes related to targeted semantic elaboration and selective strengthening of associations between retrieval cues and relevant responses, and may involve increased effortful cognitive control and modulations of memory through striatal motivation and reward circuits. Copyright © 2013 Elsevier Inc. All rights reserved.

  2. Cueing vocabulary during sleep increases theta activity during later recognition testing.

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    Schreiner, Thomas; Göldi, Maurice; Rasch, Björn

    2015-11-01

    Neural oscillations in the theta band have repeatedly been implicated in successful memory encoding and retrieval. Several recent studies have shown that memory retrieval can be facilitated by reactivating memories during their consolidation during sleep. However, it is still unknown whether reactivation during sleep also enhances subsequent retrieval-related neural oscillations. We have recently demonstrated that foreign vocabulary cues presented during sleep improve later recall of the associated translations. Here, we examined the effect of cueing foreign vocabulary during sleep on oscillatory activity during subsequent recognition testing after sleep. We show that those words that were replayed during sleep after learning (cued words) elicited stronger centroparietal theta activity during recognition as compared to noncued words. The reactivation-induced increase in theta oscillations during later recognition testing might reflect a strengthening of individual memory traces and the integration of the newly learned words into the mental lexicon by cueing during sleep. © 2015 Society for Psychophysiological Research.

  3. Neural correlates of testing effects in vocabulary learning

    NARCIS (Netherlands)

    Broek, G.S.E. van den; Takashima, A.; Segers, P.C.J.; Fernandez, G.S.E.; Verhoeven, L.T.W.

    2013-01-01

    Tests that require memory retrieval strongly improve long-term retention in comparison to continued studying. For example, once learners know the translation of a word, restudy practice, during which they see the word and its translation again, is less effective than testing practice, during which

  4. Assessing Reliability of Two Versions of Vocabulary Levels Tests in Iranian Context

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    Aso Bayazidi

    2017-02-01

    Full Text Available This study examined the equivalence and reliability of the two versions of the Vocabulary Levels Test in an Iranian context. This study was motivated by the fact that the Vocabulary Levels test is increasingly being used in Iran for both research and pedagogical purposes without having been checked for validity and reliability in this context. The equivalence and reliability of the two versions of the test were examined through the parallel-form approach to reliability in Classical True Score theory. Seventy-five intermediate learners of English as a foreign language at the Iran Language Institute took the two versions of the test with one week interval between the two administrations in a counterbalanced fashion. To examine the equivalence of the two versions, the means and variances of the scores obtained for the two tests were compared using paired-sample t-test and one-way ANOVA, respectively. The results of the analyses indicated that the difference between the means of the two versions was significant, and the two versions cannot be considered as parallel forms. To assess the reliability of the two versions, the correlation between the scores obtained from them was estimated using Pearson Product Moment correlation. The results of the analyses showed that the two versions are highly correlated and are reliable tests. It is concluded that the two versions should not be treated as equivalent in longitudinal and gain score studies.

  5. Doublet III construction and engineering test

    International Nuclear Information System (INIS)

    Anon.

    1979-01-01

    Progress during FY-78 on the construction and operation of the Doublet III is reported. Detailed discussions about the installation and testing of various components and subsystems, including the B-coil, E-coil, F-coils and support structure, vacuum vessel, vacuum pumping system, limiter, thermal insulation blanket, control system, B-coil power system, E-coil power system, F-coil power system, and motor-generator, are presented. A brief review of the engineering test operation is given

  6. Vocabulary of Emotions Test (VET: A Cross-cultural Validation in Portuguese and Croatian Contexts

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    Ana Costa

    2011-12-01

    Full Text Available This article discusses the adaptation and cross-cultural validation of the Vocabulary of Emotions Test (VET in the Portuguese and Croatian contexts, an Emotional Intelligence ability measure with 35 items, which assesses individual's ability to understand emotion. Based on Mayer and Salovey's (1997 theoretical framework of emotional intelligence, VET was originally developed in Croatian academic settings by Takšić, Harambašić and Velemir (2003. This study involved 1119 secondary school students, 682 Portuguese and 437 Croatian, attending different grades and courses. Overall, in both Croatian (original version and Portuguese (adapted version contexts, VET evidenced good psychometric properties particularly concerning sensibility, difficulty item analysis and reliability, although slightly better indicators were found in the Croatian original version. Moreover, cultural and gender differences were found, benefiting Portuguese students and girls.

  7. Using an Online Vocabulary Memorization Tool versus Traditional Vocabulary Exercises

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    Arif Bakla

    2017-10-01

    Full Text Available This study was conducted to reveal what Memrise, an online vocabulary study tool, can offer to upper-intermediate EFL learners compared to traditional vocabulary exercises in L2 vocabulary learning. Two groups of upper-intermediate learners (N=80 were randomly assigned to the experimental group and the control group and were given the Vocabulary Knowledge Scale, VKS for short, as the pre-test and post-test. The participants in both groups were exposed to the target vocabulary items in the same reading text. While those in the experimental group created list of target vocabulary items collaboratively in Memrise and then studied the sets individually, the learners in the control group did traditional vocabulary exercises. The results of the post-tests indicated that there was a significant difference between the control group and the experimental group in favor of the experimental group. The researchers discuss possible pedagogical implications of this significant finding for EFL vocabulary instruction.

  8. German Vocabulary.

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    Coombs, Virginia M.

    This article discusses in general terms derivational aspects of English vocabulary. Citing examples of Anglo-Saxon origin, the author provides a glimpse into the nature of the interrelatedness of English, German, and French vocabulary. (RL)

  9. The Impact of Correction for Guessing Formula on MC and Yes/No Vocabulary Tests' Scores

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    abdollah baradaran

    2009-10-01

    Full Text Available A standard correction for random guessing (cfg formula on multiple-choice and Yes/Noexaminations was examined retrospectively in the scores of the intermediate female EFL learners in an English language school. The correctionwas a weighting formula for points awarded for correct answers,incorrect answers, and unanswered questions so that the expectedvalue of the increase in test score due to guessing was zero. The researcher compared uncorrected and corrected scores on examinationsusing multiple-choice and Yes/No formats. These short-answer formats eliminatedor at least greatly reduced the potential for guessing the correctanswer. The expectation for students to improve their grade by guessingon multiple-choice and Yes/No format examinations is well known. The researcher examined a method for correcting for random guessing (cfg " no knowledge" on multiple- choice and Yes/No vocabulary examinations by comparing application and non-application of correction for guessing (cfg formula on scores on these examinations. It was done to determine whether the test takers really knew the correct answer, or they had resorted to a kind of guessing. This study represented a unique opportunity to compare scores from multiple-choice and Yes/No examinations in a settingin which students were given the same number of questions ineach of the two format types testing their knowledge over thesame subject matter. The results of this study indicated that the significant differences were highlighted between the subjects' scores when cfg formula was applied and when it was not.

  10. The Relationship between Vocabulary Learning Strategies and Breadth and Depth of Vocabulary Knowledge

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    Zhang, Xian; Lu, Xiaofei

    2015-01-01

    This study investigated the relationship between vocabulary learning strategies and vocabulary breadth and depth knowledge. One hundred and fifty first-year university students in China took the Vocabulary Levels Test, a meaning recall task, and the Depth of Vocabulary Knowledge Test. The first two tests were used to elicit two types of vocabulary…

  11. Second Language Vocabulary Growth at Advanced Level

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    Ozturk, Meral

    2016-01-01

    This study investigated the receptive vocabulary growth of advanced EFL learners in an English-medium degree programme. The study used the Vocabulary Size Test in a cross-sectional design to measure the vocabulary size of learners at various stages of study. The effect of word frequency on vocabulary development and the presence of an…

  12. Vocabulary Mastery by Using Storytelling

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    Sektalonir Oscarini Bhakti

    2018-04-01

    Full Text Available Abstract:  This research investigated 80 students of Diploma III Architecture of Samarinda State Polytechnic to see their vocabularies mastery trough storytelling. Telling the stories is one of the best way to find out the students' English Mastery. Some obstacles are also found in learning English trough performing storytelling in the class such as the suitable material and text for the students, the lack of ability of the students and the teacher in conducting story as well as the readiness and the nervousness of the storytellers. As an English lecturer, the researcher also finds that how to improve vocabularies is one of the students' problems in learning English.  It is proved when the students are asked to tell a story in front of the class. In this research, the students needed telling stories before they had the English vocabulary test.  From the test, it could be concluded that the highest score was 92 got by one (1 student while the lowest score was 46 got by one (1 student.  Meanwhile, the average score was 78 that classified fair (B.  There were two (2 students who got below 50 that classified Fail. The results show that even the students' English mastery were satisfied but the students still need to practice how to tell the story in a good way so that they will master in all aspects. Keywords: Samarinda State Polytechnic, Students' Mastery, Storytelling

  13. Modeling Floor Effects in Standardized Vocabulary Test Scores in a Sample of Low SES Hispanic Preschool Children under the Multilevel Structural Equation Modeling Framework

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    Leina Zhu

    2017-12-01

    Full Text Available Researchers and practitioners often use standardized vocabulary tests such as the Peabody Picture Vocabulary Test-4 (PPVT-4; Dunn and Dunn, 2007 and its companion, the Expressive Vocabulary Test-2 (EVT-2; Williams, 2007, to assess English vocabulary skills as an indicator of children's school readiness. Despite their psychometric excellence in the norm sample, issues arise when standardized vocabulary tests are used to asses children from culturally, linguistically and ethnically diverse backgrounds (e.g., Spanish-speaking English language learners or delayed in some manner. One of the biggest challenges is establishing the appropriateness of these measures with non-English or non-standard English speaking children as often they score one to two standard deviations below expected levels (e.g., Lonigan et al., 2013. This study re-examines the issues in analyzing the PPVT-4 and EVT-2 scores in a sample of 4-to-5-year-old low SES Hispanic preschool children who were part of a larger randomized clinical trial on the effects of a supplemental English shared-reading vocabulary curriculum (Pollard-Durodola et al., 2016. It was found that data exhibited strong floor effects and the presence of floor effects made it difficult to differentiate the invention group and the control group on their vocabulary growth in the intervention. A simulation study is then presented under the multilevel structural equation modeling (MSEM framework and results revealed that in regular multilevel data analysis, ignoring floor effects in the outcome variables led to biased results in parameter estimates, standard error estimates, and significance tests. Our findings suggest caution in analyzing and interpreting scores of ethnically and culturally diverse children on standardized vocabulary tests (e.g., floor effects. It is recommended appropriate analytical methods that take into account floor effects in outcome variables should be considered.

  14. Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children

    Science.gov (United States)

    Anaya, Jissel B.; Peña, Elizabeth D.; Bedore, Lisa M.

    2018-01-01

    Purpose: This study examined the effects of single-language and conceptual scoring on the vocabulary performance of bilingual children with and without specific language impairment. We assessed classification accuracy across 3 scoring methods. Method: Participants included Spanish-English bilingual children (N = 247) aged 5;1 (years;months) to…

  15. Irradiation test of FPGA for BES III

    International Nuclear Information System (INIS)

    Chen Yixin; Liang Hao; Xue Jundong; Liu Baoying; Liu Qiang; Yu Xiaoqi; Zhou Yongzhao; Hou Long

    2005-01-01

    The irradiation effect of FPGA, applied in Front-end Electronics for experiments of High-Energy Physics, is a serious problem. The performance of FPGA, used in the front-end card of Muon Counters of BES III project, needs to be evaluated under irradiation. SEUs on Altera ACEX 1K FPGA, observed in the experiment under the irradiation of γ ray, 14 and 2.5 MeV neutrons, was investigated. The authors calculated involved cross-section and provided reasonable analysis and evaluation for the result of the experiment. The conclusion about feasibility of applying ACEX 1K FPGA in the front-end card of the readout system of Muon Counters for BES III was given. (authors)

  16. Examining the Use of Web-Based Tests for Testing Academic Vocabulary in EAP Instruction

    Science.gov (United States)

    Dashtestani, Reza

    2015-01-01

    Interest in Web-based and computer-assisted language testing is growing in the field of English for academic purposes (EAP). In this study, four groups of undergraduate EAP students (n = 120), each group consisted of 30 students, were randomly selected from four different disciplines, i.e. biology, political sciences, psychology, and law. The four…

  17. The Effect of Computer-Based Self-Access Learning on Weekly Vocabulary Test Scores

    OpenAIRE

    Jordan Dreyer

    2014-01-01

    This study sets out to clarify the effectiveness of using an online vocabulary study tool, Quizlet, in an urban high school language arts class. Previous similar studies have mostly dealt with English Language Learners in college settings (Chui, 2013), and were therefore not directed at the issue self-efficacy that is at the heart of the problem of urban high school students in America entering remedial writing programs (Rose, 1989). The study involves 95 students over the course of 14 weeks....

  18. Associative vocabulary learning: development and testing of two paradigms for the (re-) acquisition of action- and object-related words.

    Science.gov (United States)

    Freundlieb, Nils; Ridder, Volker; Dobel, Christian; Enriquez-Geppert, Stefanie; Baumgaertner, Annette; Zwitserlood, Pienie; Gerloff, Christian; Hummel, Friedhelm C; Liuzzi, Gianpiero

    2012-01-01

    Despite a growing number of studies, the neurophysiology of adult vocabulary acquisition is still poorly understood. One reason is that paradigms that can easily be combined with neuroscientfic methods are rare. Here, we tested the efficiency of two paradigms for vocabulary (re-) acquisition, and compared the learning of novel words for actions and objects. Cortical networks involved in adult native-language word processing are widespread, with differences postulated between words for objects and actions. Words and what they stand for are supposed to be grounded in perceptual and sensorimotor brain circuits depending on their meaning. If there are specific brain representations for different word categories, we hypothesized behavioural differences in the learning of action-related and object-related words. Paradigm A, with the learning of novel words for body-related actions spread out over a number of days, revealed fast learning of these new action words, and stable retention up to 4 weeks after training. The single-session Paradigm B employed objects and actions. Performance during acquisition did not differ between action-related and object-related words (time*word category: p = 0.01), but the translation rate was clearly better for object-related (79%) than for action-related words (53%, p = 0.002). Both paradigms yielded robust associative learning of novel action-related words, as previously demonstrated for object-related words. Translation success differed for action- and object-related words, which may indicate different neural mechanisms. The paradigms tested here are well suited to investigate such differences with neuroscientific means. Given the stable retention and minimal requirements for conscious effort, these learning paradigms are promising for vocabulary re-learning in brain-lesioned people. In combination with neuroimaging, neuro-stimulation or pharmacological intervention, they may well advance the understanding of language learning

  19. Multicomponent view of vocabulary acquisition: An investigation with primary grade children.

    Science.gov (United States)

    Kim, Young-Suk Grace

    2017-10-01

    The role of working memory in vocabulary acquisition has been well established in the literature. In this study, we proposed and empirically tested the multicomponent view of vocabulary acquisition, which states that multiple language and cognitive skills are involved to facilitate phonological and semantic representations needed for vocabulary acquisition. Working memory and attention were hypothesized to be directly and indirectly related to vocabulary, whereas inference and morphosyntactic knowledge were hypothesized to be directly related to vocabulary (measured by the Picture Vocabulary Test of the Woodcock-Johnson III battery). Results from 262 kindergartners using path analysis revealed that all the multiple cognitive and language skills were directly related to vocabulary after controlling for age, gender, racial/ethnic backgrounds, socioeconomic status (as measured by free or reduced-price lunch eligibility), and each other. Furthermore, working memory and attention also made indirect contributions via inference and morphosyntactic knowledge. Total effects (beta weights), accounting for direct and indirect effects, were .33 for working memory, .23 for attention, .18 for inference, and .18 for morphosyntactic knowledge. These results indicate that although working memory is important, contributions of other language and cognitive skills should be considered in vocabulary acquisition. Theoretical and practical implications are discussed. Copyright © 2017 Elsevier Inc. All rights reserved.

  20. SMORN-III benchmark test on reactor noise analysis methods

    International Nuclear Information System (INIS)

    Shinohara, Yoshikuni; Hirota, Jitsuya

    1984-02-01

    A computational benchmark test was performed in conjunction with the Third Specialists Meeting on Reactor Noise (SMORN-III) which was held in Tokyo, Japan in October 1981. This report summarizes the results of the test as well as the works made for preparation of the test. (author)

  1. Viabilidade da estimativa de QI a partir dos subtestes Vocabulário e Cubos da WAIS-III Viability of IQ estimates based on Vocabulary and Block Design WAIS-III subtests

    Directory of Open Access Journals (Sweden)

    Flávia Wagner

    2010-08-01

    Full Text Available Objetivou-se avaliar a viabilidade de estimar o Quociente de Inteligência (QI de adultos por meio de duas estratégias que utilizam uma forma curta constituída pelos subtestes Vocabulário e Cubos da Escala Wechsler de Inteligência para Adultos (WAIS-III. Participaram do estudo 77 homens e mulheres, com idade média de 39,1 anos (dp=13,4. Foi aplicada a WAIS-III e questionários para cumprir os critérios de inclusão dos participantes sem prejuízos neurológicos e psiquiátricos. Para avaliar a concordância entre as duas estratégias de estimar o QI, utilizou-se o método estatístico proposto por Bland e Altman. Como resultado, encontrou-se que as estimativas de QI geradas pelas duas estratégias apresentam concordância com a medida do QI realizada pela aplicação da escala completa apenas em alguns dos casos avaliados. Sugere-se cautela na utilização dessas estratégias para estimar o QI de adultos.The aim of this study was to evaluate the feasibility of estimating the Intelligence Quotient (IQ in adults based on two strategies that use Vocabulary and Block Design subtests of Wechsler Adult Intelligence Scale (WAIS-III. Seventy-seven men and women participated of the study, with mean age of 39.1 (sd=13.4. WAIS-III subtests were administered and questionnaires were used to verify inclusion criteria for participants without neurological or psychiatric impairments. A statistical method proposed by Bland and Altman was used to evaluate the agreement between both strategies to estimate IQ. Results suggest that IQ estimates derived from both strategies only agree with the IQ derived from the full battery in a few cases of the sample. Considering these findings, caution is suggested when using these strategies to estimate adults' IQ.

  2. Cross-Linguistic and Cross-Cultural Effects on Verbal Working Memory and Vocabulary: Testing Language-Minority Children with an Immigrant Background

    Science.gov (United States)

    Engel de Abreu, Pascale M. J.; Baldassi, Martine; Puglisi, Marina L.; Befi-Lopes, Debora M.

    2013-01-01

    Purpose: In this study, the authors explored the impact of test language and cultural status on vocabulary and working memory performance in multilingual language-minority children. Method: Twenty 7-year-old Portuguese-speaking immigrant children living in Luxembourg completed several assessments of first (L1)- and second-language (L2) vocabulary…

  3. An Analysis of Differential Response Patterns on the Peabody Picture Vocabulary Test-IIIB in Struggling Adult Readers and Third-Grade Children

    Science.gov (United States)

    Pae, Hye K.; Greenberg, Daphne; Williams, Rihana S.

    2012-01-01

    This study examines the Peabody Picture Vocabulary Test-IIIB (PPVT-IIIB) performance of 130 adults identified as struggling readers, in comparison to 175 third-grade children. Response patterns to the items on the PPVT-IIIB by these two groups were investigated, focusing on items, semantic categories, and lexical features, including word length,…

  4. Cross-linguistic and cross-cultural effects on verbal working memory and vocabulary: testing language-minority children with an immigrant background.

    Science.gov (United States)

    de Abreu, Pascale M J Engel; Baldassi, Martine; Puglisi, Marina L; Befi-Lopes, Debora M

    2013-04-01

    In this study, the authors explored the impact of test language and cultural status on vocabulary and working memory performance in multilingual language-minority children. Twenty 7-year-old Portuguese-speaking immigrant children living in Luxembourg completed several assessments of first (L1)- and second-language (L2) vocabulary (comprehension and production), executive-loaded working memory (counting recall and backward digit recall), and verbal short-term memory (digit recall and nonword repetition). Cross-linguistic task performance was compared within individuals. The language-minority children were also compared with multilingual language-majority children from Luxembourg and Portuguese-speaking monolinguals from Brazil without an immigrant background matched on age, sex, socioeconomic status, and nonverbal reasoning. Results showed that (a) verbal working memory measures involving numerical memoranda were relatively independent of test language and cultural status; (b) language status had an impact on the repetition of high- but not on low-wordlike L2 nonwords; (c) large cross-linguistic and cross-cultural effects emerged for productive vocabulary; (d) cross-cultural effects were less pronounced for vocabulary comprehension with no differences between groups if only L1 words relevant to the home context were considered. The study indicates that linguistic and cognitive assessments for language-minority children require careful choice among measures to ensure valid results. Implications for testing culturally and linguistically diverse children are discussed.

  5. The Mark III vertex chamber and prototype test results

    International Nuclear Information System (INIS)

    Grab, C.

    1987-07-01

    A vertex chamber has been constructed for use in the Mark III experiment. The chamber is positioned inside the current main drift chamber and will be used to trigger data collection, to aid in vertex reconstruction, and to improve the momentum resolution. This paper discusses the chamber's construction and performance and tests of the prototype

  6. Improving ability measurement in surveys by following the principles of IRT: The Wordsum vocabulary test in the General Social Survey.

    Science.gov (United States)

    Cor, M Ken; Haertel, Edward; Krosnick, Jon A; Malhotra, Neil

    2012-09-01

    Survey researchers often administer batteries of questions to measure respondents' abilities, but these batteries are not always designed in keeping with the principles of optimal test construction. This paper illustrates one instance in which following these principles can improve a measurement tool used widely in the social and behavioral sciences: the GSS's vocabulary test called "Wordsum". This ten-item test is composed of very difficult items and very easy items, and item response theory (IRT) suggests that the omission of moderately difficult items is likely to have handicapped Wordsum's effectiveness. Analyses of data from national samples of thousands of American adults show that after adding four moderately difficult items to create a 14-item battery, "Wordsumplus" (1) outperformed the original battery in terms of quality indicators suggested by classical test theory; (2) reduced the standard error of IRT ability estimates in the middle of the latent ability dimension; and (3) exhibited higher concurrent validity. These findings show how to improve Wordsum and suggest that analysts should use a score based on all 14 items instead of using the summary score provided by the GSS, which is based on only the original 10 items. These results also show more generally how surveys measuring abilities (and other constructs) can benefit from careful application of insights from the contemporary educational testing literature. Copyright © 2012 Elsevier Inc. All rights reserved.

  7. Phase III Simplified Integrated Test (SIT) results - Space Station ECLSS testing

    Science.gov (United States)

    Roberts, Barry C.; Carrasquillo, Robyn L.; Dubiel, Melissa Y.; Ogle, Kathryn Y.; Perry, Jay L.; Whitley, Ken M.

    1990-01-01

    During 1989, phase III testing of Space Station Freedom Environmental Control and Life Support Systems (ECLSS) began at Marshall Space Flight Center (MSFC) with the Simplified Integrated Test. This test, conducted at the MSFC Core Module Integration Facility (CMIF), was the first time the four baseline air revitalization subsystems were integrated together. This paper details the results and lessons learned from the phase III SIT. Future plans for testing at the MSFC CMIF are also discussed.

  8. TOEFL IBT vocabulary flash review

    CERN Document Server

    Llc, Learning Express

    2014-01-01

    The Test of English as a Foreign Language (TOEFL) measures the English proficiency of people whose native language isn't English. This portable guide features 600 essential TOEFL vocabulary flashcards, bound in a convenient book format, with definitions, sample sentences, synonyms, and pronunciation. The cards include the most-tested vocabulary on the exam. The perfect companion to any TOEFL study plan, this book is pocket-sized for portability and great for study anywhere, anytime!

  9. Experiment data of ROSA-III integral test Run 7341

    International Nuclear Information System (INIS)

    Anoda, Yoshinari; Soda, Kunihisa; Tasaka, Kanji

    1983-02-01

    This report presents the test data of Run 7341 in the single failure test series of the ROSA-III program to conduct the system effect test concerning the response of a BWR during a LOCA with the ECC injection. The ROSA-III test facility is a volumetrically scaled (1/424) system of the BWR/6 with an electrically heated core and the scaled ECCS. Run 7341 is a double-ended break test at the recirculation pump inlet with the assumption that all ECCS function as designed. The test is initiated with the steam dome pressure of 7.28 MPa, the lower plenum subcooling of 11.0 K, the core inlet flow rate of 15.3 kg/s, and the core heat generation rate of 3.55 MW and proceeded as planned. The whole core is quenched after the ECCS actuation and the maximum fuel cladding temperature is 810 K. The effectiveness of ECC injection has been clarified from the comparison of the test results with those of the other test in the series without ECCS. (author)

  10. Acceptance test procedure, 241-SY-101 Flexible Receiver System, Phase III testing

    International Nuclear Information System (INIS)

    Ritter, G.A.

    1994-01-01

    This Acceptance Test Procedure is for the 241-SY-101 Flexible Receiver System, Phase III Testing. This procedure will test the sealing integrity of the Flexible Receiver System to ensure that release of waste and aerosols will be minimized during the removal of the test mixer pump from tank SY-101

  11. Doublet III neutral beam injector test tank cryopanel design

    International Nuclear Information System (INIS)

    Doll, D.W.; Kamperschroer, J.H.; Arend, P.V.

    1980-03-01

    A simple condensing cryopanel has been designed for the Doublet III neutral beam test tank with a 320,000 liters per second pumping capacity for hydrogen. This maintains a vacuum in the test tank which simulates the Doublet III vessel, 1.3 x 10 -3 Pa (approx.10 -5 torr). The hydrogen gas load comes from the beam striking the test tank calorimeter and amounts to about 7.2 torr liters per second. The cryopanel is cylindrical shaped with a liquid helium (LHe) surface that pumps through liquid nitrogen (LN) cooled aluminum chevrons located in squirrel-cage fashion around the inside surface of the cylinder. The LHe cooled surface is a smooth cylinder 2.09m in diameter by .69m long with LHe flowing in a approx. 1mm annular space between concentric cylinders. The chevrons which are not blackened are cooled from each end with LN flowing in ring manifolds that serve as the primary cryopanel structure. The LHe is force fed at 55.2 kPa remaining in the liquid phase through the panel. External heat exchanger capability permits use of helium at 3.8 to 4.2 0 K. Normal operating flow rate is 1.4 g/sec for a heat load expected to be 12.2 W total

  12. Non-destructive testing - Industrial X-ray and gamma-ray radiology - Vocabulary. 1. ed.

    International Nuclear Information System (INIS)

    1997-01-01

    This International Standard defines terms used in industrial radiographic testing. In addition to terms and definitions given in two of the three official ISO languages (English and French) this International Standard also gives the equivalent terms and definitions in the German language; these are published under the responsibility of the member body for Germany (DIN). Only the terms given in the official ISO languages are considered ISO terms and definitions

  13. Experimental studies and tests on An(III)/Ln(III) separation using the TODGA extractant

    Energy Technology Data Exchange (ETDEWEB)

    Heres, Xavier; Sorel, Christian; Miguirditchian, Manuel; Cames, Beatrice; Hill, Clement; Bisel, Isabelle; Espinoux, Denis; Viallesoubranne, Carole; Baron, Pascal; Lorrain, Brigitte [CEA/DEN/MAR/DRCP, Marcoule, BP17171, 30207 Bagnols/Ceze (France)

    2009-06-15

    Minor actinide recycling by separation and transmutation is worldwide considered as one of the most promising strategies to reduce the inventory of radioactive waste, thus contributing to make nuclear energy more sustainable. One of the different options investigated at the CEA Marcoule and within the ACSEPT project (a European collaborative project partly funded by the 7. EURATOM Framework Program) to separate trivalent minor actinide (Am(III)-Cf(III)) from the fission and activation products contained in PUREX raffinates is the TODGA process, which consists in: 1. Co-extracting trivalent 4f and 5f elements from highly acidic PUREX raffinates by a mixture of TODGA (tetraoctyl-diglycolamide) and TBP (tributyl-phosphate), dissolved in HTP (hydrogenated tetra-propene). 2. Selectively stripping the trivalent minor actinides by a hydrophilic poly-aminocarboxylic acid used as a complexing agent in a buffered aqueous solution, while the trivalent lanthanides are kept in the organic solvent thanks to a sodium nitrate salting-out effect. 3. Stripping the lanthanides in a diluted nitric acid solution. The major difficulty of this TODGA separation process is to tune the pH in a very narrow range of operating conditions in the second step, because of the high sensitivity of the performances of the flow-sheet vs pH. This difficulty was however overcome. This paper describes the development of the TODGA process from experimental studies to hot test implementation in shielded cells of the ATALANTE facility, including (i) the optimization of the extraction system (both the formulation of the organic solvent and those of the aqueous scrubbing and stripping solutions), (ii) the implementation of a cold test in small scale mixer-settlers in the G1 facility (MARCEL loop), using a surrogate feed composed of major fission products, (iii) the validation of some steps of the process, using a surrogate feed, spiked with Am-241 and Eu-152, and similar laboratory contactors (medium activity

  14. Experimental fast reactor JOYO MK-III functional test. Primary auxiliary cooling system test

    International Nuclear Information System (INIS)

    Karube, Koji; Akagi, Shinji; Terano, Toshihiro; Onuki, Osamu; Ito, Hideaki; Aoki, Hiroshi; Odo, Toshihiro

    2004-03-01

    This paper describes the results of primary auxiliary cooling system, which were done as a part of JOYO MK-III function test. The aim of the tests was to confirm the operational performance of primary auxiliary EMP and the protection system including siphon breaker of primary auxiliary cooling system. The items of the tests were: (Test No.): (Test item). 1) SKS-117: EMP start up test. 2) SKS-118-1: EMP start up test when pony motor running. 3) SKS-121: Function test of siphon breaker. The results of the tests satisfied the required performance, and demonstrated successful operation of primary auxiliary cooling system. (author)

  15. The retrieval efficiency test of descriptors and free vocabulary terms in INIS on-line search

    International Nuclear Information System (INIS)

    Ebinuma, Yukio; Takahashi, Satoko

    1981-01-01

    The test was done for 1) search topics with appropriate descriptors, 2) search topics with considerably broader descriptors, 3) search topics with no appropriate descriptors. As to (1) and (2) the retrieval efficiency was the same both on descriptor system and on keyword system (descriptors + free terms), and the search formulas were easily constructed. As to (3) the descriptor system ensured the recall ratio but decreased the precision ratio. On the other hand the keyword system made the construction of search formulas easy and resulted in good retrieval efficiency. The search system which is available both for full match method of descriptors and truncation method of keywords is desirable because each method can be selected according to the searcher's strategy and search topics. Free-term system seems unnecessary. (author)

  16. Hearing experience and receptive vocabulary development in deaf children with cochlear implants.

    Science.gov (United States)

    Fagan, Mary K; Pisoni, David B

    2010-01-01

    This study investigated receptive vocabulary delay in deaf children with cochlear implants. Participants were 23 children with profound hearing loss, ages 6-14 years, who received a cochlear implant between ages 1.4 and 6 years. Duration of cochlear implant use ranged from 3.7 to 11.8 years. Peabody Picture Vocabulary Test, Third Edition (PPVT-III) data were analyzed first by examining children's errors for evidence of difficulty in specific lexical content areas, and second by calculating standard scores with reference to hearing age (HA) (i.e., chronological age [CA]--age at implantation) rather than CA. Participants showed evidence of vocabulary understanding across all PPVT-III content categories with no strong evidence of disproportionate numbers of errors in any specific content area despite below-average mean standard scores. However, whereas mean standard scores were below the test mean established for hearing children when based on CA, they were within the average range for hearing children when calculated based on HA. Thus, children's vocabulary knowledge was commensurate with years of cochlear implant experience, providing support for the role of spoken language experience in vocabulary acquisition.

  17. Effects of Phonological Input as a Pre-Listening Activity on Vocabulary Learning and L2 Listening Comprehension Test Performance

    Science.gov (United States)

    Mihara, Kei

    2015-01-01

    The purpose of the present study is twofold. The first goal is to examine the effects of phonological input on students' vocabulary learning. The second is to discuss how different pre­-listening activities affect students' second language listening comprehension. The participants were first-­year students at a Japanese university. There were two…

  18. Morphological Awareness in Vocabulary Acquisition among Chinese-Speaking Children: Testing Partial Mediation via Lexical Inference Ability

    Science.gov (United States)

    Zhang, Haomin

    2015-01-01

    The goal of this study was to investigate the effect of Chinese-specific morphological awareness on vocabulary acquisition among young Chinese-speaking students. The participants were 288 Chinese-speaking second graders from three different cities in China. Multiple regression analysis and mediation analysis were used to uncover the mediated and…

  19. 75 FR 76636 - Anthropomorphic Test Devices; Hybrid III 6-Year-Old Child Test Dummy, Hybrid III 6-Year-Old...

    Science.gov (United States)

    2010-12-09

    ... provision: ``When a motor vehicle safety standard is in effect under this chapter, a State or a political... [Docket No. NHTSA-2010-0147] RIN 2127-AK34 Anthropomorphic Test Devices; Hybrid III 6-Year-Old Child Test Dummy, Hybrid III 6-Year-Old Weighted Child Test Dummy AGENCY: National Highway Traffic Safety...

  20. Assessing roles of vocabulary knowledge predominating in contextual clues

    Directory of Open Access Journals (Sweden)

    Patcharawadee Promduang

    2016-07-01

    Full Text Available The purpose of this study is to investigate the relationship between vocabulary knowledge and the use of contextual clues and whether EFL learners who are well-equipped with reading skills are able to comprehend the text despite a low level of vocabulary knowledge. Therefore, the study focused on which vocabulary dimensions help students guess unfamiliar words. The study was carried out at Hatyai University in Thailand. The population of this study consisted of 34 undergraduates who were studying International Business English and had taken a course in reading techniques. The present study was conducted to conceptually validate the roles of breadth and depth of vocabulary knowledge to improve skills by contextual clue. Vocabulary Depth was specially employed to evaluate two dimensions namely Paradigmatic and Syntagmatic. The Schmitt and Clapham Vocabulary Level Test was used to test vocabulary breadth, while the vocabulary depth was implemented by Read’s Vocabulary Depth Test. Reading parts of the TOEFL were adopted for contextual clue items. There were two statistical analysis tools also implemented in this study: paired-sample t-test and bivariate correlation. First, in an attempt to find which vocabulary dimension predominates in guessing word meaning from the text, a paired-sample t-test was utilized to compare the difference of two vocabulary dimensions in reading part: vocabulary depth and contextual clues, and vocabulary breadth and contextual clues. Second, a bivariate correlation was used to find the degree of relationship between vocabulary knowledge and contextual clues. The consequences of this study identified empirical results that 1 there was a positive relationship between contextual clues and vocabulary depth, the reverse is true in vocabulary breadth. Moreover, vocabulary depth is more significantly crucial than breadth to enhance student’s ability to guess words’ meaning from the context.

  1. ROSA-III 50 % break integral test RUN 916

    International Nuclear Information System (INIS)

    Yonomoto, Taisuke; Tasaka, Kanji; Koizumi, Yasuo; Anoda, Yoshinari; Kumamaru, Hiroshige; Nakamura, Hideo; Suzuki, Mitsuhiro; Murata, Hideo

    1985-08-01

    This report presents the experimental data of RUN 916 conducted at the ROSA-III test facility. The facility is a volumetrically scaled (1/424) simulator for a BWR/6 with the electrically heated core, the break simulator and the scaled ECCS(emergency core cooling system). RUN 916 was a 50 % split break test at the recirculation pump suction line with an assumption of HPCS diegel generator failure and conducted as one of the break area parameter tests. A peak cladding temperature (PCT) of 917 K was reached at 190 s after the break during the reflooding phase. Whole core was completely quenched by ECCS, and the effectiveness of ECCS was confermed. The primary test results of RUN 916 are compared in this report with those of RUN 926, which was a 200 % double-ended break test. The initiation of core dryout in RUN 916 was later than that in RUN 926 because of the smaller discharge flow rate. Duration of core dryourt was, however, longer in RUN 916 because of later actuation of ECCSs. PCT in RUN 916 was 133 K higher than that in RUN 926. (author)

  2. ROSA-III 100 % break integral test Run 914

    International Nuclear Information System (INIS)

    Yonomoto, Taisuke; Tasaka, Kanji; Koizumi, Yasuo; Anoda, Yoshinari; Kumamaru, Hiroshige; Nakamura, Hideo; Suzuki, Mitsuhiro; Murata, Hideo

    1987-05-01

    This report presents the experimental data of RUN 914 conducted at the ROSA-III test facility. The facility is a volumetrically scaled (1/424) simulator for a BWR/6 with the electrically heated core, the break simulator and the scaled ECCS (emergency core cooling system). RUN 914 was a 100% split break test at the recirculation pump suction line with an assumption of HPCS diesel generator failure and conducted as one of the break area parameter tests. A peak cladding temperature (PCT) of 851 K was reached at 130 s after the break during the reflooding phase. Whole core was completely quenched by ECCS, and the effectiveness of ECCS was confirmed. The primary test results of RUN 914 are compared in this report with those of RUN 926, which was a 200 % double-ended break test. The initiation of core dryout in RUN 914 was almost the same as that in RUN 926. Duration of core dryourt was, however, longer in RUN 914 because of later actuation of ECCSs. PCT in RUN 914 was 67 K higher than that in RUN 926. (author)

  3. The Impact of Gloss Types on Reading Comprehension, Vocabulary Gain and Vocabulary Retention: A Comparative Study

    Directory of Open Access Journals (Sweden)

    Atefeh Elekaei

    2015-09-01

    Full Text Available The significance and impact of vocabulary learning in reading comprehension and L2 language learning are apparent to teachers, researchers and language learners. Moreover, glosses are found as one of the most effective strategies regarding vocabulary retention. Therefore, the present study attempted to investigate the effect of different types of glosses on reading comprehension, vocabulary gain and vocabulary retention. To this end, 140 Iranian EFL learners learning English were selected and were divided into four groups (footnote gloss group, interlinear gloss group, marginal gloss group, and glossary group. They were required to read a text and answer four reading comprehension questions. In addition, one immediate vocabulary post-test and one delayed vocabulary post-test were taken in order to investigate learners' vocabulary gain and vocabulary retention. In order to analyze the data, one one-way ANOVA and one MANOVA were run. The results of one-way ANOVA revealed that participants who received interlinear glosses significantly outperformed the other groups regarding comprehending the text. Moreover, the immediate vocabulary post-test was conducted immediately after reading test and the delayed post-test was administered after four weeks. The results of MANOVA indicated that the group which received interlinear glosses outperformed the other groups in both vocabulary gain and vocabulary retention. The present study has implications for teachers and learners. Teachers can find better methods to teach new reading passages as well as vocabulary items. Also, glosses help learners to have a better comprehension of difficult passages and they facilitate learning. Moreover, learners can enhance their vocabulary knowledge with the help of glosses.

  4. Vocabulary of preschool children with typical language development and socioeducational variables.

    Science.gov (United States)

    Moretti, Thaís Cristina da Freiria; Kuroishi, Rita Cristina Sadako; Mandrá, Patrícia Pupin

    2017-03-09

    To investigate the correlation between age, socioeconomic status (SES), and performance on emissive and receptive vocabulary tests in children with typical language development. The study sample was composed of 60 preschool children of both genders, aged 3 years to 5 years 11 months, with typical language development divided into three groups: G I (mean age=3 years 6 months), G II (mean age=4 years 4 months) and G III (mean age=5 years 9 months). The ABFW Child Language Test - Vocabulary and the Peabody Picture Vocabulary Test (PPVT) for emissive and receptive language were applied to the preschoolers. The socioeconomic classification questionnaire of the Brazilian Association of Survey Companies (ABEP) was applied to the preschoolers' parents/legal guardians. Data were analyzed according to the criteria of the aforementioned instruments and were arranged in Excel spreadsheet for Windows XP®. A multiple linear regression model was used, adopting a statistical significance level of 5%, to analyze the correlation between age, SES, and performance on the receptive and emissive vocabulary tests. In the ABEP questionnaire, participants were classified mostly into social level C (63.3%), followed by levels B (26.6%) and D (10%). The preschoolers investigated presented emissive and receptive vocabulary adequate for the age groups. No statistically significant difference was found for the variables age and SES regarding emissive and receptive vocabulary. Higher test scores were observed with increased age and SES, for social levels "B" compared with "D" and for "C" with "D". The variables age and socioeconomic status influenced the performance on emissive and receptive vocabulary tests in the study group.

  5. Pipe Overpack Container Fire Testing: Phase I II & III.

    Energy Technology Data Exchange (ETDEWEB)

    Figueroa, Victor G. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Ammerman, Douglas J. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Lopez, Carlos [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Gill, Walter [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States)

    2018-02-01

    The Pipe Overpack Container (POC) was developed at Rocky Flats to transport plutonium residues with higher levels of plutonium than standard transuranic (TRU) waste to the Waste Isolation Pilot Plant (WIPP) for disposal. In 1996 Sandia National Laboratories (SNL) conducted a series of tests to determine the degree of protection POCs provided during storage accident events. One of these tests exposed four of the POCs to a 30-minute engulfing pool fire, resulting in one of the 7A drum overpacks generating sufficient internal pressure to pop off its lid and expose the top of the pipe container (PC) to the fire environment. The initial contents of the POCs were inert materials, which would not generate large internal pressure within the PC if heated. POCs are now being used to store combustible TRU waste at Department of Energy (DOE) sites. At the request of DOE’s Office of Environmental Management (EM) and National Nuclear Security Administration (NNSA), starting in 2015 SNL conducted a series of fire tests to examine whether PCs with combustibles would reach a temperature that would result in (1) decomposition of inner contents and (2) subsequent generation of sufficient gas to cause the PC to over-pressurize and release its inner content. Tests conducted during 2015 and 2016 were done in three phases. The goal of the first phase was to see if the PC would reach high enough temperatures to decompose typical combustible materials inside the PC. The goal of the second test phase was to determine under what heating loads (i.e., incident heat fluxes) the 7A drum lid pops off from the POC drum. The goal of the third phase was to see if surrogate aerosol gets released from the PC when the drum lid is off. This report will describe the various tests conducted in phase I, II, and III, present preliminary results from these tests, and discuss implications for the POCs.

  6. Experiment data of ROSA-III integral test RUN 710

    International Nuclear Information System (INIS)

    Koizumi, Yasuo; Tasaka, Kanji; Adachi, Hiromichi; Anoda, Yoshinari; Soda, Kunihisa

    1981-01-01

    The report presents data of RUN 710 at ROSA-III test facility. RUN 710 simulates a 200% double-ended break at the inlest side of a recirculation pump of a BWR. All ECCS are activated and electric power to simulated fuel rods in one core channel among four is not supplied in RUN 710. The primary initial conditions are steam dome pressure 7.35 MPa, lower plenum subcooling 10.8 K, core inlet flow rate 31.3 kg/s and core heat generation 2.42 MW. Peak cladding temperature is 609 K at Position 3, 352.5 mm above the mid plane of the core. All heater rods are quenched after ECCS actuation and the effectiveness of ECCS is confirmed. (author)

  7. Testing of full size high current superconductors in SULTAN III

    Science.gov (United States)

    Blau, B.; Rohleder, I.; Vecsey, G.; Pasotti, G.; Ricci, M. V.; Sacchetti, N.; Bruzzone, P.; Katheder, H.; Mitchell, N.; Bessette, D.

    1994-07-01

    The high field test facility SULTAN III in operation at PSI/Switzerland tests full size industrial prototype superconductors for fusion applications such as ITER. The facility provides a background field of up to 11 T over a length of 58 cm. A 50 kA superconducting transformer works as a very low noise current source which allows a criterion of 0.1 mu V/cm to determine the superconducting to normal transition. Three 3.6 m long cable-in-conduit conductors based on both NbTi and Nb3Sn, developed by different manufacturers, suitable for the central solenoid and toroidal field coils of ITER, have been tested so far. This paper presents the results of extensive measurements of critical current and current sharing temperature of the Nb3Sn conductors in the 8 - 11 T range for temperatures between 4.5 K and 11 K. Voltage versus current curves have been analyzed with respect to the n value. The manufacturing of a high quality joint between two Nb3Sn conductors after heat treatment is reported, together with some measurements of the joint resistance.

  8. Testing of full size high current superconductors in SULTAN III

    International Nuclear Information System (INIS)

    Blau, B.; Rohleder, I.; Vecsey, G.

    1994-01-01

    The high field test facility SULTAN III in operation at PSI/Switzerland tests full size industrial prototype superconductors for fusion applications such as ITER. The facility provides a background field of up to 11 T over a length of 58 cm. A 50 kA superconducting transformer works as a very low noise current source which allows a criterion of 0.1 μV/cm to determine the superconducting to normal transition. Three 3.6 m long cable-in-conduit conductors based on both NbTi and Nb 3 Sn, developed by different manufacturers, suitable for the central solenoid and toroidal field coils of ITER, have been tested so far. This paper presents the results of extensive measurements of critical current and current sharing temperature of the Nb 3 Sn conductors in the 8--11 T range for temperatures between 4.5 K and 11 K Voltage versus current curves have been analyzed with respect to the n value. The manufacturing of a high quality joint between two Nb 3 Sn conductors after heat treatment is reported, together with some measurements of the joint resistance

  9. COMPUTER-ASSISTED VOCABULARY LEARNING: THE POWER OF GAMING ON STUDENTS’ ENGLISH VOCABULARY ACHIEVEMENT

    Directory of Open Access Journals (Sweden)

    Yune Andryani Pinem

    2017-04-01

    Full Text Available The main objective of this study was to find out whether the power of gaming contributed to vocabulary learning and gave significant upgrading in students‘ vocabulary scores through its comparison to the dull and routine vocabulary learning. The subjects, two groups of Indonesian students, were tested in a pre-test before joining two different methods of vocabulary learning, and finally were tested in a post-test. Data were collected from the students‘ pre-test and post-test scores. From the comparison of these two groups‘ data, the output proved that the vocabulary class using ―Little Shop of Treasure‖ online games was better in boosting students‘ scores.

  10. The Impact of Vocabulary Knowledge Level on EFL Reading Comprehension

    Directory of Open Access Journals (Sweden)

    Shima Kameli

    2013-01-01

    Full Text Available The present study examined the impact of vocabulary knowledge level on reading comprehension performance among EFL language learners. The ultimate intention was to determine the association between levels of vocabulary knowledge and to clarify the relationship among vocabulary knowledge on reading comprehension performance of EFL Iranian students on subtest of VLT and IELTS. Quantitative data were collected from 220 EFL Iranian adult students at the beginning of second semester of 2011 in private English language institute (BAHAR, Shiraz, Iran. The Vocabulary Levels Test (VLT and Reading Comprehension Test (IELTS were performed in one session as research instruments. The findings indicated that there were positive relationships among different levels of vocabulary test and also test scores on vocabulary size/breadth of vocabulary knowledge, and reading comprehension.

  11. Scaled Vitrification System III (SVS III) Process Development and Laboratory Tests at the West Valley Demonstration Project

    International Nuclear Information System (INIS)

    Jain, V.; Barnes, S.M.; Bindi, B.G.; Palmer, R.A.

    2000-01-01

    At the West Valley Demonstration Project (WVDP),the Vitrification Facility (VF)is designed to convert the high-level radioactive waste (HLW)stored on the site to a stable glass for disposal at a Department of Energy (DOE)-specified federal repository. The Scaled Vitrification System III (SVS-III)verification tests were conducted between February 1995 and August 1995 as a supplemental means to support the vitrification process flowsheet, but at only one seventh the scale.During these tests,the process flowsheet was refined and optimized. The SVS-III test series was conducted with a focus on confirming the applicability of the Redox Forecasting Model, which was based on the Index of Feed Oxidation (IFO)developed during the Functional and Checkout Testing of Systems (FACTS)and SVS-I tests. Additional goals were to investigate the prototypical feed preparation cycle and test the new target glass composition. Included in this report are the basis and current designs of the major components of the Scale Vitrification System and the results of the SVS-III tests.The major subsystems described are the feed preparation and delivery, melter, and off-gas treatment systems. In addition,the correlation between the melter's operation and its various parameters;which included feed rate,cold cap coverage,oxygen reduction (redox)state of the glass,melter power,plenum temperature,and airlift analysis;were developed

  12. Fine motor skills enhance lexical processing of embodied vocabulary: A test of the nimble-hands, nimble-minds hypothesis.

    Science.gov (United States)

    Suggate, Sebastian; Stoeger, Heidrun

    2017-10-01

    Research suggests that fine motor skills (FMS) are linked to aspects of cognitive development in children. Additionally, lexical processing advantages exist for words implying a high body-object interaction (BOI), with initial findings indicating that such words in turn link to children's FMS-for which we propose and evaluate four competing hypotheses. First, a maturational account argues that any links between FMS and lexical processing should not exist once developmental variables are controlled for. Second, functionalism posits that any link between FMS and lexical processing arises due to environmental interactions. Third, the semantic richness hypothesis argues that sensorimotor input improves lexical processing, but predicts no links between FMS and lexical processing. A fourth account, the nimble-hands, nimble minds (NHNM) hypothesis, proposes that having greater FMS improves lexical processing for high-BOI words. In two experiments, the response latencies of preschool children (n = 90, n = 76, ages = 5;1) to 45 lexical items encompassing high-BOI, low-BOI, and less imageable words were measured, alongside measures of FMS, reasoning, and general receptive/expressive vocabulary. High-BOI words appeared to show unique links to FMS, which remained after accounting for low-BOI and less imageable words, general vocabulary, reasoning, and chronological age. Although further work is needed, the findings provide initial support for the NHNM hypothesis.

  13. Production circulator fabrication and testing for core flow test loop. Final report, Phase III

    Energy Technology Data Exchange (ETDEWEB)

    1981-05-01

    The performance testing of two production helium circulators utilizing gas film lubrication is described. These two centrifugal-type circulators plus an identical circulator prototype will be arranged in series to provide the helium flow requirements for the Core Flow Test Loop which is part of the Gas-Cooled Fast Breeder Reactor Program (GCFR) at the Oak Ridge National Laboratory. This report presents the results of the Phase III performance and supplemental tests, which were carried out by MTI during the period of December 18, 1980 through March 19, 1981. Specific test procedures are outlined and described, as are individual tests for measuring the performance of the circulators. Test data and run descriptions are presented.

  14. Production circulator fabrication and testing for core flow test loop. Final report, Phase III

    International Nuclear Information System (INIS)

    1981-05-01

    The performance testing of two production helium circulators utilizing gas film lubrication is described. These two centrifugal-type circulators plus an identical circulator prototype will be arranged in series to provide the helium flow requirements for the Core Flow Test Loop which is part of the Gas-Cooled Fast Breeder Reactor Program (GCFR) at the Oak Ridge National Laboratory. This report presents the results of the Phase III performance and supplemental tests, which were carried out by MTI during the period of December 18, 1980 through March 19, 1981. Specific test procedures are outlined and described, as are individual tests for measuring the performance of the circulators. Test data and run descriptions are presented

  15. Impact of Training Deep Vocabulary Learning Strategies on Vocabulary Retention of Iranian EFL Learners

    Directory of Open Access Journals (Sweden)

    Seyed Javad Es-hagi Sardroud

    2013-05-01

    Full Text Available Considering the overall tendency of foreign language learners to use mechanical strategies of rote rehearsal in vocabulary learning and their resistance towards use of 'deep' vocabulary learning strategies, namely contextual guessing, Keyword Method, metacognitive strategy, and semantic mapping, this study intended (a to explore what impact the instruction of these deep strategies, on vocabulary retention of 32 post-intermediate adult EFL Iranian learners, (b to determine how the variable of gender influences the vocabulary retention of students after receiving training in these strategies. To this end, on the basis of a strategy-based model of instruction–CALLA (Chamot & O'Malley, 1994, the experimental group received training in using 'deep' vocabulary learning strategies while the control group received only the common method of vocabulary teaching. After the treatment, following factorial design, the performance of the participants in the teacher-made vocabulary test as posttest was analyzed statistically.  The results indicated higher vocabulary retention for the experimental group, and it was revealed that female students were more receptive to strategy training. This study provides evidence for confirmation of 'depth of processing' hypothesis and the emerging theory about the impact of gender on effective strategy teaching and use, and it recommends incorporation of teaching these 'deep' strategies of vocabulary learning into EFL classrooms.

  16. BUILDING VOCABULARY USING POP SONGS

    Directory of Open Access Journals (Sweden)

    author Rahmatika Kayyis

    2015-01-01

    Full Text Available The objective of the study is to find out whether there is a significant difference between the vocabulary mastery of first semester students taughtusing English pop songs and that taught without using English pop songs as a medium. This study involved 64 students of first semesterof STKIP Muhammadiyah Pringsewu Lampung in the academic year of 2012/2013 as the objects of the study. The result of the study shows there is a significant difference in the student’s vocabulary mastery between the experimental group who are taughtusing English pop songs and that taught without using English pop songs as a medium.The mean of post test score of the experimental group is 16.93 while the mean score of the control group is 14.54. The result of t-test shows that t-observed value which is higher than the t-value of the table (2.572>1.99, with a probability value of 0.008 which is lower than the significance level (0.008 < 0.05. In conclusion, the use of English pop songscould improve the students’ vocabulary mastery.Keywords: Vocabulary, English Pop Songs

  17. EST Vocabulary Instruction

    Directory of Open Access Journals (Sweden)

    Célia D.S. Bell

    2012-05-01

    Full Text Available This study aims at contributing to the investigation on the instruction of EST (English for Science and Technology vocabulary, in terms of receptive use of the language. It evaluates the effectiveness of two teaching approaches to the acquisition of vocabulary. The first approach consisted of teaching vocabulary through the use of dictionaries, where the words were merely translated into the learners’ L1 or defined in the target language thus promoting superficial level of word processing. The second approach employed activities promoting deep level of word processing. Data were analysed quantitatively. Results indicated that the two approaches seem to have some equipotentiality, as far as EST vocabulary is concerned.

  18. Saudi normative data for the Wisconsin Card Sorting test, Stroop test, Test of Non-verbal Intelligence-3, Picture Completion and Vocabulary (subtest of the Wechsler Adult Intelligence Scale-Revised).

    Science.gov (United States)

    Al-Ghatani, Ali M; Obonsawin, Marc C; Binshaig, Basmah A; Al-Moutaery, Khalaf R

    2011-01-01

    There are 2 aims for this study: first, to collect normative data for the Wisconsin Card Sorting Test (WCST), Stroop test, Test of Non-verbal Intelligence (TONI-3), Picture Completion (PC) and Vocabulary (VOC) sub-test of the Wechsler Adult Intelligence Scale-Revised for use in a Saudi Arabian culture, and second, to use the normative data provided to generate the regression equations. To collect the normative data and generate the regression equations, 198 healthy individuals were selected to provide a representative distribution for age, gender, years of education, and socioeconomic class. The WCST, Stroop test, TONI-3, PC, and VOC were administrated to the healthy individuals. This study was carried out at the Department of Clinical Neurosciences, Riyadh Military Hospital, Riyadh, Kingdom of Saudi Arabia from January 2000 to July 2002. Normative data were obtained for all tests, and tables were constructed to interpret scores for different age groups. Regression equations to predict performance on the 3 tests of frontal function from scores on tests of fluid (TONI-3) and premorbid intelligence were generated from the data from the healthy individuals. The data collected in this study provide normative tables for 3 tests of frontal lobe function and for tests of general intellectual ability for use in Saudi Arabia. The data also provide a method to estimate pre-injury ability without the use of verbally based tests.

  19. Food and Feed Commodity Vocabulary

    Science.gov (United States)

    Food and Feed Vocabulary was developed to consolidate all the major OPP Commodity Vocabularies into one standardized vocabulary. The EPA-preferred term is the only term that can be used in setting tolerances.

  20. Sled Tests Using the Hybrid III Rail Safety ATD and Workstation Tables for Passenger Trains

    Science.gov (United States)

    2017-08-01

    The Hybrid III Rail Safety (H3-RS) anthropomorphic test device (ATD) is a crash test dummy developed in the United Kingdom to evaluate abdomen and lower thorax injuries that occur when passengers impact workstation tables during train accidents. The ...

  1. Round robin tests of the PISC III programme on defective steam generators tubes

    International Nuclear Information System (INIS)

    Birac, C.; Herkenrath, H.; Crutzen, S.; Miyake, Y.; Maciga, G.

    1991-11-01

    The PISC III actions are intended to extend the results and methodologies of the previous PISC exercises, i.e. the assessment of the capabilities of the various examination techniques when used on real or realistic flaws in real components under real conditions of inspection. Being aware of the industrial problems that the degradation of steam generator tubes can create, the PISC III management board decided to include in the PISC III programme a special action on steam generator tubes testing (SGT). (author)

  2. Swimming in New Vocabulary

    Science.gov (United States)

    Donohue, Kerri; Buck, Gayle

    2017-01-01

    This article describes an informal program in one school where grade K-1 students learn a variety of new science vocabulary words relating to animal characteristics. The students are introduced to a new group of animals and their characteristics through storytelling, games, discussion, and crafts (see Table 1, p. 34). The new vocabulary words are…

  3. Vocabularies in the VO

    Science.gov (United States)

    Gray, A. J. G.; Gray, N.; Ounis, I.

    2009-09-01

    There are multiple vocabularies and thesauri within astronomy, of which the best known are the 1993 IAU Thesaurus and the keyword list maintained by A&A, ApJ and MNRAS. The IVOA has agreed on a standard for publishing vocabularies, based on the W3C skos standard, to allow greater automated interaction with them, in particular on the Web. This allows links with the Semantic Web and looks forward to richer applications using the technologies of that domain. Vocabulary-aware applications can benefit from improvements in both precision and recall when searching for bibliographic or science data, and lightweight intelligent filtering for services such as VOEvent streams. In this paper we present two applications, the Vocabulary Explorer and its companion the Mapping Editor, which have been developed to support the use of vocabularies in the Virtual Observatory. These combine Semantic Web and Information Retrieval technologies to illustrate the way in which formal vocabularies might be used in a practical application, provide an online service which will allow astronomers to explore and relate existing vocabularies, and provide a service which translates free text user queries into vocabulary terms.

  4. Effects of Hierarchy Vocabulary Exercises on English Vocabulary Acquisition

    Science.gov (United States)

    Lin, Ching-Ying; Hsu, Wei Shu

    2013-01-01

    The purpose of the study was to compare the effectiveness of hierarchy vocabulary exercises and copying vocabulary exercises on EFL students' vocabulary acquisition and reading comprehension. Two specific factors were probed: (a) vocabulary gains and retention from different exercises; (b) reading comprehension performance through different…

  5. Vocabulary Control for Information Retrieval.

    Science.gov (United States)

    Lancaster, F. W.

    This book deals with properties of vocabularies for indexing and searching document collections; the construction, organization, display, and maintenance of these vocabularies; and the vocabulary as a factor affecting the performance of retrieval systems. Most of the text is concerned with vocabularies for post-coordinate retrieval systems, with…

  6. Linking open vocabularies

    CERN Document Server

    Greifender, Elke; Seadle, Michael

    2013-01-01

    Linked Data (LD), Linked Open Data (LOD) and generating a web of data, present the new knowledge sharing frontier. In a philosophical context, LD is an evolving environment that reflects humankinds' desire to understand the world by drawing on the latest technologies and capabilities of the time. LD, while seemingly a new phenomenon did not emerge overnight; rather it represents the natural progression by which knowledge structures are developed, used, and shared. Linked Open Vocabularies is a significant trajectory of LD. Linked Open Vocabularies targets vocabularies that have traditionally b

  7. LITERATURE CURRICULUM III--TEST FOR "THE MERCHANT OF VENICE."

    Science.gov (United States)

    KITZHABER, ALBERT R.

    THIS TEST--"THE MERCHANT OF VENICE"--WAS DESIGNED BY THE OREGON CURRICULUM STUDY CENTER FOR A NINTH-GRADE LITERATURE CURRICULUM. IT IS INTENDED TO ACCOMPANY CURRICULUM UNITS AVAILABLE AS ED 010 815 AND ED 010 816. (MM)

  8. The bone diagnostic instrument III: Testing mouse femora

    Science.gov (United States)

    Randall, Connor; Mathews, Phillip; Yurtsev, Eugene; Sahar, Nadder; Kohn, David; Hansma, Paul

    2009-06-01

    Here we describe modifications that allow the bone diagnostic instrument (BDI) [P. Hansma et al., Rev. Sci. Instrum. 79, 064303 (2008); Rev. Sci. Instrum. 77, 075105 (2006)], developed to test human bone, to test the femora of mice. These modifications include reducing the effective weight of the instrument on the bone, designing and fabricating new probe assemblies to minimize damage to the small bone, developing new testing protocols that involve smaller testing forces, and fabricating a jig for securing the smaller bones for testing. With these modifications, the BDI was used to test the hypothesis that short-term running has greater benefit on the mechanical properties of the femur for young growing mice compared to older, skeletally mature mice. We measured elastic modulus, hardness, and indentation distance increase (IDI), which had previously been shown to be the best discriminators in model systems known to exhibit differences in mechanical properties at the whole bone level. In the young exercised murine femora, the IDI was significantly lower than in young control femora. Since IDI has a relation to postyield properties, these results suggest that exercise during bone development increases post yield mechanical competence. We were also able to measure effects of aging on bone properties with the BDI. There was a significant increase in the IDI, and a significant decrease in the elastic modulus and hardness between the young and old groups. Thus, with the modifications described here, the BDI can take measurements on mouse bones and obtain statistically significant results.

  9. Validation of the Serpent 2-DYNSUB code sequence using the Special Power Excursion Reactor Test III (SPERT III)

    International Nuclear Information System (INIS)

    Knebel, Miriam; Mercatali, Luigi; Sanchez, Victor; Stieglitz, Robert; Macian-Juan, Rafael

    2016-01-01

    Highlights: • Full few-group cross section tables created by Monte Carlo lattice code Serpent 2. • Serpent 2 group constant methodology verified for HFP static and transient cases. • Serpent 2-DYNSUB tool chainvalidated using SPERT III REA experiments. • Serpent 2-DYNSUB tool chain suitable to model RIAs in PWRs. - Abstract: The Special Power Excursion Reactor Test III (SPERT III) is studied using the Serpent 2-DYNSUB code sequence in order to validate it for modeling reactivity insertion accidents (RIA) in PWRs. The SPERT III E-core was a thermal research reactor constructed to analyze reactor dynamics. Its configuration resembles a commercial PWR on terms of fuel type, choice of moderator, coolant flow and system pressure. The initial conditions of the rod ejection accident experiments (REA) performed cover cold startup, hot startup, hot standby and operating power scenarios. Eight of these experiments were analyzed in detail. Firstly, multi-dimensional nodal diffusion cross section tables were created for the three-dimensional reactor simulator DYNSUB employing the Monte Carlo neutron transport code Serpent 2. In a second step, DYNSUB stationary simulations were compared to Monte Carlo reference three-dimensional full scale solutions obtained with Serpent 2 (cold startup conditions) and Serpent 2/SUBCHANFLOW (operating power conditions) with a good agreement being observed. The latter tool is an internal coupling of Serpent 2 and the sub-channel thermal-hydraulics code SUBCHANFLOW. Finally, DYNSUB was utilized to study the eight selected transient experiments. Results were found to match measurements well. As the selected experiments cover much of the possible transient (delayed super-critical, prompt super-critical and super-prompt critical excursion) and initial conditions (cold and hot as well as zero, little and full power reactor states) one expects in commercial PWRs, the obtained results give confidence that the Serpent 2-DYNSUB tool chain is

  10. Results of the initial test program for the Sandia Pulsed Reactor III (SPR III)

    International Nuclear Information System (INIS)

    Estes, B.F.; Reuscher, J.A.

    1976-08-01

    This document presents a detailed discussion of the reactor including the mechanical and nuclear design characteristics. Also presented are the complete results of the Initial Approach to Critical and the Zero-and-Low Power testing programs. Reactivity worth measurements are given for such parameters as control element integral worth, Safety Block integral worth, and various materials (polyethylene, copper, lead, etc) as a function of position relative to the core. Subcritical reactivity measurements made during the approach to critical generally proved to be in reasonably good agreement with design values due to the good source-fuel-detector geometry possible with a reactor of this type. Subsequent dynamic measurements for reactivity worths are shown to be in good agreement with calculated results

  11. Individual Differences in Very Young Chinese Children's English Vocabulary Breadth and Semantic Depth: Internal and External Factors

    Science.gov (United States)

    Sun, He; Steinkrauss, Rasmus; Wieling, Martijn; de Bot, Kees

    2018-01-01

    This study examines the English vocabulary development of 43 very young child English as a foreign language (FL) learners (age 3.2-6.2) in China. They were tested twice for vocabulary breadth (reception and production) and semantic depth (paradigmatic and syntagmatic vocabulary knowledge). The development of the English vocabulary knowledge…

  12. Influence of Native Language Vocabulary and Topic Knowledge on Foreign Language Vocabulary Learning in Health Care Providers

    Directory of Open Access Journals (Sweden)

    Marcia Foresee Drumhiller

    2013-05-01

    Full Text Available Adults attending short, language for specific purpose courses may have expertise not utilized in general foreign language courses. The present study investigates two factors that may influence the acquisition of medical Spanish vocabulary in such persons: native English vocabulary size and topic knowledge. Forty-four health care workers attended 12 hr of medical Spanish instruction. Prior to instruction, the Nelson–Denny Vocabulary Test, a Medical Spanish vocabulary test, and an English Medical Terminology Test (an indicator of topic knowledge were administered. The Medical Spanish Vocabulary Test was readministered at posttest. Individually, both English medical terminology knowledge and English vocabulary size were significant predictors of medical Spanish vocabulary acquisition, but English medical terminology knowledge explained most of the variance in medical Spanish vocabulary acquisition. The results are discussed in terms of the impact of expert memory organization on the ability to learn new labels in a second language. A curricular shift toward content-centered vocabulary in language for specific purpose courses may be advantageous for some groups of foreign language learners.

  13. Powerful Vocabulary Acquisition through Texts Comparison

    Directory of Open Access Journals (Sweden)

    Mohammad Reza Hasannejad

    2015-03-01

    Full Text Available This study aimed to investigate if dual version reading comprehension had a positive effect on Intermediate EFL students’ general vocabulary acquisition, receptive and productive knowledge of vocabulary and students’ synonymous power of words. Two groups were selected - the experimental group and the control group. The study included: (1 four pretests (2 the dual version reading comprehension, and (3 four posttests. It was found that there was no significant difference between the two groups of students on the pretests. However there was a significant difference between the two groups of the students on the posttests. Overall, the dual version reading comprehension vocabulary-learning made the experimental group learners outperformed the control groups in terms of their performance on four types of vocabulary tests. This indicates that students following dual version reading comprehension were more successful in vocabulary acquisition, and developing their receptive knowledge of vocabulary, transferring their receptive knowledge in to the productive knowledge and enhancing the memorization of the synonymous words.

  14. Shyness, Vocabulary and Children's Reticence in Saudi Arabian Preschools

    Science.gov (United States)

    Crozier, W. Ray; Badawood, Asma

    2009-01-01

    The aims of the present study are to examine whether preschool children's scores on a standardized test of vocabulary mediate or moderate the relation between shyness and reticence and to test whether any influence of vocabulary would be found for both teacher and parent assessments of shyness. Participants were 108 children (50 males), mean age,…

  15. Making System Dynamics Cool III : New Hot Teaching & Testing Cases

    NARCIS (Netherlands)

    Pruyt, E.

    2011-01-01

    This follow-up paper presents seven actual cases for testing and teaching System Dynamics developed and used between January 2010 and January 2011 for one of the largest System Dynamics courses (250+ students per year) at Delft University of Technology in the Netherlands. The cases presented in this

  16. Tagging vs. Controlled Vocabulary

    DEFF Research Database (Denmark)

    Bogers, Toine; Petras, Vivien

    2015-01-01

    The popularity of social tagging has sparked a great deal of debate on whether tags could replace or improve upon professional metadata as descriptors of books and other information objects. In this paper we present a large-scale empirical comparison of the contributions of individual information...... that tags and controlled vocabulary terms do not actually outperform each other consistently, but seem to provide complementary contributions: some information needs are best addressed using controlled vocabulary terms whereas other are best addressed using tags....

  17. Phase III (full scale) agitated mixing test plan

    International Nuclear Information System (INIS)

    Ruff, D.T.

    1994-01-01

    Waste Receiving and Processing Facility Module 2A (WRAP 2A) is the proposed second module of the WRAP facility. This facility will provide the required treatment for contact Handled (CH) Low Level (LL) Mixed Waste (MW) to allow its permanent disposal. Solidification of a portion of this waste using a cement based grout has been selected in order to reduce the toxicity and mobility of the waste in the disposal site. Mixing of the waste with the cement paste and material handling constraints/requirements associated with the mixed material is, therefore, a key process in the overall treatment strategy. This test plan addresses Phase 3, Full Scale Testing. The objectives of these tests are to determine if there are scale-up issues associated with the mixing results obtained in Phase 1 and 2 mixing tests, verify the workability of mixtures resulting from previous formulation development efforts (Waste Immobilization Development [WID]), and provide a baseline for WRAP 2A mixing equipment design. To this end, the following objectives are of particular interest: determine geometric influence of mixing blade at full scale (i.e., size, type, and location: height/offset); determine if similar results in terms of mixing effectiveness and product quality are achievable at this scale; determine if vibration is as effective at this larger scale in fluidizing the mixture and aiding in cleaning the vessel; determine if baffles or sweeping blades are needed to aid in mixing at the larger size and for cleaning the vessel; and determine quality of the poured monolithic product and investigate exotherm and filling influences at this larger size

  18. The Vocabulary Scores of Company Presidents. Technical Report 1984-1.

    Science.gov (United States)

    Smith, Richard M.; Supanich, Gary P.

    In June 1983, 456 presidents from among 5,000 of the largest companies in the United States took a vocabulary test designed by the Johnson O'Connor Research Foundation, with the purpose of reexaming the contention that a large and exact vocabulary is an attribute characterizing executives. This Executive Vocabulary Test consisted of 50…

  19. Specialist committee's review reports for experimental fast reactor JOYO' MK-III performance tests

    International Nuclear Information System (INIS)

    Yamashita, Kiyonobu; Okubo, Toshiyuki; Kamide, Hideki

    2004-02-01

    Performance tests (startup-physics tests and power elevation tests) were planed for experimental fast reactor 'JOYO' MK-III where irradiation performances were upgraded by power increase from 100 to 140 MW. The reactor safety committee of O-arai Engineering Center has established a specialist committee for 'JOYO' MK-III Performance Tests at the first meeting of 2003 on 23th. April 2003, to accomplish the tests successfully. Subjects of the specialist committee were reviews of following items covering a wide range. 1) Contents of modification works. 2) Reflections of functional test results to the plant and facilities. 3) Reflections of safety rule modification to instruction and manual for operation. 4) Quality assurances and pre-calculation for performance test. 5) Inspection plan and its results. 6) Adequacy of performance test plan. 7) Confirmation of performance test results. Before test-starts, the specialist committee has confirmed by reviewing the items from 1) to 6) based on explanations and documents of the Division of Experimental Reactor, that the test plan and pre-inspections are adequate. After the tests, the specialist committee had confirmed by reviewing the item 7) in the same way, that the each test result satisfies the corresponding criterion. The specialist committee has concluded from these review's results before and after the tests that the 'JOYO' MK-III Performance Tests were carried out appropriately. Besides, the first criticality of the JOYO MK-III was achieved on 2nd. July 2003, and the continuous full power operation was carried on 20th. Nov. 2003. Finally, all performance tests were completed by the pass of the last governmental pre-serviced inspection (dose rate measurement during the shut down condition). (author)

  20. Vocabulary Acquisition in L2: Does CALL Really Help?

    Science.gov (United States)

    Averianova, Irina

    2015-01-01

    Language competence in various communicative activities in L2 largely depends on the learners' size of vocabulary. The target vocabulary of adult L2 learners should be between 2,000 high frequency words (a critical threshold) and 10,000 word families (for comprehension of university texts). For a TOEIC test, the threshold is estimated to be…

  1. Impacts of Vocabulary Acquisition Techniques Instruction on Students' Learning

    Science.gov (United States)

    Orawiwatnakul, Wiwat

    2011-01-01

    The objectives of this study were to determine how the selected vocabulary acquisition techniques affected the vocabulary ability of 35 students who took EN 111 and investigate their attitudes towards the techniques instruction. The research study was one-group pretest and post-test design. The instruments employed were in-class exercises…

  2. Self-reported reading as a predictor of vocabulary knowledge.

    Science.gov (United States)

    Pratheeba, N; Krashen, S

    2013-10-01

    25 engineering students in India, who were highly motivated to improve their English, filled out a questionnaire about their reading habits in English and took a demanding vocabulary test based on words taken from preparation books for the Graduate Records Examination. The correlation between reading habits and vocabulary was substantial (r = .78).

  3. Video Games Promote Saudi Children's English Vocabulary Retention

    Science.gov (United States)

    AlShaiji, Ohoud Abdullatif

    2015-01-01

    The objective of this study was to investigate the impact of Video Games and their role on promoting Saudi Kids' English vocabulary retention. The study attempted to answer whether there was a statistically significant difference (a = 0.05) between the Saudi children's subjects' mean score on the English vocabulary test due to using Video Games…

  4. Vocabulary is an appropriate measure of premorbid intelligence in a sample with heterogeneous educational level in Brazil.

    Science.gov (United States)

    de Oliveira, Maira Okada; Nitrini, Ricardo; Yassuda, Mônica Sanches; Brucki, Sonia Maria Dozzi

    2014-01-01

    Crystallized intelligence refers to one's knowledge base and can be measured by vocabulary tests. Fluid intelligence is related to nonverbal aspects of intelligence, depends very little on previously acquired knowledge, and can be measured by tests such as Block Design (BD) and Raven Colored Matrices (RCM). Premorbid intelligence quotient (IQ) refers to one's intellectual ability level previous to the onset of disorders like mild cognitive impairment (MCI) and Alzheimer's disease (AD) and it is important to estimate disease severity. The objective was to compare performance in tests that measure crystallized and fluid intelligence in healthy subjects and patients with amnestic MCI (aMCI) and AD. One hundred forty-four participants (aMCI (n = 38), AD (n = 45), and healthy controls (n = 61)) were submitted to neuropsychological tests (WAIS-III vocabulary, BD, and RCM). There were significant among groups, except for vocabulary, indicating a relative stability of crystallized intelligence in the continuum from normal to pathological cognitive decline. Vocabulary seems to be stable during the progression of the disease and useful as a measure of premorbid intelligence, that is, to estimate previous function in relation to the level of education and, as a collateral measure of cognition in people with low education.

  5. Vocabulary Is an Appropriate Measure of Premorbid Intelligence in a Sample with Heterogeneous Educational Level in Brazil

    Directory of Open Access Journals (Sweden)

    Maira Okada de Oliveira

    2014-01-01

    Full Text Available Crystallized intelligence refers to one’s knowledge base and can be measured by vocabulary tests. Fluid intelligence is related to nonverbal aspects of intelligence, depends very little on previously acquired knowledge, and can be measured by tests such as Block Design (BD and Raven Colored Matrices (RCM. Premorbid intelligence quotient (IQ refers to one’s intellectual ability level previous to the onset of disorders like mild cognitive impairment (MCI and Alzheimer’s disease (AD and it is important to estimate disease severity. The objective was to compare performance in tests that measure crystallized and fluid intelligence in healthy subjects and patients with amnestic MCI (aMCI and AD. One hundred forty-four participants (aMCI (n=38, AD (n=45, and healthy controls (n=61 were submitted to neuropsychological tests (WAIS-III vocabulary, BD, and RCM. There were significant among groups, except for vocabulary, indicating a relative stability of crystallized intelligence in the continuum from normal to pathological cognitive decline. Vocabulary seems to be stable during the progression of the disease and useful as a measure of premorbid intelligence, that is, to estimate previous function in relation to the level of education and, as a collateral measure of cognition in people with low education.

  6. Using Vocabulary Notebooks for Vocabulary Acquisition and Teaching

    Science.gov (United States)

    Dubiner, Deborah

    2017-01-01

    Vocabulary knowledge is recognized as an essential element for second language acquisition and reading comprehension. One known way to encourage and support vocabulary development amongst second language learners is keeping a vocabulary notebook. The primary purpose of the present study was to document two aspects of student teachers' own…

  7. Working Memory and Distributed Vocabulary Learning.

    Science.gov (United States)

    Atkins, Paul W. B.; Baddeley, Alan D.

    1998-01-01

    Tested the hypothesis that individual differences in immediate-verbal-memory span predict success in second-language vocabulary acquisition. In the two-session study, adult subjects learned 56 English-Finnish translations. Tested one week later, subjects were less likely to remember those words they had difficulty learning, even though they had…

  8. Parental Socioeconomic Status, Communication, and Children's Vocabulary Development: A Third-Generation Test of the Family Investment Model

    Science.gov (United States)

    Sohr-Preston, Sara L.; Scaramella, Laura V.; Martin, Monica J.; Neppl, Tricia K.; Ontai, Lenna; Conger, Rand

    2013-01-01

    This third-generation, longitudinal study evaluated a family investment perspective on family socioeconomic status (SES), parental investments in children, and child development. The theoretical framework was tested for first-generation parents (G1), their children (G2), and the children of the second generation (G3). G1 SES was expected to…

  9. THE VOCABULARY TEACHING AND VOCABULARY LEARNING: PERCEPTION, STRATEGIES, AND INFLUENCES ON STUDENTS' VOCABULARY MASTERY

    Directory of Open Access Journals (Sweden)

    Dewi Nur Asyiah

    2017-11-01

    Full Text Available Vocabulary plays pivotal role in foreign language learning. However, vocabulary teaching and vocabulary learning in TEFL seems to be neglected. The study was aimed to investigate how vocabulary teaching and learning are perceived by teacher and students, strategies to teach and learn the vocabulary, and also influences of students’ vocabulary learning strategy on their vocabulary mastery. Accordingly, a mix method design was employed to one English teacher and 30 junior high school students to reveal the issues being investigated. The findings showed that both teacher and students have positive response on vocabulary teaching and learning. Concerning strategies, it was found that teacher mostly employed Fully-contextual strategy, meanwhile Determination and Metacognitive strategy were found as the most favored VLS chosen by students. The study also confirmed that there is a significant relationship between students’ vocabulary learning strategy and their vocabulary mastery (r-value Discovery = .023 and r-value Consolidating = .000, p<.05. It is recommended for EFL teachers to give a bigger portion to vocabulary in the EFL teaching and to teach vocabulary using the combination of fully-contextual and de-contextual strategy. It is also suggested to introduce students to various kinds of vocabulary learning strategies.  

  10. The Role of Receptive Vocabulary Knowledge in Advanced EFL Listening Comprehension

    Science.gov (United States)

    Atas, Ufuk

    2018-01-01

    This paper presents an empirical study that investigates the role of vocabulary knowledge in listening comprehension with 33 advanced Turkish learners of English as a foreign language. The Vocabulary Levels Test (Schmitt, Schmitt & Clapham, 2001) is used to measure the vocabulary knowledge of the participants and a standardized listening test…

  11. Lexical Characteristics of Expressive Vocabulary in Toddlers with Autism Spectrum Disorder

    Science.gov (United States)

    Kover, Sara T.; Weismer, Susan Ellis

    2014-01-01

    Purpose: Vocabulary is a domain of particular challenge for many children with autism spectrum disorder (ASD). Recent research has drawn attention to ways in which lexical characteristics relate to vocabulary acquisition. The current study tested the hypothesis that lexical characteristics account for variability in vocabulary size of young…

  12. Incidental L2 Vocabulary Acquisition "from" and "while" Reading: An Eye-Tracking Study

    Science.gov (United States)

    Pellicer-Sánchez, Ana

    2016-01-01

    Previous studies have shown that reading is an important source of incidental second language (L2) vocabulary acquisition. However, we still do not have a clear picture of what happens when readers encounter unknown words. Combining offline (vocabulary tests) and online (eye-tracking) measures, the incidental acquisition of vocabulary knowledge…

  13. Students' Perceptions of Vocabulary Knowledge and Learning in a Middle School Science Classroom

    Science.gov (United States)

    Brown, Patrick L.; Concannon, James P.

    2016-01-01

    This study investigated eighth-grade science students' (13-14-year-olds) perceptions of their vocabulary knowledge, learning, and content achievement. Data sources included pre- and posttest of students' perceptions of vocabulary knowledge, students' perceptions of vocabulary and reading strategies surveys, and a content achievement test.…

  14. What Can Errors Tell Us about Differences between Monolingual and Bilingual Vocabulary Learning?

    Science.gov (United States)

    Kaushanskaya, Margarita

    2018-01-01

    Error patterns in vocabulary learning data were used as a window into the mechanisms that underlie vocabulary learning performance in bilinguals vs. monolinguals. English--Spanish bilinguals (n = 18) and English-speaking monolinguals (n = 18) were taught novel vocabulary items in association with English translations. At testing, participants…

  15. Incidental second language vocabulary learning from reading novels: a comparison of three mobile modes

    OpenAIRE

    Fisher, Tony; Sharples, Mike; Pemberton, Richard; Ogata, Hiroaki; Uosaki, Noriko; Edmonds, Phil; Hull, Anthony; Tschorn, Patrick

    2012-01-01

    This paper reports on a study in which incidental English vocabulary learning from three mobile modes (book, e-book and e-book with user modelling and adaptive vocabulary learning support) was investigated. The study employed a crossover design to test for vocabulary gain from reading three simplified English novels among a group of Japanese high school students, learning English as a second language. Small vocabulary gains were noted; however there was no significant difference between the m...

  16. Comparisons of ROSA-III and FIST BWR loss of coolant accident simulation tests

    International Nuclear Information System (INIS)

    Tasaka, Kanji; Suzuki, Mitsuhiro; Koizumi, Yasuo

    1985-10-01

    A common understanding and interpretation of BWR system response and the controlling phenomena in LOCA transients has been achieved through the evaluation and comparison of counterpart tests performed in the ROSA-III and FIST test facilities. These facilities, which are designed to simulate the thermal-hydraulic response of BWR systems, are operated respectively by the Japan Atomic Energy Research Institute (JAERI) and the General Electric Company. Comparison is made between three types of counterpart tests, each performed under similar tests conditions in the two facilities. They are large break, small break, and steamline break LOCA's. The system responses to these tests in each facility are quite similar. The sequence of events are similar, and the timing of these events are similar. Differences that do occur are due to minor differences in modeling objectives, facility scaling, and test conditions. Parallel channel flow interactions effects in the ROSA-III four channel (half length) core, although noticeable in the large break test, do not result in major differences with the single channel response in FIST. In the small break tests the timing of events is offset by the earlier ADS actuation in FIST. The steamline test responses are similar except there is no heatup in FIST, resulting from a different ECCS trip modeling. Overall comparisons between ROSA-III and FIST system responses in LOCA tests is very good. (author)

  17. Vocabulary Knowledge Predicts Lexical Processing: Evidence from a Group of Participants with Diverse Educational Backgrounds

    Directory of Open Access Journals (Sweden)

    Nina Mainz

    2017-07-01

    Full Text Available Vocabulary knowledge is central to a speaker's command of their language. In previous research, greater vocabulary knowledge has been associated with advantages in language processing. In this study, we examined the relationship between individual differences in vocabulary and language processing performance more closely by (i using a battery of vocabulary tests instead of just one test, and (ii testing not only university students (Experiment 1 but young adults from a broader range of educational backgrounds (Experiment 2. Five vocabulary tests were developed, including multiple-choice and open antonym and synonym tests and a definition test, and administered together with two established measures of vocabulary. Language processing performance was measured using a lexical decision task. In Experiment 1, vocabulary and word frequency were found to predict word recognition speed while we did not observe an interaction between the effects. In Experiment 2, word recognition performance was predicted by word frequency and the interaction between word frequency and vocabulary, with high-vocabulary individuals showing smaller frequency effects. While overall the individual vocabulary tests were correlated and showed similar relationships with language processing as compared to a composite measure of all tests, they appeared to share less variance in Experiment 2 than in Experiment 1. Implications of our findings concerning the assessment of vocabulary size in individual differences studies and the investigation of individuals from more varied backgrounds are discussed.

  18. Vocabulary Knowledge Predicts Lexical Processing: Evidence from a Group of Participants with Diverse Educational Backgrounds

    Science.gov (United States)

    Mainz, Nina; Shao, Zeshu; Brysbaert, Marc; Meyer, Antje S.

    2017-01-01

    Vocabulary knowledge is central to a speaker's command of their language. In previous research, greater vocabulary knowledge has been associated with advantages in language processing. In this study, we examined the relationship between individual differences in vocabulary and language processing performance more closely by (i) using a battery of vocabulary tests instead of just one test, and (ii) testing not only university students (Experiment 1) but young adults from a broader range of educational backgrounds (Experiment 2). Five vocabulary tests were developed, including multiple-choice and open antonym and synonym tests and a definition test, and administered together with two established measures of vocabulary. Language processing performance was measured using a lexical decision task. In Experiment 1, vocabulary and word frequency were found to predict word recognition speed while we did not observe an interaction between the effects. In Experiment 2, word recognition performance was predicted by word frequency and the interaction between word frequency and vocabulary, with high-vocabulary individuals showing smaller frequency effects. While overall the individual vocabulary tests were correlated and showed similar relationships with language processing as compared to a composite measure of all tests, they appeared to share less variance in Experiment 2 than in Experiment 1. Implications of our findings concerning the assessment of vocabulary size in individual differences studies and the investigation of individuals from more varied backgrounds are discussed. PMID:28751871

  19. Validation of the U.S. NRC coupled code system TRITON/TRACE/PARCS with the special power excursion reactor test III (SPERT III)

    Energy Technology Data Exchange (ETDEWEB)

    Wang, R. C.; Xu, Y.; Downar, T. [Dept. of Nuclear Engineering and Radiological Sciences, Univ. of Michigan, Ann Arbor, MI 48104 (United States); Hudson, N. [RES Div., U.S. NRC, Rockville, MD (United States)

    2012-07-01

    The Special Power Excursion Reactor Test III (SPERT III) was a series of reactivity insertion experiments conducted in the 1950's. This paper describes the validation of the U.S. NRC Coupled Code system TRITON/PARCS/TRACE to simulate reactivity insertion accidents (RIA) by using several of the SPERT III tests. The work here used the SPERT III E-core configuration tests in which the RIA was initiated by ejecting a control rod. The resulting super-prompt reactivity excursion and negative reactivity feedback produced the familiar bell shaped power increase and decrease. The energy deposition during such a power peak has important safety consequences and provides validation basis for core coupled multi-physics codes. The transients of five separate tests are used to benchmark the PARCS/TRACE coupled code. The models were thoroughly validated using the original experiment documentation. (authors)

  20. Elementary Students' Acquisition of Academic Vocabulary Through Engineering Design

    Science.gov (United States)

    Kugelmass, Rachel

    This study examines how STEM (science, technology, engineering, and mathematics) inquiry-based learning through a hands-on engineering design can be beneficial in helping students acquire academic vocabulary. This research took place in a second grade dual- language classroom in a public, suburban elementary school. English language learners, students who speak Spanish at home, and native English speakers were evaluated in this study. Each day, students were presented with a general academic vocabulary focus word during an engineering design challenge. Vocabulary pre-tests and post-tests as well as observation field notes were used to evaluate the student's growth in reading and defining the focus academic vocabulary words. A quiz and KSB (knowledge and skill builder) packet were used to evaluate students' knowledge of science and math content and engineering design. The results of this study indicate that engineering design is an effective means for teaching academic vocabulary to students with varying levels of English proficiency.

  1. Enriching Students’ Vocabulary Mastery Using Graphic Organizers

    Directory of Open Access Journals (Sweden)

    Syaifudin Latif Darmawan

    2017-04-01

    Full Text Available This action research is carried out to (1 identify whether graphic organizers enrich student’s vocabulary mastery; and (2 to describe the classroom situation when graphic organizers are employed in instructional process of vocabulary. The research is conducted in two cycles from March to May 2016/2017 in the eight years of SMP Muhammadiyah Sekampung, East lampung. The procedure of the research consists of identifying the problem, planning the action, implementing the action, observing the action, and reflecting the result of the research. Qualitative data are collected through interview, observation, questionnaire, and research diary. Quantitative data are collected through test. To analyze qualitative data, the researcher used constant comparative method. It consists of four steps: (1 comparing incidents applicable to each category; (2 Integrating categories and their properties; (3 delimiting the theory; (4 Writing the theory. Meanwhile, to analyze quantitative data, the researcher employed descriptive statistic.    The result of the research shows that using graphic organizers can enrich students’ vocabulary mastery and classroom situation. The improvement on students’ vocabulary included; a the students are able to speak English; b the students are able to understand the meaning of the text as they have a lot of vocabularies. The improvement of the classroom situation; (a students come on time in the class (b students are more motivated to join the class (c Students pay more attention in the instructional process (d students’ participation in responding the questions are high.

  2. Heat loss and fluid leakage tests of the ROSA-III facility

    International Nuclear Information System (INIS)

    Suzuki, Mitsuhiro; Tasaka, Kanji; Shiba, Masayoshi

    1981-12-01

    The report presents characteristic test results about the steady state heat loss, one of the inherent characteristics of the ROSA-III test facility. The steady state heat loss tests were conducted at five different temperature conditions between 111 0 C and 290 0 C . Net heat loss rates were obtained by estimating the electric power supplied to the core, heat input from the recirculation pumps and steam leakage rate. The heat loss characteristics have important contribution to analyses of the ROSA-III small break tests. A following simple relation was obtained between the net heat loss rate Q*sub(HL) (kJ/s) (*: radical) of the ROSA-III facility and the temperature difference ΔT ( 0 C) between the fluid temperature of the system and the room temperature, Q*sub(HL) = 0.56 x ΔT. (*: radical) And the steam leak flow at normal operating condition of the ROSA-III test, (P = 7.2 MPa) was obtained as 8.9 x 10 -3 kg/s and corresponding steam leakage energy as 10.5 kJ/s. The heat input from the recirculation pumps was indirectly estimated under a constant speed by assuming the heat input was equal to the brake horce power of the pumps. (author)

  3. Vocabulary Learning Strategies Used by Medical Students: Croatian Perspective

    Directory of Open Access Journals (Sweden)

    Jasmina Rogulj

    2018-02-01

    Full Text Available In order to be able to fully develop their academic and professional competencies, medical doctors (MDs need to be highly proficient in English, which, among other things, implies the acquisition of vocabulary as an essential part of language knowledge. The current study aims at exploring vocabulary learning strategies (VLS employed by freshman and sophomore medical students at the University of Split School of Medicine, Croatia. In particular, it focuses on (a most and least frequently used VLS; (b relationship between VLS subscales and different types of vocabulary knowledge; (c differences in the mean strategy use between male and female students, and among low-, middle- and high-scoring students. The instruments used in the research were adapted version of the VLS Questionnaire (Pavičić Takač, 2008, p.152 and a vocabulary test designed by the author. The results indicate that medical students use a core inventory of VLS, whereby showing preference for the category of self-initiated vocabulary learning (SI-IVL strategies and some individual formal vocabulary learning (FVL and spontaneous vocabulary learning (SVL strategies. Although students were not in favour of FVL at the level of the category as a whole, the results showed that the more frequently they employed FVL strategies, the better they scored on vocabulary tasks measuring controlled-productive type of vocabulary knowledge. Correlations revealed that female students used SI-IVL and FVL strategies significantly more often than their male counterparts. Results also suggest that there are no statistically significant differences in the mean VLS use among low-, middle- and high-scoring students. In conclusion, the results of this study provide a preliminary insight into the VLS used by medical students and their effect on students' vocabulary learning outcomes as well as into differences by gender and vocabulary proficiency. Since findings have proved rather inconclusive, these

  4. Enhancing students’ vocabulary knowledge using the Facebook environment

    OpenAIRE

    Muhammad Kamarul Kabilan; Tuti Zalina Mohamed Ernes Zahar

    2016-01-01

    This study investigates the effectiveness of using Facebook in enhancing vocabulary knowledge among Community College students. Thirty-three (33) Community College students are exposed to the use of Facebook as an environment of learning and enhancing their English vocabulary. They are given a pre-test and a post-test and the findings indicate that students perform significantly better in the post-test compared to the pre-test. It appears that Facebook could be considered as a supplementary l...

  5. Vocabulary by Gamification

    Science.gov (United States)

    Kingsley, Tara L.; Grabner-Hagen, Melissa M.

    2018-01-01

    Gamification uses game elements such as quests, challenges, levels, and rewards to motivate and engage students in the classroom. Given the engagement that students feel during gameplay, it is sensible to include elements of game design to motivate students and create a space for comprehensive vocabulary instruction. Designing a gamified…

  6. Teaching Vocabulary in Colour.

    Science.gov (United States)

    Gnoinska, Anna

    1998-01-01

    Describes one teacher's use of color to make classroom instruction more interesting. Techniques included using colored paper for handouts, conducting an experiment to see whether the use of colors could enhance students' memory power, and using colored flashcards to teach vocabulary. (Author/VWL)

  7. Proactive and reactive effects of vigorous exercise on learning and vocabulary comprehension.

    Science.gov (United States)

    Salis, Andrea S

    2013-06-01

    College students (N = 90) were randomly assigned to participate in vigorous, moderate or no physical exercise and vocabulary recall and comprehension learning activities under varying conditions to assess whether or not increased intensities of exercise, performed either before a vocabulary recall and comprehension learning activity (i.e., proactive effect) or after a vocabulary recall and comprehension learning activity (i.e., reactive effect), would improve vocabulary recall and comprehension. The results demonstrated that performing exercise at a vigorous intensity before or after rehearsing for a vocabulary comprehension test improved test results.

  8. Pictures Improve Memory of SAT Vocabulary Words.

    Science.gov (United States)

    Price, Melva; Finkelstein, Arleen

    1994-01-01

    Suggests that students can improve their memory of Scholastic Aptitude Test vocabulary words by associating the words with corresponding pictures taken from magazines. Finds that long-term recall of words associated with pictures was higher than recall of words not associated with pictures. (RS)

  9. Applying Integrated Computer Assisted Media (ICAM in Teaching Vocabulary

    Directory of Open Access Journals (Sweden)

    Opick Dwi Indah

    2015-02-01

    Full Text Available The objective of this research was to find out whether the use of integrated computer assisted media (ICAM is effective to improve the vocabulary achievement of the second semester students of Cokroaminoto Palopo University. The population of this research was the second semester students of English department of Cokroaminoto Palopo University in academic year 2013/2014. The samples of this research were 60 students and they were placed into two groups: experimental and control group where each group consisted of 30 students. This research used cluster random sampling technique. The research data was collected by applying vocabulary test and it was analyzed by using descriptive and inferential statistics. The result of this research was integrated computer assisted media (ICAM can improve vocabulary achievement of the students of English department of Cokroaminoto Palopo University. It can be concluded that the use of ICAM in the teaching vocabulary is effective to be implemented in improving the students’ vocabulary achievement.

  10. Visual test and colorimetric determination of gold(III with the use of indicator paper

    Directory of Open Access Journals (Sweden)

    Svetlana N. Khudyakova

    2016-08-01

    Full Text Available A visual test method has been proposed for the evaluation of the gold content. It is based on the linear dependence between the length of the colored zone on an indicator paper and gold(III concentration. Indicator paper was covered by a polymer film and was in contact with the solution tested along one edge during analysis. It was impregnated by 3-phenyl-2,6-dimercapto-1,4-thiopyrone or by precipitate of its complex with copper(II. Besides Cu(II can be replaced by the Au(III ion tested in the composition of this complex. The concentration ranges for Au(III determination were equal to 0.02−2 mg·L−1 or 4−590 mg·L−1, respectively, in the presence of excess of the transition and noble metals. It was demonstrated the effectiveness of the dynamic preconcentration of Au(III for the subsequent colorimetric determination on paper filter for the concentration range 0.005–0.3 mg·L−1 (DL 0.02 mg·L−1 by using a sample volume of 10 mL. The developed procedures were successfully utilized for the determination of gold in synthetic mixtures, in auriferous quartz (RSD < 5%, and in ore from Zyryanovsk’s mine (Kazakhstan with RSD < 8%.

  11. Analysis of excess reactivity of JOYO MK-III performance test core

    International Nuclear Information System (INIS)

    Maeda, Shigetaka; Yokoyama, Kenji

    2003-10-01

    JOYO is currently being upgraded to the high performance irradiation bed JOYO MK-III core'. The MK-III core is divided into two fuel regions with different plutonium contents. To obtain a higher neutron flux, the active core height was reduced from 55 cm to 50 cm. The reflector subassemblies were replaced by shielding subassemblies in the outer two rows. Twenty of the MK-III outer core fuel subassemblies in the performance test core were partially burned in the transition core. Four irradiation test rigs, which do not contain any fuel material, were loaded in the center of the performance test core. In order to evaluate the excess reactivity of MK-III performance test core accurately, we evaluated it by applying not only the JOYO MK-II core management code system MAGI, but also the MK-III core management code system HESTIA, the JUPITER standard analysis method and the Monte Carlo method with JFS-3-J3.2R content set. The excess reactivity evaluations obtained by the JUPITER standard analysis method were corrected to results based on transport theory with zero mesh-size in space and angle. A bias factor based on the MK-II 35th core, which sensitivity was similar to MK-III performance test core's, was also applied, except in the case where an adjusted nuclear cross-section library was used. Exact three-dimensional, pin-by-pin geometry and continuous-energy cross sections were used in the Monte Carlo calculation. The estimated error components associated with cross-sections, methods correction factors and the bias factor were combined based on Takeda's theory. Those independently calculated values agree well and range from 2.8 to 3.4%Δk/kk'. The calculation result of the MK-III core management code system HESTLA was 3.13% Δk/kk'. The estimated errors for bias method range from 0.1 to 0.2%Δk/kk'. The error in the case using adjusted cross-section was 0.3%Δk/kk'. (author)

  12. ROSA-III 200% double-ended break integral test RUN 901

    International Nuclear Information System (INIS)

    Nakamura, Hideo; Tasaka, Kanji; Koizumi, Yasuo; Anoda, Yoshinari; Kumamaru, Hiroshige; Murata, Hideo; Suzuki, Mitsuhiro; Shiba, Masayoshi

    1984-02-01

    This report presents the experimental data of RUN 901, a 200% double-ended break test at the recirculation pump suction line with the ROSA-III test facility. The ROSA-III test facility is a volumetrically scaled (1/424) system of the BWR/6. The facility has the electrically heated core, the break simulator and the scaled ECCS (Emergency Core Cooling System). The MSIV closure and the ECCS actuation were tripped by the liquid level in the upper downcomer. The channel inlet flows were measured by differential pressure transducers installed at the channel inlet orifices of the fuel assembly No.4. The PCT (Peak Cladding Temperature) was 780 K occured during the blowdown phase in RUN 901. The whole core was quenched after the ECCS actuation and the effectiveness of ECCS has been confirmed. (author)

  13. Evaluation of candidate magnetohydrodynamic materials for the U-02 Phase III test

    International Nuclear Information System (INIS)

    Marchant, D.D.; Bates, J.L.

    1978-06-01

    As part of a cooperative U.S.--U.S.S.R. program, electrode and insulator materials tested at the Westinghouse Electrode Systems Test Facility in Pittsburgh, Pennsylvania, were evaluated. From this evaluation materials will be selected for use in the third phase of tests being conducted in the U-02 magnetohydrodynamics test facility in the Soviet Union. Electrode and insulator materials were examined with both an optical microscope and a scanning electron microscope. The cathodes were found to behave differently from the anodes; most notably, the cathodes showed greater potassium interaction. The lanthanum chromite-based electrodes (excluding those fabricated by plasma-spraying) are recommended for testing in the U-02 Phase III test. Hotpressed, fused-grained MgO and sintered MgAl 2 O 4 are recommended as insulator materials. The electrode attachment techniques used in the Westinghouse Tests were inadequate and need to be modified for the U-02 test

  14. Robust electrochemical analysis of As(III) integrating with interference tests: A case study in groundwater

    Energy Technology Data Exchange (ETDEWEB)

    Liu, Zhong-Gang [Nanomaterials and Environmental Detection Laboratory, Hefei Institutes of Physical Science, Chinese Academy of Sciences, Hefei 230031 (China); Department of Chemistry, University of Science and Technology of China, Hefei 230026 (China); Chen, Xing; Liu, Jin-Huai [Nanomaterials and Environmental Detection Laboratory, Hefei Institutes of Physical Science, Chinese Academy of Sciences, Hefei 230031 (China); Huang, Xing-Jiu, E-mail: xingjiuhuang@iim.ac.cn [Nanomaterials and Environmental Detection Laboratory, Hefei Institutes of Physical Science, Chinese Academy of Sciences, Hefei 230031 (China); Department of Chemistry, University of Science and Technology of China, Hefei 230026 (China)

    2014-08-15

    Graphical abstract: - Highlights: • Robust determination of As(III) in Togtoh water samples has been demonstrated. • The results were comparable to that obtained by ICP–AES. • No obvious interference was observed after a series of interference tests. • Robust stability was obtained in long-term measurements. - Abstract: In Togtoh region of Inner Mongolia, northern China, groundwater encountered high concentrations As contamination (greater than 50 μg L{sup −1}) causes an increasing concern. This work demonstrates an electrochemical protocol for robust (efficient and accurate) determination of As(III) in Togtoh water samples using Au microwire electrode without the need of pretreatment or clean-up steps. Considering the complicated conditions of Togtoh water, the efficiency of Au microwire electrode was systematically evaluated by a series of interference tests, stability and reproducibility measurements. No obvious interference on the determination of As(III) was observed. Especially, the influence of humic acid (HA) was intensively investigated. Electrode stability was also observed with long-term measurements (70 days) in Togtoh water solution and under different temperatures (0–35 °C). Excellent reproducibility (RSD:1.28%) was observed from different batches of Au microwire electrodes. The results obtained at Au microwire electrode were comparable to that obtained by inductively coupled plasma atomic emission spectroscopy (ICP–AES), indicating a good accuracy. These evaluations (efficiency, robustness, and accuracy) demonstrated that the Au microwire electrode was able to determine As(III) in application to real environmental samples.

  15. The pace of vocabulary growth helps predict later vocabulary skill

    Science.gov (United States)

    Rowe, Meredith L.; Raudenbush, Stephen W.; Goldin-Meadow, Susan

    2011-01-01

    Children vary widely in the rate at which they acquire words—some start slow and speed up, others start fast and continue at a steady pace. Do early developmental variations of this sort help predict vocabulary skill just prior to kindergarten entry? This longitudinal study starts by examining important predictors (SES, parent input, child gesture) of vocabulary growth between 14 and 46 months (n=62), and then uses growth estimates to predict children's vocabulary at 54 months. Velocity and acceleration in vocabulary development at 30 months predicted later vocabulary, particularly for children from low socioeconomic backgrounds. Understanding the pace of early vocabulary growth thus improves our ability to predict school readiness, and may help identify children at risk for starting behind. PMID:22235920

  16. The effect of vocabulary notebooks on vocabulary acquisition

    OpenAIRE

    Bozkurt, Neval

    2007-01-01

    Ankara : The Department of Teaching English as a Foreign Language, Bilkent University, 2007. Thesis (Master's) -- Bilkent University, 2007. Includes bibliographical references leaves 82-87 This study investigated the effectiveness of vocabulary notebooks on vocabulary acquisition, and the attitudes of teachers and learners towards keeping vocabulary notebooks. The study was conducted with the participation of 60 pre-intermediate level students, divided into one treatment ...

  17. Data report on spray cooling test by ROSA-III, (1)

    International Nuclear Information System (INIS)

    Sobajima, Makoto; Murata, Hideo; Shiba, Masayoshi

    1980-03-01

    A separate effect test on spray cooling was carried out using one core channel of ROSA-III BWR LOCA test facility. This report describes a heating experiment in the series of runs. (1) The cooling from top of the core by spray easily causes countercurrent flow limit due to the vaparization of falling water itself, so it becomes in effective. (2) The cooling by falling water is irregular and unstable. Therefore, the cooling by the falling water is not to be relied on. (3) CCFL at porous plate is hard to occur, compared with single pipe. A quantitative study of this is desired to evaluate reflooding rate. Some suggestions for ROSA-III design are also made. (author)

  18. The Relationship between Interpersonal Intelligence, Reading Activity and Vocabulary Learning among Iranian EFL Learners

    Directory of Open Access Journals (Sweden)

    Mustapha Hajebi

    2018-03-01

    Full Text Available The aim of this paper was to describe the relationship between Interpersonal Intelligence and the learners' vocabulary learning through teaching reading activity so as to see whether this type of intelligence contributes to better vocabulary learning and whether there is any significant relationship between the performance of participants with interpersonal intelligence and their vocabulary learning in reading activity or not. This quantitative study consisted of a vocabulary test, a reading passage, an English proficiency test and a Multiple Intelligences questionnaire followed the study. A pre- test and post -test were conducted to get the differences in the students‟ post- test vocabulary score and their pre- test vocabulary score served as their gain score in vocabulary knowledge through reading. The comparison between the students‟ scores showed that there was no significant difference in the final performance of two groups. Therefore, this study doesn‟t support the idea of relationship between interpersonal intelligence and vocabulary learning through reading, but as a positive point, the present study indicated that reading texts can greatly assist the learners in developing the level of their vocabulary knowledge. This study proved to be useful for Iranian EFL learners and also EFL teachers can adopt the technique in their classes to advance their students' language learning. A comparison of the results after the next course cycle will then allow us to assess the effects of enhancing vocabulary knowledge, which would not be possible without reading texts.

  19. Profiling vocabulary acquisition in Irish.

    Science.gov (United States)

    O'Toole, Ciara; Fletcher, Paul

    2012-01-01

    Investigations into early vocabulary development, including the timing of the acquisition of nouns, verbs and closed-class words, have produced conflicting results, both within and across languages. Studying vocabulary development in Irish can contribute to this area, as it has potentially informative features such as a VSO word order, and semantically rich prepositions. This study used a parent report adapted for Irish, to measure vocabulary development longitudinally for children aged between 1,04 and 3,04. The findings indicated that the children learned closed-class words at relatively smaller vocabulary sizes compared to children acquiring other languages, and had a strong preference for nouns.

  20. The relationship between Iranian EFL learners’ self-regulatory vocabulary strategy use and their vocabulary size

    Directory of Open Access Journals (Sweden)

    Seyed Mohammad Reza Amirian

    2015-07-01

    Full Text Available Self-regulation is referred to as learners’ self-generated ideas and actions which are systematically directed towards achieving educational goals and require learners’ active participation in the learning process (Zimmerman & Bandura, 1994. The present study investigated the relationship between Iranian EFL students’ self-regulation capacity for vocabulary learning and their vocabulary size. For this purpose, the researchers made use of two main instruments: the self-regulation capacity in vocabulary learning scale developed by Tseng et al. (2006 consisting of five subscales of commitment, metacognitive, emotion, satiation and environment control, and a bilingual vocabulary size test developed and validated by Karami (2012. The results of the data analysis revealed no significant relationship between the two variables measured by these instruments. However, the results of the multiple regressions indicated that the metacognitive control compared to the other subscales made a better contribution to the prediction of learners’ vocabulary size. In addition, based on the analysis of variance (ANOVA, which examined and compared the self-regulatory strategy use of learners in different experience groups, the first year students had a higher mean score in their self-regulation capacity, which can possibly be attributed to the strategies they have learnt in their Study Skills courses. Finally, it was suggested that teachers must try to develop self-regulatory power in the learners because their creative effort and informed decisions in trying to improve their own learning are highly important.

  1. MULTIPLE INTELLIGENCES AS PREDICTORS OF READING COMPREHENSION AND VOCABULARY KNOWLEDGE

    Directory of Open Access Journals (Sweden)

    Abbas Ali Zarei

    2014-07-01

    Full Text Available Abstract: The present study was conducted to investigate types of Multiple Intelligences as predictors of reading comprehension and vocabulary knowledge. To meet this objective, a 60-item TOEFL test and a 90-item multiple intelligences questionnaire were distributed among 240 male and female Iranians studying English at Qazali and Parsian Universities in Qazvin. Data were analyzed using a multiple regression procedure. The result of the data analysis indicated that musical, interpersonal, kinesthetic, and logical intelligences were predicators of reading comprehension. Moreover, musical, verbal, visual, kinesthetic and natural intelligences made significant contributions to predicting vocabulary knowledge.   Key words: Multiple intelligences, reading comprehension, vocabulary knowledge.

  2. Hybrid III anthropomorphic test device (ATD) response to head impacts and potential implications for athletic headgear testing.

    Science.gov (United States)

    Bartsch, Adam; Benzel, Edward; Miele, Vincent; Morr, Douglas; Prakash, Vikas

    2012-09-01

    The Hybrid III 50th percentile male anthropomorphic test device (ATD) is the most widely used human impact testing surrogate and has historically been used in automotive or military testing. More recently, this ATD is finding use in applications evaluating athletic helmet protectivity, quantifying head impact dosage and estimating injury risk. But ATD head-neck response has not been quantified in omnidirectional athletic-type head impacts absent axial preload. It is probable that headgear injury reduction that can be quantified in a laboratory, including in American football, boxing, hockey, lacrosse and soccer, is related to a number of interrelated kinetic and kinematic factors, such as head center of gravity linear acceleration, head angular acceleration, head angular velocity, occipito-cervical mechanics and neck stiffness. Therefore, we characterized ATD head-neck dynamic response to direct head impacts in a series of front, oblique front and lateral head impacts. Key findings were: (1) impacts producing highest ATD resultant center of gravity linear acceleration resulted in the lowest resultant occipito-cervical spine bending moment/force. (2) Resultant ATD head angular velocity and angular acceleration did not appear coupled to impact direction at lower impact energy levels; these parameters were coupled at higher energy levels. (3) The ATD had progressively increasing occipito-cervical stiffness in extension, torsion and lateral bending, respectively. Because the ATD neck influenced head and neck impact dosage parameters, testing agencies, manufacturers and researchers should consider using the Hybrid III head form attached to a neck as a means to quantify head and neck injury risks as opposed to systems that do not utilize a neck. This heightened understanding of Hybrid III ATD head-neck response, and consideration of order of stiffest axes in the lateral, oblique and extension directions, respectively, should aid in the development of head and neck injury

  3. Improving Vocabulary of English Language Learners through Direct Vocabulary Instruction

    Science.gov (United States)

    Hunt, Meghan; Feng, Jay

    2016-01-01

    This is a report of a professional development project. The purpose of the project was to provide professional development to teachers in vocabulary instructional strategies and to examine vocabulary acquisition of English language learners. The participants were 8 second grade ELL students and 6 second grade teachers. The eight second grade…

  4. Vocabulary Breadth and Field Dependence/Independence Cognitive Styles

    Directory of Open Access Journals (Sweden)

    Nassim Golaghaei

    2011-07-01

    Full Text Available This article is primarily bidirectional in that it is concerned with two fields of cognitive styles of field-dependency/independency on one hand and breadth of vocabulary knowledge on the other hand. In other word, this research is primarily intended to investigate the nature of the students' vocabulary knowledge in the field of passive and active knowledge of L2 words as a whole with regard to their preferred cognitive style of field dependency/independency. A group of 60 undergraduate students majoring in the field of English Language Teaching was selected. They were then divided into two groups based on the basis of their preferred cognitive styles of field-dependency / independency. Four types of tests, the 1000 frequency word-level test, the passive version of vocabulary Levels Test, the Productive Version of the Vocabulary Levels Test, and the Group Imbedded Figures Test were administered to the participants. The conclusion drawn after the analysis of the data was that the fieldindependent group outperformed their field-dependent counterparts in dealing with both passive and productive vocabulary levels. Finally, the findings of this research could be interpreted as being supportive of the idea that the field-dependent/independent cognitive style could be considered as an effective factor influencing the learners' vocabulary learning in the field of second language acquisition.

  5. Longitudinal analysis of receptive vocabulary growth in young Spanish English-speaking children from migrant families.

    Science.gov (United States)

    Jackson, Carla Wood; Schatschneider, Christopher; Leacox, Lindsey

    2014-01-01

    The authors of this study described developmental trajectories and predicted kindergarten performance of Spanish and English receptive vocabulary acquisition of young Latino/a English language learners (ELLs) from socioeconomically disadvantaged migrant families. In addition, the authors examined the extent to which gender and individual initial performance in Spanish predict receptive vocabulary performance and growth rate. The authors used hierarchical linear modeling of 64 children's receptive vocabulary performance to generate growth trajectories, predict performance at school entry, and examine potential predictors of rate of growth. The timing of testing varied across children. The ELLs (prekindergarten to 2nd grade) participated in 2-5 testing sessions, each 6-12 months apart. The ELLs' average predicted standard score on an English receptive vocabulary at kindergarten was nearly 2 SDs below the mean for monolingual peers. Significant growth in the ELLs' receptive vocabulary was observed between preschool and 2nd grade, indicating that the ELLs were slowly closing the receptive vocabulary gap, although their average score remained below the standard score mean for age-matched monolingual peers. The ELLs demonstrated a significant decrease in Spanish receptive vocabulary standard scores over time. Initial Spanish receptive vocabulary was a significant predictor of growth in English receptive vocabulary. High initial Spanish receptive vocabulary was associated with greater growth in English receptive vocabulary and decelerated growth in Spanish receptive vocabulary. Gender was not a significant predictor of growth in either English or Spanish receptive vocabulary. ELLs from low socioeconomic backgrounds may be expected to perform lower in English compared with their monolingual English peers in kindergarten. Performance in Spanish at school entry may be useful in identifying children who require more intensive instructional support for English vocabulary

  6. Vocabulary Constraint on Texts

    Directory of Open Access Journals (Sweden)

    C. Sutarsyah

    2008-01-01

    Full Text Available This case study was carried out in the English Education Department of State University of Malang. The aim of the study was to identify and describe the vocabulary in the reading text and to seek if the text is useful for reading skill development. A descriptive qualitative design was applied to obtain the data. For this purpose, some available computer programs were used to find the description of vocabulary in the texts. It was found that the 20 texts containing 7,945 words are dominated by low frequency words which account for 16.97% of the words in the texts. The high frequency words occurring in the texts were dominated by function words. In the case of word levels, it was found that the texts have very limited number of words from GSL (General Service List of English Words (West, 1953. The proportion of the first 1,000 words of GSL only accounts for 44.6%. The data also show that the texts contain too large proportion of words which are not in the three levels (the first 2,000 and UWL. These words account for 26.44% of the running words in the texts.  It is believed that the constraints are due to the selection of the texts which are made of a series of short-unrelated texts. This kind of text is subject to the accumulation of low frequency words especially those of content words and limited of words from GSL. It could also defeat the development of students' reading skills and vocabulary enrichment.

  7. Nuclear engineering vocabulary

    International Nuclear Information System (INIS)

    Dumont, X.; Andrieux, C.

    2001-01-01

    The members of the CSTNIN - the Special Commission for Nuclear Engineering Terminology and Neology - have just produced a Nuclear Engineering Vocabulary, published by SFEN. A 120-page document which, to date, includes 400 nuclear engineering terms or expressions. For each term or expression, this Glossary gives: the primary and secondary subject field in which it is applied, a possible abbreviation, its definition, a synonym if appropriate, any relevant comments, any associated word(s), the English equivalent, its status on the date of publication of the Glossary. (author)

  8. Individual differences in very young Chinese children’s English vocabulary breadth and semantic depth : Internal and external factors

    NARCIS (Netherlands)

    Sun, He; Steinkrauss, Rasmus; Wieling, Martijn; de Bot, Cornelis

    2018-01-01

    This study examines the English vocabulary development of 43 very young child EFL learners (age 3;2-6;2) in China. They were tested twice for vocabulary breadth (reception and production) and semantic depth (paradigmatic and syntagmatic vocabulary knowledge). The development of the English

  9. Learners' independent records of vocabulary

    DEFF Research Database (Denmark)

    Shaw, Philip; Leeke, Philip

    1999-01-01

    Handbooks recommend a variety of quite complicated procedures for learning and remembering vocabulary, but most learners only engage in very simple procedures. The aim of this project was to establish a basis for identifying optimal vocabulary recording procedures by finding out what learners...

  10. Football helmet drop tests on different fields using an instrumented Hybrid III head.

    Science.gov (United States)

    Viano, David C; Withnall, Chris; Wonnacott, Michael

    2012-01-01

    An instrumented Hybrid III head was placed in a Schutt ION 4D football helmet and dropped on different turfs to study field types and temperature on head responses. The head was dropped 0.91 and 1.83 m giving impacts of 4.2 and 6.0 m/s on nine different football fields (natural, Astroplay, Fieldturf, or Gameday turfs) at turf temperatures of -2.7 to 23.9 °C. Six repeat tests were conducted for each surface at 0.3 m (1') intervals. The Hybrid III was instrumented with triaxial accelerometers to determine head responses for the different playing surfaces. For the 0.91-m drops, peak head acceleration varied from 63.3 to 117.1 g and HIC(15) from 195 to 478 with the different playing surfaces. The lowest response was with Astroplay, followed by the engineered natural turf. Gameday and Fieldturf involved higher responses. The differences between surfaces decreased in the 1.83 m tests. The cold weather testing involved higher accelerations, HIC(15) and delta V for each surface. The helmet drop test used in this study provides a simple and convenient means of evaluating the compliance and energy absorption of football playing surfaces. The type and temperature of the playing surface influence head responses.

  11. Post-test analysis of ROSA-III experiment Run 702

    International Nuclear Information System (INIS)

    Koizumi, Yasuo; Kikuchi, Osamu; Soda, Kunihisa

    1980-01-01

    The purpose of the ROSA-III experiment with a scaled BWR test facility is to examine primary coolant thermal-hydraulic behavior and performance of ECCS during a posturated loss-of-coolant accident of BWR. The results provide information for verification and improvement of reactor safety analysis codes. Run 702 assumed a 200% split break at the recirculation pump suction line under an average core power without ECCS activation. Post - test analysis of the Run 702 experiment was made with computer code RELAP4J. Agreement of the calculated system pressure and the experiment one was good. However, the calculated heater surface temperatures were higher than the measured ones. Also, the axial temperature distribution was different in tendency from the experimental one. From these results, the necessity was indicated of improving the analytical model of void distribution in the core and the nodalization in the pressure vassel, in order to make the analysis more realistic. And also, the need of characteristic test was indicated for ROSA-III test facility components, such as jet pump and piping form loss coefficient; likewise, flow rate measurements must be increased and refined. (author)

  12. Lower extremity functional tests and risk of injury in division iii collegiate athletes.

    Science.gov (United States)

    Brumitt, Jason; Heiderscheit, Bryan C; Manske, Robert C; Niemuth, Paul E; Rauh, Mitchell J

    2013-06-01

    Functional tests have been used primarily to assess an athlete's fitness or readiness to return to sport. The purpose of this prospective cohort study was to determine the ability of the standing long jump (SLJ) test, the single-leg hop (SLH) for distance test, and the lower extremity functional test (LEFT) as preseason screening tools to identify collegiate athletes who may be at increased risk for a time-loss sports-related low back or lower extremity injury. A total of 193 Division III athletes from 15 university teams (110 females, age 19.1 ± 1.1 y; 83 males, age 19.5 ± 1.3 y) were tested prior to their sports seasons. Athletes performed the functional tests in the following sequence: SLJ, SLH, LEFT. The athletes were then prospectively followed during their sports season for occurrence of low back or LE injury. Female athletes who completed the LEFT in $118 s were 6 times more likely (OR=6.4, 95% CI: 1.3, 31.7) to sustain a thigh or knee injury. Male athletes who completed the LEFT in #100 s were more likely to experience a time-loss injury to the low back or LE (OR=3.2, 95% CI: 1.1, 9.5) or a foot or ankle injury (OR=6.7, 95% CI: 1.5, 29.7) than male athletes who completed the LEFT in 101 s or more. Female athletes with a greater than 10% side-to-side asymmetry between SLH distances had a 4-fold increase in foot or ankle injury (cut point: >10%; OR=4.4, 95% CI: 1.2, 15.4). Male athletes with SLH distances (either leg) at least 75% of their height had at least a 3-fold increase (OR=3.6, 95% CI: 1.2, 11.2 for the right LE; OR=3.6, 95% CI: 1.2, 11.2 for left LE) in low back or LE injury. The LEFT and the SLH tests appear useful in identifying Division III athletes at risk for a low back or lower extremity sports injury. Thus, these tests warrant further consideration as preparticipatory screening examination tools for sport injury in this population. The single-leg hop for distance and the lower extremity functional test, when administered to Division III

  13. Vocabulary and Receptive Knowledge of English Collocations among Swedish Upper Secondary School Students

    OpenAIRE

    Bergström, Kerstin

    2008-01-01

    The aim of this study is to examine the vocabulary and receptive collocation knowledge in English among Swedish upper secondary school students. The primary material consists of two vocabulary tests, one collocation test, and a background questionnaire. The first research question concerns whether the students who receive a major part of their education in English have a higher level of vocabulary and receptive collocation knowledge in English than those who are taught primarily in Swedish. T...

  14. Strategies for teaching and learning vocabulary

    Directory of Open Access Journals (Sweden)

    Feng Teng

    2014-11-01

    Full Text Available Abstract This article presents an overview of current research on second language vocabulary learning and proposes eight strategies for teaching and learning vocabulary. First, to facilitate effective vocabulary teaching, choosing high-frequency words is essential. Teachers of vocabulary also need to add explicit, intentional teaching to incidental learning. In addition, vocabulary learning strategies including morphological awareness and lexical inference provides a platform by which learners can improve both receptive and productive vocabulary knowledge. This article also suggests that productive vocabulary knowledge needs more attention than receptive vocabulary knowledge, and that available textbooks seldom address vocabulary sufficiently. In summary, it is very important for all learners and teachers to acknowledge that learning vocabulary is incremental in nature, and we should develop a principled, long-term program for teaching and learning vocabulary.

  15. Recirculation pump suction line 2.8% break integral test at ROSA-III with HPCS failure, RUN 984

    International Nuclear Information System (INIS)

    Suzuki, Mitsuhiro; Anoda, Yoshinari; Tasaka, Kanji; Kumamaru, Hiroshige; Nakamura, Hideo; Yonomoto, Taisuke; Murata, Hideo; Shiba, Masayoshi

    1984-06-01

    This report presents the experimental data of 2.8% suction line break test RUN 984 at ROSA-III, which was conducted as one of counterpart tests to FIST program sponsored by GE, EPRI and USNRC. The similarity study between the ROSA-III and FIST tests is on the way. The report also presents the information on the ROSA-III test facility, experiment results and the effects of the ADS flow rate and the MSIV trip level comparing with the previously conducted ROSA-III small break tests, RUNs 920 and 922. Major conclusions obtained are as follows. (1) Change of the MSIV trip level from L2 to L1 gives delay of MSIV closure and longer actuation of pressure control system in a small break LOCA. (2) Larger ADS flow gives faster depressurization rate and earlier ECCS actuation, which results in shorter fuel rod dryout period and lower PCT. (author)

  16. An Application of Graphical Approach to Construct Multiple Testing Procedure in a Hypothetical Phase III Design

    Directory of Open Access Journals (Sweden)

    Naitee eTing

    2014-01-01

    Full Text Available Many multiple testing procedures (MTP have been developed in recent years. Among these new procedures, the graphical approach is flexible and easy to communicate with non-statisticians. A hypothetical Phase III clinical trial design is introduced in this manuscript to demonstrate how graphical approach can be applied in clinical product development. In this design, an active comparator is used. It is thought that this test drug under development could potentially be superior to this comparator. For comparison of efficacy, the primary endpoint is well established and widely accepted by regulatory agencies. However, an important secondary endpoint based on Phase II findings looks very promising. The target dose may have a good opportunity to deliver superiority to the comparator. Furthermore, a lower dose is included in case the target dose may demonstrate potential safety concerns. This Phase III study is designed as a non-inferiority trial with two doses, and two endpoints. This manuscript will illustrate how graphical approach is applied to this design in handling multiple testing issues.

  17. Carbon Dioxide Washout Testing Using Various Inlet Vent Configurations in the Mark-III Space Suit

    Science.gov (United States)

    Korona, F. Adam; Norcross, Jason; Conger, Bruce; Navarro, Moses

    2014-01-01

    Requirements for using a space suit during ground testing include providing adequate carbon dioxide (CO2) washout for the suited subject. Acute CO2 exposure can lead to symptoms including headache, dyspnea, lethargy, and eventually unconsciousness or even death. Symptoms depend on several factors including inspired partial pressure of CO2 (ppCO2), duration of exposure, metabolic rate of the subject, and physiological differences between subjects. Computational Fluid Dynamics (CFD) analysis has predicted that the configuration of the suit inlet vent has a significant effect on oronasal CO2 concentrations. The main objective of this test was to characterize inspired oronasal ppCO2 for a variety of inlet vent configurations in the Mark-III suit across a range of workload and flow rates. Data and trends observed during testing along with refined CFD models will be used to help design an inlet vent configuration for the Z-2 space suit. The testing methodology used in this test builds upon past CO2 washout testing performed on the Z-1 suit, Rear Entry I-Suit, and the Enhanced Mobility Advanced Crew Escape Suit. Three subjects performed two test sessions each in the Mark-III suit to allow for comparison between tests. Six different helmet inlet vent configurations were evaluated during each test session. Suit pressure was maintained at 4.3 psid. Suited test subjects walked on a treadmill to generate metabolic workloads of approximately 2000 and 3000 BTU/hr. Supply airflow rates of 6 and 4 actual cubic feet per minute were tested at each workload. Subjects wore an oronasal mask with an open port in front of the mouth and were allowed to breathe freely. Oronasal ppCO2 was monitored real-time via gas analyzers with sampling tubes connected to the oronasal mask. Metabolic rate was calculated from the CO2 production measured by an additional gas analyzer at the air outlet from the suit. Real-time metabolic rate measurements were used to adjust the treadmill workload to meet

  18. PROMOTING INCIDENTAL VOCABULARY LEARNING THROUGH VERBAL DRAMATIZATION OF WORDS

    Directory of Open Access Journals (Sweden)

    Looi-Chin Ch’ng

    2014-12-01

    Full Text Available Despite the fact that explicit teaching of vocabulary is often practised in English as a Second Language (ESL classrooms, it has been proven to be rather ineffective, largely because words are not taught in context. This has prompted the increasing use of incidental vocabulary learning approach, which emphasises on repeated readings as a source for vocabulary learning. By adopting this approach, this study aims to investigate students’ ability in learning vocabulary incidentally via verbal dramatization of written texts. In this case, readers’ theatre (RT is used as a way to allow learners to engage in active reading so as to promote vocabulary learning. A total of 160 diploma students participated in this case study and they were divided equally into two groups, namely classroom reading (CR and RT groups. A proficiency test was first conducted to determine their vocabulary levels. Based on the test results, a story was selected as the reading material in the two groups. The CR group read the story through a normal reading lesson in class while the RT group was required to verbally dramatize the text through readers’ theatre activity. Then, a post-test based on vocabulary levels was carried out and the results were compared. The findings revealed that incidental learning was more apparent in the RT group and their ability to learn words from the higher levels was noticeable through higher accuracy scores. Although not conclusive, this study has demonstrated the potential of using readers’ theatre as a form of incidental vocabulary learning activity in ESL settings.

  19. Relationship between Vocabulary Size and Reading Comprehension Levels of Malaysian Tertiary Students

    Directory of Open Access Journals (Sweden)

    Angelina Wan Lin Tan

    2018-01-01

    Full Text Available This study investigated the relationship between vocabulary size and reading comprehension performance among students in a tertiary institution in a Malaysian context and examined the vocabulary size required for students to achieve reading comprehension at various levels of proficiency. The research questions that guided this study were: 1 What is the vocabulary size of second year diploma students studying Mass Communication?; 2 What is the reading comprehension proficiency of second year diploma students studying Mass Communication?; and 3 What vocabulary size is required for different levels of reading comprehension proficiency? This study used the quantitative approach. The participants were 53 Malaysian second-year students at a private university college in Malaysia who were reading for their Diploma in Mass Communication. The instruments used were the Vocabulary Size Test and the IELTS Reading Test (Academic Module. The findings showed that the average vocabulary size of the students was just over 6000 word families and this vocabulary size was generally insufficient for adequate reading comprehension. Students needed an average vocabulary size of about 8000 word families to achieve adequate reading comprehension and about 10000 word families to achieve proficient reading comprehension. Based on the individual student’s performance, this study did not find a linear relationship between vocabulary size and reading comprehension performance, nor was there a threshold vocabulary size for adequate reading comprehension.

  20. MK-III function tests in JOYO. Primary main cooling pump

    International Nuclear Information System (INIS)

    Isozaki, Kazunori; Saito, Takakazu; Sumino, Kouzo; Karube, Kouji; Terano, Toshihiro; Sakaba, Hideo; Nakai, Satoru

    2004-06-01

    MK-III function test (SKS-1) that was carried out from October 17, 2001 through October 23, 2001 using MK-III transition core configuration and MK-III function tests (SKS-2) was carried out from January 27, 2003 through February 13, 2003 using MK-III core configuration. The major function tests results of primary cooling system were shown as follows; (1) The stability of the primary main pump flow control system was confirmed on both CAS (cascade) mode and Man (manual) mode. Also no divergence of flow and revolution of the pump were observed at step flow change disturbance. (2) The main motor was shifted to run-back flow control operation in about 54 seconds after scram. The flow rate and pump revolution at run-back operation of A and B cooling system were 167 m 3 /h and 117 rpm, 185m 3 /h and 118 rpm respectively. The pump revolution was within the design target revolution 122 rpm ± 8 rpm and the flow was over the 10% of the rated flow. (3) The pony motor was engaged in operation in about 39 seconds after the primary main pump trip. The flow rate and pump revolution at the pony motor operation of A and B cooling system were 180 m 3 /h and 124 rpm, 190 m 3 /h and 123 rpm respectively. These values were satisfied the design low limit of 93 rpm and 10% of the rated flow. (4) Free flow coast down time constant was longer than 10 seconds that was design shortest time at both the primary pump trip and run-back operation. (5) Pump over flow column sodium levels of both A and B cooling system at rated operating condition were NL-1550 mm and, NL-1468 mm respectively and were lower than NL-1581 mm of the design value. This result shows the new IHX pressure loss estimation was conservative. (6) It was confirmed that the primary main pump could operate with out scram for up to 0.6 seconds of external power supply loss. (author)

  1. Optimized FFTF Acceptance Test Program covering Phases III, IV, and V

    International Nuclear Information System (INIS)

    Wykoff, W.R.; Jones, D.H.

    1977-03-01

    A detailed review of Phases III, IV, and V of the FFTF Acceptance Test Program has been completed. The purpose of this review was to formulate that test sequence which not only meets requirements for safe, reliable and useful operation of the plant, but also results in the earliest prudent demonstration of full-power performance. A test sequence based on the underlying assumption that sodium flows into the secondary sodium storage tank (T-44) no later than August 31, 1978, is described in detail. A time-scale which allows extra time to put systems and equipment into operation the first time, debugging, and learning how to operate most effectively has been superimposed on the test sequence. Time is not included for major equipment malfunctions. This test plan provides the basis for coordinating the many and varied activities and interfaces necessary for successful and timely execution of the FFTF Acceptance Test Program. In this report, the need dates have been identified for presently scheduled test articles and standard core components

  2. Effective Strategies for Turning Receptive Vocabulary into Productive Vocabulary in EFL Context

    Science.gov (United States)

    Faraj, Avan Kamal Aziz

    2015-01-01

    Vocabulary acquisition has been a main concern of EFL English teachers and learners. There have been tons of research to examine the student's level of receptive vocabulary and productive vocabulary, but no research has conducted on how turning receptive vocabulary into productive vocabulary. This study has reported the impact of the teaching…

  3. Application-Based Crossword Puzzles: Players’ Perception and Vocabulary Retention

    Directory of Open Access Journals (Sweden)

    Dzulfikri Dzulfikri

    2016-09-01

    Full Text Available This study investigates the perceptions of students towards Application-Based Crossword Puzzles and how playing this game can affect the development of vocabulary amongst students. Drawing on Vygostky’s Socio-Cultural Theory which states that the human mind is mediated by cultural artifacts, the nature of this game poses challenges and builds curiosity, allowing players to pay more attention to the words to fill in the boxes which subsequently enhances their retention of vocabulary. This game has very good potential to build positive perceptions and to develop cognition in the linguistic domain of players, i.e. the amount of their vocabulary. In this study, the researcher conducted interviews with eligible or selected student players to find out their perceptions toward this game and administered a vocabulary test to find out how this game had added to the retention in memory of new words acquired by the players from the game. The study findings showed that the participants perceive this game positively and it affects the players’ vocabulary retention positively as indicated by their test results. It is recommended that English teachers consider using Application-Based Crossword Puzzles to help students build their vocabularies especially as part of extracurricular activities.

  4. Experimental analysis of the power curve sensitivity test series at ROSA-III

    International Nuclear Information System (INIS)

    Koizumi, Y.; Iriko, M.; Yonomoto, T.; Tasaka, K.

    1985-01-01

    The rig of safety assessment (ROSA)-III facility is a volumetrically scaled (1/424) boiling water reactor (BWR/6) system with an electrically heated core designed for integral LOCA and ECCS tests. Seven recirculation pump suction line break LOCA experiments were conducted at the ROSA-III facility in order to examine the effect of the initial stored heat of a fuel rod on the peak cladding temperature (PCT). The break size was changed from 200% to 5% in the test series and a failure of a high pressure core spray (HPCS) diesel generator was assumed. Three power curves which represented conservative, realistic and zero initial stored heat, respectively, were used. In a large break LOCA such as 200% or 50% breaks, the initial stored heat in a fuel rod has a large effect on the cladding surface temperature because core uncovery occurs before all the initial stored heat is released, whereas in a small break LOCA such as a 5% break little effect is observed because core uncovery occurs after the initial stored heat is released. The maximum PCTs for the conservative initial stored heat case was 925 K, obtained in the 50% break experiment, and that for the realistic initial stored heat case was 835 K, obtained in the 5% break experiment. (orig./HP)

  5. Effect of using heat-inactivated serum with the Abbott human T-cell lymphotropic virus type III antibody test.

    OpenAIRE

    Jungkind, D L; DiRenzo, S A; Young, S J

    1986-01-01

    The Abbott enzyme immunoassay (Abbott Laboratories, North Chicago, Ill.) for human T-cell lymphotropic virus type III (HTLV-III) antibody was evaluated to determine the effect of using heat-inactivated (56 degrees C for 30 min) serum as the sample. Each of 58 nonreactive serum samples gave a higher A492 value when tested after heat inactivation. Ten of the samples became reactive after heating. Heat-inactivated serum should not be used in the current Abbott HTLV-III antibody test, because thi...

  6. Vocabularies of happiness

    Directory of Open Access Journals (Sweden)

    Roxana Bratu

    2013-12-01

    Full Text Available This paper seeks to explore through interviews the vocabularies of happiness that interviewees invoke in face-to-face interactions to account for their happiness or lack thereof and, especially, for the (unhappiness of others. In other words, how do respondents present their own or others’ happiness – be they close or distant acquaintances, or people in general, in an interview conversation? Also, what understanding of others do these accounts make visible? This work embraces a discursive psychological (DP perspective, focusing on how different versions of happiness are being put together by respondents presenting themselves as competent and credible individuals, while at the same time positioning themselves in a moral order of happiness.

  7. Region III involvement in quality control and quality assurance of radon testing methods

    International Nuclear Information System (INIS)

    Coyle, F.T.

    1990-01-01

    Region III has set a goal of increasing the testing for radon by our residents. One approach to this goal, is to bolster the public's confidence in the testing laboratories. We believe that this can be done most effectively by assuring the quality of the measurements available to the public. All Proficient Laboratories and Pennsylvania Certified Laboratories have submitted a quality assurance (QA) program. A QA audit checklist has been developed which will be finalized and made available to the states in our Region. This paper deals with inspection, verification, and documentation of the various laboratories and their compliance with prudent measuring protocols and addresses the following items: Organization and responsibilities; Sampling procedures; Detector chain of custody; Measurement procedures, quality control checks; State certification and RMP; Data resection, validation, and reporting; Quality assurance reports to management; Interview and discussion of QA audit with responsible officer

  8. Addenbrooke's cognitive examination III: diagnostic utility for mild cognitive impairment and dementia and correlation with standardized neuropsychological tests.

    Science.gov (United States)

    Matias-Guiu, Jordi A; Cortés-Martínez, Ana; Valles-Salgado, Maria; Rognoni, Teresa; Fernández-Matarrubia, Marta; Moreno-Ramos, Teresa; Matías-Guiu, Jorge

    2017-01-01

    Addenbrooke's Cognitive Examination III (ACE-III) is a screening test that was recently validated for diagnosing dementia. Since it assesses attention, language, memory, fluency, and visuospatial function separately, it may also be useful for general neuropsychological assessments. The aim of this study was to analyze the tool's ability to detect early stages of Alzheimer's disease and to examine the correlation between ACE-III scores and scores on standardized neuropsychological tests. Our study included 200 participants categorized as follows: 25 healthy controls, 48 individuals with subjective memory complaints, 47 patients with amnestic mild cognitive impairment and 47 mild Alzheimer's disease, and 33 patients with other neurodegenerative diseases. The ACE-III memory and language domains were highly correlated with the neuropsychological tests specific to those domains (Pearson correlation coefficient of 0.806 for total delayed recall on the Free and Cued Selective Reminding Test vs. 0.744 on the Boston Naming Test). ACE-III scores discriminated between controls and patients with amnestic mild cognitive impairment (AUC: 0.906), and between controls and patients with mild Alzheimer's disease (AUC: 0.978). Our results suggest that ACE-III is a useful neuropsychological test for assessing the cognitive domains of attention, language, memory, and visuospatial function. It also enables detection of Alzheimer's disease in early stages.

  9. DSpace and customized controlled vocabularies

    Science.gov (United States)

    Skourlas, C.; Tsolakidis, A.; Kakoulidis, P.; Giannakopoulos, G.

    2015-02-01

    The open source platform of DSpace could be defined as a repository application used to provide access to digital resources. DSpace is installed and used by more than 1000 organizations worldwide. A predefined taxonomy of keyword, called the Controlled Vocabulary, can be used for describing and accessing the information items stored in the repository. In this paper, we describe how the users can create, and customize their own vocabularies. Various heterogeneous items, such as research papers, videos, articles and educational material of the repository, can be indexed in order to provide advanced search functionality using new controlled vocabularies.

  10. Rapid word-learning in normal-hearing and hearing-impaired children: effects of age, receptive vocabulary, and high-frequency amplification.

    Science.gov (United States)

    Pittman, A L; Lewis, D E; Hoover, B M; Stelmachowicz, P G

    2005-12-01

    This study examined rapid word-learning in 5- to 14-year-old children with normal and impaired hearing. The effects of age and receptive vocabulary were examined as well as those of high-frequency amplification. Novel words were low-pass filtered at 4 kHz (typical of current amplification devices) and at 9 kHz. It was hypothesized that (1) the children with normal hearing would learn more words than the children with hearing loss, (2) word-learning would increase with age and receptive vocabulary for both groups, and (3) both groups would benefit from a broader frequency bandwidth. Sixty children with normal hearing and 37 children with moderate sensorineural hearing losses participated in this study. Each child viewed a 4-minute animated slideshow containing 8 nonsense words created using the 24 English consonant phonemes (3 consonants per word). Each word was repeated 3 times. Half of the 8 words were low-pass filtered at 4 kHz and half were filtered at 9 kHz. After viewing the story twice, each child was asked to identify the words from among pictures in the slide show. Before testing, a measure of current receptive vocabulary was obtained using the Peabody Picture Vocabulary Test (PPVT-III). The PPVT-III scores of the hearing-impaired children were consistently poorer than those of the normal-hearing children across the age range tested. A similar pattern of results was observed for word-learning in that the performance of the hearing-impaired children was significantly poorer than that of the normal-hearing children. Further analysis of the PPVT and word-learning scores suggested that although word-learning was reduced in the hearing-impaired children, their performance was consistent with their receptive vocabularies. Additionally, no correlation was found between overall performance and the age of identification, age of amplification, or years of amplification in the children with hearing loss. Results also revealed a small increase in performance for both

  11. Using Incidental Vocabulary Acquisition to Enrich the Students Vocabulary Mastery

    OpenAIRE

    Asmayanti, St

    2015-01-01

    The research aimed to find out the improvement the students'vocabulary in terms of improving their understanding about of nouns and adjectives. To explain the increase, the researcher used a classroom action research (CAR) which was conducted in two cycles in which each cycle consisted of four meetings.The subject was the students at the eight grade of SMP Askari Pallangga Gowa. The number of samples consisted of 37 students. The research findings indicated that using Incidental Vocabulary Ac...

  12. Evaluation report on SCTF Core-III Test S3-22

    International Nuclear Information System (INIS)

    Okubo, Tsutomu; Iguchi, Tadashi; Iwamura, Takamichi; Akimoto, Hajime; Ohnuki, Akira; Abe, Yutaka; Murao, Yoshio; Adachi, Hiromichi.

    1991-07-01

    Two tests (Tests S3-20 and S3-22) were conducted with JAERI's Slab Core Test Facility (SCTF) Core-III in order to investigate water break-through and core cooling behaviors under the intermittent ECC water delivery from the hot legs to one location in the upper plenum and the alternate ECC water delivery to two locations in the upper plenum during reflooding, respectively. This report presents an analysis on Test S3-22 (the alternate case). Subcooled ECC water was injected alternately just above the upper core support plate above Bundles 7 and 8 and Bundles 3 and 4. The total injection rate from both injection ports was the same as that in SCTF Test S3-20 and Test S3-13. Analyzing the test data together with those of Tests S3-13 and S3-20 the following has been found: (1) Alternate break-through occurred immediately corresponding to the alternate ECC water injection except for one period, during which no break-through was observed. However, there observed a difference in break-through behavior that break-through was strong above the low power region, whereas weak above the high power region. (2) Although its break-through behavior was different, nearly the same core cooling as in the continuous or intermittent ECC water delivery case was observed except for the period around quench. (3) Around quench time, degraded core cooling comparing to the continuous or intermittent ECC water delivery case was observed. That is, quench time at the midplane level of the present test was 35 s later than in the continuous case. This is considered to result from decrease in core water inventory caused by water sealing at the cross-over leg. (J.P.N.)

  13. Standard test method for plutonium assay by plutonium (III) diode array spectrophotometry

    CERN Document Server

    American Society for Testing and Materials. Philadelphia

    2002-01-01

    1.1 This test method describes the determination of total plutonium as plutonium(III) in nitrate and chloride solutions. The technique is applicable to solutions of plutonium dioxide powders and pellets (Test Methods C 697), nuclear grade mixed oxides (Test Methods C 698), plutonium metal (Test Methods C 758), and plutonium nitrate solutions (Test Methods C 759). Solid samples are dissolved using the appropriate dissolution techniques described in Practice C 1168. The use of this technique for other plutonium-bearing materials has been reported (1-5), but final determination of applicability must be made by the user. The applicable concentration range for plutonium sample solutions is 10–200 g Pu/L. 1.2 The values stated in SI units are to be regarded as standard. No other units of measurement are included in this standard. 1.3 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropria...

  14. Test-particle motion in Einstein's unified field theory. III. Magnetic monopoles and charged particles

    International Nuclear Information System (INIS)

    Johnson, C.R.

    1986-01-01

    In a previous paper (paper I), we developed a method for finding the exact equations of structure and motion of multipole test particles in Einstein's unified field theory: the theory of the nonsymmetric field. In that paper we also applied the method and found in Einstein's unified field theory the equations of structure and motion of neutral pole-dipole test particles possessing no electromagnetic multipole moments. In a second paper (paper II), we applied the method and found in Einstein's unified field theory the exact equations of structure and motion of charged test particles possessing no magnetic monopole moments. In the present paper (paper III), we apply the method and find in Einstein's unified field theory the exact equations of structure and motion of charged test particles possessing magnetic monopole moments. It follows from the form of these equations of structure and motion that in general in Einstein's unified field theory a test particle possessing a magnetic monopole moment in a background electromagnetic field must also possess spin

  15. Chromium(III) release from chromium‐tanned leather elicits allergic contact dermatitis: a use test study

    Science.gov (United States)

    Erfani, Behnaz; Matura, Mihály; Lidén, Carola

    2018-01-01

    Summary Background Chromium (Cr) is a common skin sensitizer. The use of Cr(VI) in leather is restricted in the EU, but that of Cr(III) is not. Objectives To assess whether prolonged exposure to Cr‐tanned leather with mainly Cr(III) release may elicit allergic contact dermatitis in Cr‐allergic individuals. Method Ten Cr‐allergic subjects and 22 controls were patch tested with serial dilutions of Cr(III) and Cr(VI), and with leather samples. They then conducted a use test with a Cr‐tanned and a Cr‐free leather bracelet over a period of 3 weeks, for 12 h per day. Cr deposited on the skin from the bracelets was measured in the controls, and the diphenylcarbazide test for Cr(VI) and extraction tests for Cr(III) and Cr(VI) were conducted for the different leathers. Results Four of 10 Cr‐allergic subjects developed positive reactions to the Cr‐tanned bracelet within 7–21 days, whereas only 1 of 10 had a positive patch test reaction to this leather. Cr released from the Cr‐tanned leather was most probably entirely Cr(III), with a quantifiable amount being deposited on the skin. Conclusions This study strongly suggests that prolonged and repeated exposure to Cr‐tanned leather with mainly Cr(III) release is capable of eliciting allergic contact dermatitis in Cr‐allergic individuals. PMID:29322530

  16. Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study.

    Science.gov (United States)

    Zhang, Yining; Lin, Chin-Hsi; Zhang, Dongbo; Choi, Yunjeong

    2017-03-01

    In spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning - particularly, the mechanisms through which learners regulate their motivation and learning strategies - remain unclear. This study examined L2 vocabulary learning, focusing on the joint influence of different motivational factors and learning strategies on the vocabulary breadth of adolescent learners of English as a foreign language (EFL) in China. The participants were 107 tenth graders (68 females, 39 males) in China. The data were collected via two questionnaires, one assessing students' motivation towards English-vocabulary learning and the other their English vocabulary-learning strategies, along with a test measuring vocabulary breadth. Structural equation modelling (SEM) indicated that learning strategy partially mediated the relationship between motivation (i.e., a composite score of intrinsic and extrinsic motivation) and vocabulary learning. Separate SEM analyses for intrinsic (IM) and extrinsic motivation (EM) revealed that there were significant and positive direct and indirect effects of IM on vocabulary knowledge; and while EM's direct effect over and above that of learning strategies did not achieve significance, its indirect effect was significant and positive. The findings suggest that vocabulary-learning strategies mediate the relationship between motivation and vocabulary knowledge. In addition, IM may have a greater influence on vocabulary learning in foreign-language contexts. © 2016 The British Psychological Society.

  17. An In-Depth Investigation into the Relationship between Vocabulary Knowledge and Academic Listening Comprehension

    Science.gov (United States)

    Teng, Feng

    2016-01-01

    The present study was conducted in the context of learning English as a Foreign Language (EFL) with the purpose of assessing the roles of breadth and depth of vocabulary knowledge in academic listening comprehension. The Vocabulary Size Test (VST, Nation & Beglar, 2007) and the Word Associates Test (WAT, Read, 2004) were administered to…

  18. Effect of Focused Vocabulary Instruction on 7th Graders' Reading Comprehension

    Science.gov (United States)

    Horn, Mary; Feng, Jianhua

    2012-01-01

    This study reports an investigation on the effects of directed vocabulary and whole class instruction on improving students' vocabulary acquisition and reading comprehension. Fifty-eight seventh grade students participated in the study, and a pre-test/post-test experimental design was employed. The results did not indicate any statistically…

  19. An Experimental Study on the Effects of Different Reading Tasks on L2 Vocabulary Acquisition

    Science.gov (United States)

    Xu, Jianping

    2009-01-01

    This empirical study was undertaken to test the Involvement Load Hypothesis (Laufer and Hulstijn, 2001) by examining the impact of three tasks on vocabulary acquisition. It was designed to test and develop the involvement load hypothesis by examining the impact of different reading tasks on the L2 vocabulary acquisition. The results show that…

  20. MK-III function tests in JOYO. Dump heat exchanger (DHX)

    International Nuclear Information System (INIS)

    Kawahara, Hirotaka; Isozaki, Kazunori; Ishii, Takayuki; Ichige, Satoshi; Sakaba, Hideo; Nakai, Satoru; Nose, Shouiti

    2004-06-01

    A key part of the upgrade of the experimental fast reactor JOYO to the MK-III design was the replacement of the dump heat exchangers. MK-III function tests (SKS-1) of the new dump heat exchangers were carried out from August 27, 2001 through September 13, 2001. The major results of the function tests of the dump heat exchangers were as follows: (1) Air flow of the main blower with an inlet vane opening of 50% was confirmed to exceed the design rated flow of 7,700 m 3 /min. It was also demonstrated that an inlet vane opening of 100% provides about 130% of the design rated flow. This is because the new DHX flow route has more low pressure loss than the design value. (2) Tests of the air flow of the main blower demonstrated that with a fully opened inlet damper, a full opened outlet damper and an inlet vane opening of 0% provides about 5% of the design rated flow. (3) Free flow coast down characteristics of the main blower achieved an inlet vane 0% opening in an average of 7.9 seconds. Revolutions per minute of the main blower reached zero in an average of 8.7 seconds. The delay time from the opening of the vacuum contact breaker to the air flow decrease was approximately 1 second. This was a more conservative value than the 5 seconds assumed in design thermal transient analyses. (4) The loudest noise occurred with the main blower operating with a 25% inlet vane opening. At that time, the noise around the main blower was approximately 100 dB, and in the surrounding monitoring area boundary, the noise was 50 dB. This was confirmed to be within the standard of the Ibaraki prefectural ordinance. (5) Although the MK-III inlet vane and inlet damper drive unit was bigger than the MK-II unit, the accumulator tank was confirmed to provide sufficient volume during a compression air loss event. (author)

  1. Post-test analysis of ROSA-III experiment RUNs 705 and 706

    International Nuclear Information System (INIS)

    Koizumi, Yasuo; Soda, Kunihisa; Kikuchi, Osamu; Tasaka, Kanji; Shiba, Masayoshi

    1980-07-01

    The purpose of ROSA-III experiment with a scaled BWR Test facility is to examine primary coolant thermal-hydraulic behavior and performance of ECCS during a postulated loss-of-coolant accident of BWR. The results provide the information for verification and improvement of reactor safety analysis codes. RUNs 705 and 706 assumed a 200% double-ended break at the recirculation pump suction. RUN 705 was an isothermal blowdown test without initial power and initial core flow. In RUN 706 for an average core power and no ECCS, the main steam line and feed water line were isolated immediately on the break. Post-test analysis of RUNs 705 and 706 was made with computer code RELAP4J. The agreement in system pressure between calculation and experiment was satisfactory. However, the calculated heater rod surface temperature were significantly higher than the experimental ones. The calculated axial temperature profile was different in tendency from the experimental one. The calculated mixture level behavior in the core was different from the liquid void distribution observed in experiment. The rapid rise of fuel rod surface temperature was caused by the reduction of heat transfer coefficient attributed to the increase of quality. The need was indicated for improvement of analytical model of void distribution in the core, and also to performe a characteristic test of recirculation line under reverse flow and to examine the core inlet flow rate experimentally and analytically. (author)

  2. Evaluation report on SCTF Core-III test S3-06

    International Nuclear Information System (INIS)

    Iwamura, Takamichi; Iguchi, Tadashi; Akimoto, Hajime; Okubo, Tsutomu; Ohnuki, Akira; Adachi, Hiromichi; Murao, Yoshio; Minato, Akihiko; Sakaki, Isao.

    1988-10-01

    In order to investigate the effect of radial power distribution on the thermal-hydraulic characteristics during the reflood phase of a PWR-LOCA with a combined injection type ECCS, a core cooling separate effect test S3-06 and a combined injection test S3-16-Phase 2 were performed using the Slab Core Test Facility (SCTF) Core-III. The radial power distributions in these two tests simulated a reference distribution for a PWR with a combined injection type ECCS and a steep distribution for a PWR with a cold leg injection type ECCS, respectively. Under the radial power distribution of a PWR with a combined injection type ECCS, the radial power distribution had little effect on the thermal-hydraulic behavior in the two-phase up-flow region due to the approximately flat power distribution in this region (power ratio = 1.04 ∼ 1.08). The overall fluid behavior in the pressure vessel was also little affected by the radial power distribution. On the other hand, under the steep radial power distribution (peak power ratio = 1.36), the degree of heat transfer enhancement in high power bundles in the two-phase up-flow region was dominated by the bundlewise radial power ratio as in the case of a PWR with a cold leg injection type ECCS. (author)

  3. JOYO MK-III performance test. Criticality test, excess reactivity measurement and burn-up coefficient measurement

    International Nuclear Information System (INIS)

    Maeda, Shigetaka; Sekine, Takashi; Kitano, Akihiro; Nagasaki, Hideaki

    2005-03-01

    The MK-III performance test began in June 2003 to fully characterize the upgraded core and heat transfer system of the experimental fast reactor JOYO. This paper describes the results of the approach to criticality, the excess reactivity evaluation and the burn-up coefficient measurement. In the approach to criticality test, the MK-III core achieved initial criticality at the control rod bank position of 412.8 mm on 14:03 July 2nd, 2003. Because the replacement of the outer two rows of reflector subassemblies with shielding subassemblies reduced the source range monitor signals by a factor of 3 at the same reactor power compared with those in the MK-II core, we measured the change of the monitor's response and determined the count rate 2x10 4 cps.' as an appropriate value judging the zero power criticality. In the excess reactivity evaluation, the zero power excess reactivity at 250degC was 2.99±0.10%Δk/kk' based on the measured critical rod bank position and the measured control rod worths. The predicted value by the JOYO core management code system HESTIA was 3.13±0.16%Δk/kk', showing good agreement with the measured value. The measured excess reactivity was within the safety requirement limit. In the burn-up coefficient measurement, the excess reactivity change versus the reactor burn-up was evaluated. The measurement method adopted was to measure the control rod positions during the rated power operation. A value of -2.12x10 -4 Δk/kk'/MWd was obtained as a measured burn-up coefficient. The value calculated by HESTIA was -2.12x10 -4 Δk/kk'/MWd, and it agreed well with the measured value. All technical safety requirements for MK-III core were satisfied and the calculation accuracy of the core management code system HESTIA was confirmed. (author)

  4. Development of Ozone Detector for Ksr-Iii and Preliminary Test Results

    Directory of Open Access Journals (Sweden)

    Seung-Hyun Hwang

    2000-12-01

    Full Text Available KARI (Korea Aerospace Research Institute has measured the ozone density profiles over the Korean Peninsular since the launch of the Korean Sounding Rocket-I (KSR-I in 1993. The purpose of ozone measurements is to obtain the stratospheric and mesospheric vertical ozone density profiles over the Korean Peninsular with solar UV radiometers. With the visible channel of the radiometer, the attitude variation of the rocket was corrected and compensated. Developed system is based on ozone detector designs onboard the KSR-I and KSR-II. We discuss the development of ozone detector which will be onboard the KSR-III and its circuit and vibration test results for EM Model.

  5. Modality of Input and Vocabulary Acquisition

    Directory of Open Access Journals (Sweden)

    Tetyana Sydorenko

    2010-06-01

    Full Text Available This study examines the effect of input modality (video, audio, and captions, i.e., on-screen text in the same language as audio on (a the learning of written and aural word forms, (b overall vocabulary gains, (c attention to input, and (d vocabulary learning strategies of beginning L2 learners. Twenty-six second-semester learners of Russian participated in this study. Group one (N = 8 saw video with audio and captions (VAC; group two (N = 9 saw video with audio (VA; group three (N = 9 saw video with captions (VC. All participants completed written and aural vocabulary tests and a final questionnaire.The results indicate that groups with captions (VAC and VC scored higher on written than on aural recognition of word forms, while the reverse applied to the VA group. The VAC group learned more word meanings than the VA group. Results from the questionnaire suggest that learners paid most attention to captions, followed by video and audio, and acquired most words by associating them with visual images. Pedagogical implications of this study are that captioned video tends to aid recognition of written word forms and the learning of word meaning, while non-captioned video tends to improve listening comprehension as it facilitates recognition of aural word forms.

  6. Expressive vocabulary of children with normal and deviant phonological development.

    Science.gov (United States)

    Athayde, Marcia de Lima; Mota, Helena Bolli; Mezzomo, Carolina Lisbôa

    2010-01-01

    expressive vocabulary of children with normal and deviant phonological development. to determine whether alterations presented by children with phonological disorders occur only at the phonological level or if there are any impacts on lexical acquisition; to compare the vocabulary performance of children with phonological disorders to reference values presented by the used test. participants of the study were 36 children of both genders, 14 with phonological disorders (Study group) and 22 with typical language development (Control Group). The ABFW - Vocabulary Test (Befi-Lopes, 2000) was used for assessing the expressive vocabulary of children and later to compare the performance of both groups. the performance of children with phonological disorder in the expressive vocabulary test is similar to that of children with normal phonological development. Most of the children of both groups reached the benchmarks proposed by the test for the different semantic fields. The semantic field Places demonstrated to be the most complex for both groups. the alterations presented by children with phonological disorder area limited to the phonological level, having no impact on the lexical aspect of language.

  7. Using Hypnosis to Enhance Learning Second Language Vocabulary.

    Science.gov (United States)

    Çetin, Yakup; Çimen, O Arda; Yetkiner, Zeynep Ebrar

    2016-04-01

    In this article, we measure the effects of hypnosis and suggestions for learning second language vocabulary. Participants (N = 70) were randomly assigned to a hypnosis or a control group. They were pre-tested, and then presented 21 Spanish words, post-tested immediately and 1 week later. The data were analyzed using repeated measures analysis of variance with group (experimental versus control) as the between-subjects factor, and time as the within-subjects factor. The experimental group performed significantly better in both tests. Our results indicate that hypnosis is beneficial for second language vocabulary learning and retrieval.

  8. Test-retest reliability and practice effects of the Wechsler Memory Scale-III.

    Science.gov (United States)

    Lo, Ada H Y; Humphreys, Michael; Byrne, Gerard J; Pachana, Nancy A

    2012-09-01

    Although serial administration of cognitive tests is increasingly common, there is a paucity of research on test-retest reliabilities and practice effects, both of which are important for evaluating changes in functioning. Reliability is generally conceptualized as involving short-lasting changes in performance. However, when repeated testing occurs over a period of years, there will be some longer lasting effects. The implications of these longer lasting effects and practice effects on reliability were examined in the context of repeated administrations of the Wechsler Memory Scale-III in 339 community-dwelling women aged 40-79 years over 2 to 7 years. The results showed that Logical Memory and Verbal Paired Associates subtests were consistently the most reliable subtests across the age cohorts. The magnitude of practice effects varied as a function of subtests and age. The largest practice effects were found in the youngest age cohort, especially on the Faces, Logical Memory, and Verbal Paired Associates subtests. ©2012 The British Psychological Society.

  9. INCIDENTAL VOCABULARY LEARNING THROUGH READING

    Directory of Open Access Journals (Sweden)

    Holly Warzecha, M.A. TESOL

    2017-04-01

    Full Text Available The purpose of the following paper is to take a closer look at the benefits of incidental learning through reading, with a specific focus on vocabulary acquisition. The teaching of vocabulary has traditionally been an explicit process where the target vocabulary is taken out of context and taught separately. However, this kind of explicit teaching and learning may only take into account a form-meaning connection. Therefore, this paper explores research on incidental learning and specifically looks at what it takes to acquire new vocabulary incidentally through reading while considering the coverage rates of texts, how many words must be known already from the text, how many repetitions it takes to learn a word, types of texts that promote learning, and the effects of pairing students‘ reading with learner tasks. After reviewing many studies, it can be concluded that more reading is better. More specifically, extensive reading of chosen novels at an appropriate level and interest to the students showed important gains in vocabulary. In addition, readings that were supplemented with additional activities that focused on both form and meaning showed an even higher increase in word retention.

  10. Exploring Expressive Vocabulary Variability in Two-Year-Olds: The Role of Working Memory

    Science.gov (United States)

    Newbury, Jayne; Klee, Thomas; Stokes, Stephanie F.; Moran, Catherine

    2015-01-01

    Purpose: This study explored whether measures of working memory ability contribute to the wide variation in 2-year-olds' expressive vocabulary skills. Method: Seventy-nine children (aged 24-30 months) were assessed by using standardized tests of vocabulary and visual cognition, a processing speed measure, and behavioral measures of verbal working…

  11. Second Language Learners' Vocabulary Expansion Is Associated with Improved Second Language Vowel Intelligibility

    Science.gov (United States)

    Bundgaard-Nielsen, Rikke L.; Best, Catherine T.; Kroos, Christian; Tyler, Michael D.

    2012-01-01

    This paper tests the predictions of the vocabulary-tuning model of second language (L2) rephonologization in the domain of L2 segmental production. This model proposes a facilitating effect of adults' L2 vocabulary expansion on L2 perception and production and suggests that early improvements in L2 segmental production may be positively associated…

  12. Using Songs to Enhance L2 Vocabulary Acquisition in Preschool Children

    Science.gov (United States)

    Coyle, Yvette; Gómez Gracia, Remei

    2014-01-01

    This article looks at the effects of a teaching sequence of song-based activities on the L2 vocabulary acquisition of a group of five-year-old Spanish child EFL learners. Twenty-five preschool children received three 30-minute lessons organized around the presentation and practice of a well-known children's song. Vocabulary picture tests were…

  13. Quizlet in the EFL Classroom: Enhancing Academic Vocabulary Acquisition of Japanese University Students

    Science.gov (United States)

    Dizon, Gilbert

    2016-01-01

    This study examined the efficacy of using Quizlet, a popular online study tool, to develop L2 English vocabulary. A total of 9 Japanese university EFL students participated in the study. The learners studied Coxhead's (2001) academic vocabulary list (AWL) via Quizlet over the course of 10 weeks. Results of the pre- and post-tests revealed that the…

  14. The Effects of Pre-Learning Vocabulary on Reading Comprehension and Writing

    Science.gov (United States)

    Webb, Stuart A.

    2009-01-01

    This study investigates the effects of pre-learning vocabulary on reading comprehension and writing. Japanese students studying English as a foreign language (EFL) learned word pairs receptively and productively; four tests were used to measure reading comprehension, writing, and receptive and productive vocabulary knowledge. The findings suggest…

  15. The Effect of Computer Game-Based Learning on FL Vocabulary Transferability

    Science.gov (United States)

    Franciosi, Stephan J.

    2017-01-01

    In theory, computer game-based learning can support several vocabulary learning affordances that have been identified in the foreign language learning research. In the observable evidence, learning with computer games has been shown to improve performance on vocabulary recall tests. However, while simple recall can be a sign of learning,…

  16. The Relationship between Three Measures of L2 Vocabulary Knowledge and L2 Listening and Reading

    Science.gov (United States)

    Cheng, Junyu; Matthews, Joshua

    2018-01-01

    This study explores the constructs that underpin three different measures of vocabulary knowledge and investigates the degree to which these three measures correlate with, and are able to predict, measures of second language (L2) listening and reading. Word frequency structured vocabulary tests tapping "receptive/orthographic (RecOrth)…

  17. Summary report of the experimental fast reactor JOYO MK-III performance test

    International Nuclear Information System (INIS)

    Maeda, Yukimoto; Aoyama, Takafumi; Yoshida, Akihiro

    2004-03-01

    An upgrading project (MK-III project) was started to improve the irradiation capability of the experimental fast reactor JOYO. In this project, core replacement and increase of the reactor thermal power by the factor 1.4 were necessary for increasing the maximum fast neutron flux by the factor 1.3 and doubling the capacity for irradiation rigs. The modification of the cooling system that included the replacement of the main intermediate heat exchangers and the dump heat exchangers was completed in September 2000. After a series of system function tests, the performance test, of which objective is to fully characterize the upgraded core and heat transfer system, was started in June 2003. Twenty eight tests were selected and carried out as performance test, in order to confirm that the whole plant satisfy the design criteria and have sufficient characteristics (data necessary for safe and steady operation, core management, reactor control and monitoring) as an irradiation bed. After attaining the initial criticality of the core on 2nd July 2003, core characteristics (the excess reactivity, the isotherm temperature reactivity coefficient, the power reactivity coefficient and so on), plant characteristics (the plant heat balance, the adjustment of the temperature control system, the plant behavior at transient), shielding characteristics (dose rate distribution). As the result, it was confirmed that all the criteria regulated was satisfied and the core and plant have sufficient margins for full power operation, which was increased by the factor 1.4. Especially, nuclear analysis accuracy was verified by comparing the calculation with measured core characteristics of the initial core which consists of fifty five fresh fuel subassemblies. The operational data which is supposed to be useful for developing in-core anomaly detection system were also obtained. The operation manual and training simulator and design of next reactor development were revised based on the results

  18. English-French bilingual children’s phonological awareness and vocabulary skills

    Directory of Open Access Journals (Sweden)

    PiYu Chiang

    2007-12-01

    Full Text Available Abstract This study examined the relationship between English-speaking children’s vocabulary skills in English and in French and their phonological awareness skills in both languages. Forty-four kindergarten-aged children attending French immersion programs were administered a receptive vocabulary test, an expressive vocabulary test and a phonological awareness test in English and French. Results showed that French phonological awareness was largely explained by English phonological awareness, consistent with previous findings that phonological awareness skills transfer across languages. However, there was a small unique contribution from French expressive vocabulary size to French phonological awareness. The importance of vocabulary skills to the development of phonological awareness is discussed.

  19. Gas Generation from K East Basin Sludges and Irradiated Metallic Uranium Fuel Particles Series III Testing

    International Nuclear Information System (INIS)

    Schmidt, Andrew J.; Delegard, Calvin H.; Bryan, Samuel A.; Elmore, Monte R.; Sell, Rachel L.; Silvers, Kurt L.; Gano, Susan R.; Thornton, Brenda M.

    2003-01-01

    The path forward for managing of Hanford K Basin sludge calls for it to be packaged, shipped, and stored at T Plant until final processing at a future date. An important consideration for the design and cost of retrieval, transportation, and storage systems is the potential for heat and gas generation through oxidation reactions between uranium metal and water. This report, the third in a series (Series III), describes work performed at the Pacific Northwest National Laboratory (PNNL) to assess corrosion and gas generation from irradiated metallic uranium particles (fuel particles) with and without K Basin sludge addition. The testing described in this report consisted of 12 tests. In 10 of the tests, 4.3 to 26.4 g of fuel particles of selected size distribution were placed into 60- or 800-ml reaction vessels with 0 to 100 g settled sludge. In another test, a single 3.72-g fuel fragment (i.e., 7150-mm particle) was placed in a 60 ml reaction vessel with no added sludge. The twelfth test contained only sludge. The fuel particles were prepared by crushing archived coupons (samples) from an irradiated metallic uranium fuel element. After loading the sludge materials (whether fuel particles, mixtures of fuel particles and sludge, or sludge-only) into reaction vessels, the solids were covered with an excess of K Basin water, the vessels closed and connected to a gas measurement manifold, and the vessels back-flushed with inert neon cover gas. The vessels were then heated to a constant temperature. The gas pressures and temperatures were monitored continuously from the times the vessels were purged. Gas samples were collected at various times during the tests, and the samples analyzed by mass spectrometry. Data on the reaction rates of uranium metal fuel particles with water as a function of temperature and particle size were generated. The data were compared with published studies on metallic uranium corrosion kinetics. The effects of an intimate overlying sludge layer

  20. Breadth and Depth of Vocabulary Knowledge and Their Effects on L2 Vocabulary Profiles

    Science.gov (United States)

    Bardakçi, Mehmet

    2016-01-01

    Breadth and depth of vocabulary knowledge have been studied from many different perspectives, but the related literature lacks serious studies dealing with their effects on vocabulary profiles of EFL learners. In this paper, with an aim to fill this gap, the relative effects of breadth and depth of vocabulary knowledge on L2 vocabulary profiles…

  1. Exploring vocabulary language in action

    CERN Document Server

    Gardner, Dee

    2013-01-01

    Routledge Introductions to Applied Linguistics is a series of introductory level textbooks covering the core topics in Applied Linguistics, primarily designed for those beginning postgraduate studies, or taking an introductory MA course as well as advanced undergraduates. Titles in the series are also ideal for language professionals returning to academic study. The books take an innovative 'practice to theory' approach, with a 'back-to-front' structure. This leads the reader from real-world problems and issues, through a discussion of intervention and how to engage with these concerns, before finally relating these practical issues to theoretical foundations. Additional features include tasks with commentaries, a glossary of key terms, and an annotated further reading section. Vocabulary is the foundation of language and language learning and as such, knowledge of how to facilitate learners’ vocabulary growth is an indispensable teaching skill and curricular component. Exploring Vocabulary is designed t...

  2. Propriedades psicométricas dos itens do teste WISC-III Propiedades psicométricas de los ítenes del subtest WISC-III Psychometric properties of WISC-III items

    Directory of Open Access Journals (Sweden)

    Vera Lúcia Marques de Figueiredo

    2008-09-01

    Full Text Available O aperfeiçoamento de um teste se dá através da seleção, substituição ou revisão de itens, e quando um item é analisado, aumenta a validade e precisão do teste. Este artigo trata da apresentação dos resultados relativos às propriedades psicométricas dos itens dos subtestes do WISC-III, referentes a dificuldade, discriminação e validade. O WISC-III é um instrumento amplamente utilizado no contexto da avaliação da inteligência, e conhecer a qualidade dos itens é essencial ao profissional que administra o teste. As análises foram efetuadas com base nas pontuações de 801 protocolos do teste, aplicados por ocasião da pesquisa de adaptação a um contexto brasileiro. As análises mostraram que os itens adaptados apresentaram características psicométricas adequadas, possibilitando a utilização do instrumento como meio confiável de diagnóstico.El perfeccionamiento de un teste ocurre por la selección, sustitución o revisión de ítenes y, cuando un item es analisado, aumenta la validez y fiabilidad del teste. Ese artículo trata de la presentación de los resultados relativos a las propiedades psicométricas de los ítenes del subtest WISC-III, referentes a la dificultad, a la discriminación y a la validez. El WISC-III es un instrumento muy utilizado en el contexto de la evaluación de la inteligencia, y conocer a la calidad de los ítenes es esencial al profesional que administra el teste. Los análisis fueron efectuados con base el los puntajes de 801 protocolos de registro del teste, aplicados por ocasión de encuesta de estandarización a un contexto brasileño. Los análisis enseñaron que los ítenes adaptados apuntaron características psicométricas adecuadas, permitiendo la utilización del instrumento como medio confiable de diagnóstico.The improvement of the quality of items by selection, substitution and review will increase a test's validity and reliability. Current essay will present results referring to

  3. The Effect of Interactivity with a Music Video Game on Second Language Vocabulary Recall

    Directory of Open Access Journals (Sweden)

    Jonathan DeHaan

    2010-06-01

    Full Text Available Video games are potential sources of second language input; however, the medium’s fundamental characteristic, interactivity, has not been thoroughly examined in terms of its effect on learning outcomes. This experimental study investigated to what degree, if at all, video game interactivity would help or hinder the noticing and recall of second language vocabulary. Eighty randomly-selected Japanese university undergraduates were paired based on similar English language and game proficiencies. One subject played an English-language music video game for 20 minutes while the paired subject watched the game simultaneously on another monitor. Following gameplay, a vocabulary recall test, a cognitive load measure, an experience questionnaire, and a two-week delayed vocabulary recall test were administered. Results were analyzed using paired samples t-tests and various analyses of variance. Both the players and the watchers of the video game recalled vocabulary from the game, but the players recalled significantly less vocabulary than the watchers. This seems to be a result of the extraneous cognitive load induced by the interactivity of the game; the players perceived the game and its language to be significantly more difficult than the watchers did. Players also reported difficulty simultaneously attending to gameplay and vocabulary. Both players and watchers forgot significant amounts of vocabulary over the course of the study. We relate these findings to theories and studies of vocabulary acquisition and video game-based language learning, and then suggest implications for language teaching and learning with interactive multimedia.

  4. A Dual Coding View of Vocabulary Learning

    Science.gov (United States)

    Sadoski, Mark

    2005-01-01

    A theoretical perspective on acquiring sight vocabulary and developing meaningful vocabulary is presented. Dual Coding Theory assumes that cognition occurs in two independent but connected codes: a verbal code for language and a nonverbal code for mental imagery. The mixed research literature on using pictures in teaching sight vocabulary is…

  5. The Acquisition of Vocabulary Through Three Memory Strategies

    Directory of Open Access Journals (Sweden)

    Libia Maritza Pérez

    2017-02-01

    Full Text Available The present study reports on an action research study that explores the implications of applying three vocabulary strategies: word cards, association with pictures, and association with a topic through fables in the acquisition of new vocabulary in a group of EFL low-level proficiency teenagers in a public school in Espinal, Tolima, Colombia. The participants had never used vocabulary strategies before and struggled to memorize and recall words.  Two types of questionnaires, a researcher’s journal, and vocabulary tests were the instruments used to gather data.  The results showed that these strategies were effective to expand the range of words progressively and improve the ability to recall them. The study also found that these strategies involve cognitive and affective factors that can affect students’ perception about the strategies and their use. The implementation of the strategies highlighted the need to train teachers and learners in strategies intended to teach and learn vocabulary and to include them in the English language program in any school.

  6. Sibship size, sibling cognitive sensitivity, and children's receptive vocabulary.

    Science.gov (United States)

    Prime, Heather; Pauker, Sharon; Plamondon, André; Perlman, Michal; Jenkins, Jennifer

    2014-02-01

    The aim of the current study was to examine the relationship between sibship size and children's vocabulary as a function of quality of sibling interactions. It was hypothesized that coming from a larger sibship (ie, 3+ children) would be related to lower receptive vocabulary in children. However, we expected this association to be moderated by the level of cognitive sensitivity shown by children's next-in-age older siblings. Data on 385 children (mean age = 3.15 years) and their next-in-age older siblings (mean age = 5.57 years) were collected and included demographic questionnaires, direct testing of children's receptive vocabulary, and videos of mother-child and sibling interactions. Sibling dyads were taped engaging in a cooperative building task and tapes were coded for the amount of cognitive sensitivity the older sibling exhibited toward the younger sibling. Hierarchical regression analyses were conducted and showed an interaction between sibship size and sibling cognitive sensitivity in the prediction of children's receptive vocabulary; children exposed to large sibships whose next-in-age older sibling exhibited higher levels of cognitive sensitivity were less likely to show low vocabulary skills when compared with those children exposed to large sibships whose siblings showed lower levels of cognitive sensitivity. Children who show sensitivity to the cognitive needs of their younger siblings provide a rich environment for language development. The negative impact of large sibships on language development is moderated by the presence of an older sibling who shows high cognitive sensitivity.

  7. Bank liquidity-stress testing and Basel III implementation in Indonesia

    Directory of Open Access Journals (Sweden)

    Mohamad Adam

    2016-03-01

    Full Text Available This study analyzes the possibility of the implementation of the Basel III, namely the rules of banking sector. The population analyzed in this study comprises the 120 banks in Indonesia. The result shows that Indonesian banking sector has tremendous value if the Basel III standards is applied in Indonesia. Bank BCA has the lowest values with a score of 8.89 while Bank BRI has the highest value with a score of 9.68. This study concludes that the standard rules of Basel III would be able to be implemented in Indonesia.

  8. Bank Liquidity-stress Testing and Basel III Implementation in Indonesia

    OpenAIRE

    Adam, Mohamad; Taufik, Taufik; Prathama, Muhammad Aditya Erfiyan

    2015-01-01

    This study analyzes the possibility of the implementation of the Basel III, namely the rules of banking sector. The population analyzed in this study comprises the 120 banks in Indonesia. The result shows that Indonesian banking sector has tremendous value if the Basel III standards is applied in Indonesia. Bank BCA has the lowest values with a score of 8.89 while Bank BRI has the highest value with a score of 9.68. This study concludes that the standard rules of Basel III would be able to be...

  9. Occupant kinematics in low-speed frontal sled tests: Human volunteers, Hybrid III ATD, and PMHS.

    Science.gov (United States)

    Beeman, Stephanie M; Kemper, Andrew R; Madigan, Michael L; Franck, Christopher T; Loftus, Stephen C

    2012-07-01

    A total of 34 dynamic matched frontal sled tests were performed, 17 low (2.5g, Δv=4.8kph) and 17 medium (5.0g, Δv=9.7kph), with five male human volunteers of approximately 50th percentile height and weight, a Hybrid III 50th percentile male ATD, and three male PMHS. Each volunteer was exposed to two impulses at each severity, one relaxed and one braced prior to the impulse. A total of four tests were performed at each severity with the ATD and one trial was performed at each severity with each PMHS. A Vicon motion analysis system, 12 MX-T20 2 megapixel cameras, was used to quantify subject 3D kinematics (±1mm) (1kHz). Excursions of select anatomical regions were normalized to their respective initial positions and compared by test condition and between subject types. The forward excursions of the select anatomical regions generally increased with increasing severity. The forward excursions of relaxed human volunteers were significantly larger than those of the ATD for nearly every region at both severities. The forward excursions of the upper body regions of the braced volunteers were generally significantly smaller than those of the ATD at both severities. Forward excursions of the relaxed human volunteers and PMHSs were fairly similar except the head CG response at both severities and the right knee and C7 at the medium severity. The forward excursions of the upper body of the PMHS were generally significantly larger than those of the braced volunteers at both severities. Forward excursions of the PMHSs exceeded those of the ATD for all regions at both severities with significant differences within the upper body regions. Overall human volunteers, ATD, and PMHSs do not have identical biomechanical responses in low-speed frontal sled tests but all contribute valuable data that can be used to refine and validate computational models and ATDs used to assess injury risk in automotive collisions. Copyright © 2012 Elsevier Ltd. All rights reserved.

  10. Myth of the Master Detective: Reliability of Interpretations for Kaufman's "Intelligent Testing" Approach to the WISC-III.

    Science.gov (United States)

    Macmann, Gregg M.; Barnett, David W.

    1997-01-01

    Used computer simulation to examine the reliability of interpretations for Kaufman's "intelligent testing" approach to the Wechsler Intelligence Scale for Children (3rd ed.) (WISC-III). Findings indicate that factor index-score differences and other measures could not be interpreted with confidence. Argues that limitations of IQ testing…

  11. ROLE OF IRON (II, III) HYDROXYCARBONATE GREEN RUST IN ARSENIC REMEDIATION USING ZEROVALENT IRON IN COLUMN TESTS

    Science.gov (United States)

    We examined corrosion products of zerovalent iron (Peerless iron) that was used in three column tests for removing arsenic under dynamic flow conditions with and without added phosphate and silicate. Iron(II, III) hydroxycarbonate and magnetite were major iron corrosion products...

  12. Early Vocabulary in Relation to Gender, Bilingualism, Type, and Duration of Childcare.

    Science.gov (United States)

    Stolarova, M; Brielmann, A A; Wolf, C; Rinker, T; Burke, T; Baayen, H

    2016-01-01

    This study investigates the predictive value of child-related and environmental characteristics for early lexical development. The German productive vocabulary of 51 2-year-olds (27 girls), assessed via parental report, was analyzed taking children's gender, the type of early care they experienced, and their mono- versus bilingual language composition into consideration. The children were from an educationally homogeneous group of families and state-regulated daycare facilities with high structural quality. All investigated subgroups exhibited German vocabulary size within the expected normative range. Gender differences in vocabulary composition, but not in size, were observed. There were no general differences in vocabulary size or composition between the 2 care groups. An interaction between the predictors gender and care arrangement showed that girls without regular daycare experience before the age of 2 years had a somewhat larger vocabulary than all other investigated subgroups of children. The vocabulary size of the 2-year-old children in daycare correlated positively with the duration of their daycare experience prior to testing. The small subgroup of bilingual children investigated exhibited slightly lower but still normative German expressive vocabulary size and a different vocabulary composition compared to the monolingual children. This study expands current knowledge about relevant predictors of early vocabulary. It shows that in the absence of educational disadvantages the duration of early daycare experience of high structural quality is positively associated with vocabulary size but also points to the fact that environmental characteristics, such as type of care, might affect boys' and girls' early vocabulary in different ways.

  13. Organizing Vocabulary (Open to Suggestion).

    Science.gov (United States)

    Dixon, Dorothy J.

    1990-01-01

    Describes a technique for vocabulary instruction in which students complete a chart by providing two synonyms, an antonym, and the pronunciation of a given word. Reports that, even though the chart is easy to complete, students using it began to think both critically and creatively. (RS)

  14. A Review and Comparison of the Reliabilities of the MMPI-2, MCMI-III, and PAI Presented in Their Respective Test Manuals

    Science.gov (United States)

    Wise, Edward A.; Streiner, David L.; Walfish, Steven

    2010-01-01

    This article provides a review of the literature to determine the most frequently used personality tests. Based on this review, internal consistency and test-retest reliability coefficients from the test manuals for the Minnesota Multiphasic Personality Inventory-2 (MMPI-2), Millon Clinical Multiaxial Inventory-III (MCMI-III), and Personality…

  15. Computer Multimedia Assisted English Vocabulary Teaching Courseware

    Directory of Open Access Journals (Sweden)

    Nan Yue

    2017-12-01

    Full Text Available English vocabulary is often regarded as the most boring link in English learning. However, English vocabulary is the basis of all aspects of English learning. Therefore, enriching the process of English vocabulary learning and stimulating the interest of English vocabulary learning are the keys to the reform of English vocabulary teaching. The computer multimedia is developing and popularizing rapidly with the rapid development of informationization and networking, which plays its role in more and more fields. The application of multimedia technology in the field of teaching is no longer strange. This paper mainly studied the design of computer multimedia assisted English vocabulary teaching courseware. First of all, this paper gave an overview of computer multimedia technology from the aspects of concept, characteristics, development and application situation, which cited and analyzed the cognitive learning theory and memory law. Under the guidance of scientific laws and in combination with the requirement analysis and pattern construction of English vocabulary teaching, this paper realized the module design, style design and database design of English vocabulary courseware. Finally, the content of English vocabulary teaching courseware was demonstrated, and its application effect was verified through the combination of subjective evaluation and objective evaluation. This article has an important guiding significance for stimulating students’ interest in English vocabulary learning and enhancing the quality of vocabulary teaching.

  16. The effect of retrieval practice in primary school vocabulary learning

    NARCIS (Netherlands)

    Goossens, Nicole; Camp, Gino; Verkoeijen, Peter; Tabbers, Huib

    2018-01-01

    The testing effect refers to the finding that retrieval practice leads to better long-term retention than additional study of course material. In the present study, we examined whether this finding generalizes to primary school vocabulary learning. We also manipulated the word learning context.

  17. Vocabulary Growth in Armenian-English Bilingual Kindergarteners

    Science.gov (United States)

    Hovsepian, Alice

    2018-01-01

    Four-year-old (n = 20) and five-year-old (n = 22) bilingual children were tested twice in six months on Armenian (minority language) and English (majority language) picture identification and picture naming tasks to examine receptive and expressive vocabulary growth in both languages. Parental education, Armenian/English language exposure, and…

  18. Exploring Expressive Vocabulary Variability in Two-Year-Olds: The Role of Working Memory.

    Science.gov (United States)

    Newbury, Jayne; Klee, Thomas; Stokes, Stephanie F; Moran, Catherine

    2015-12-01

    This study explored whether measures of working memory ability contribute to the wide variation in 2-year-olds' expressive vocabulary skills. Seventy-nine children (aged 24-30 months) were assessed by using standardized tests of vocabulary and visual cognition, a processing speed measure, and behavioral measures of verbal working memory and phonological short-term memory. Strong correlations were observed between phonological short-term memory, verbal working memory, and expressive vocabulary. Speed of spoken word recognition showed a moderate significant correlation with expressive vocabulary. In a multivariate regression model for expressive vocabulary, the most powerful predictor was a measure of phonological short-term memory (accounting for 66% unique variance), followed by verbal working memory (6%), sex (2%), and age (1%). Processing speed did not add significant unique variance. These findings confirm previous research positing a strong role for phonological short-term memory in early expressive vocabulary acquisition. They also extend previous research in two ways. First, a unique association between verbal working memory and expressive vocabulary in 2-year-olds was observed. Second, processing speed was not a unique predictor of variance in expressive vocabulary when included alongside measures of working memory.

  19. Lexical characteristics of expressive vocabulary in toddlers with autism spectrum disorder.

    Science.gov (United States)

    Kover, Sara T; Ellis Weismer, Susan

    2014-08-01

    Vocabulary is a domain of particular challenge for many children with autism spectrum disorder (ASD). Recent research has drawn attention to ways in which lexical characteristics relate to vocabulary acquisition. The current study tested the hypothesis that lexical characteristics account for variability in vocabulary size of young children with ASD, applying the extended statistical learning theory of vocabulary delay in late talkers (Stokes, Kern, & Dos Santos, 2012) to toddlers with ASD. Parents reported the words produced by toddlers with ASD (n = 57; age 21-37 months) or toddlers without ASD (n = 41; age 22-26 months) on the MacArthur-Bates Communicative Development Inventories. The average phonological neighborhood density, word frequency, and word length of each toddler's lexicon were calculated. These lexical characteristics served as predictors of vocabulary size. Findings differed for toddlers with and without ASD and according to subsamples. Word length was the most consistent predictor of vocabulary size for toddlers with ASD. Distinct relationships between lexical characteristics and vocabulary size were observed for toddlers with and without ASD. Experimental studies on distributional cues to vocabulary acquisition are needed to inform what is known about mechanisms of learning in neurodevelopmental disorders.

  20. The Effect of Using Bizarre Images as Mnemonics to Enhance Vocabulary Learning

    Directory of Open Access Journals (Sweden)

    Hassan Saleh Mahdi

    2018-03-01

    Full Text Available Mnemonic is a technique that helps someone remember better. The combination of images with mnemonics can make it more powerful and effective to help language learners remember better and for a longer time. Acquiring L2 vocabulary can be enhanced by using images. In the previous studies, mnemonics were used traditionally, that is, learners were asked to create a mental image to remember a word or any new item. Several studies were conducted to explore the use of mental images as mnemonics for vocabulary learning. However, no study has examined the integration of images as a mnemonic tool for vocabulary acquisition. Therefore, this study aimed at investigating the effect of images as mnemonics on vocabulary acquisition. The study examined the effect of images as a mnemonic tool for vocabulary acquisition in three conditions (i.e. normal images, bizarre images and traditional way of learning vocabulary. Sixty Arab learners of English as a foreign language enrolled in the English Department at Hodeidah University participated in this study and were randomly assigned into three groups. This study used an experimental method in which pre-, post- and delayed post-tests were administered to these groups. The results indicated that mnemonics with the help of images are useful tools to help learners remember many words. Keywords: Bizarre images, Multimedia, Mnemonics, Vocabulary learning, Vocabulary retention.

  1. Reading is FUNdamental: The effect of a reading programme on vocabulary development in a high poverty township school

    Directory of Open Access Journals (Sweden)

    Scheepers, Ruth

    2008-12-01

    Full Text Available This paper discusses the development of the vocabulary of grade 7 learners in a reading project currently underway at a school in Atteridgeville, a township on the outskirts of Pretoria. A library has been established at the school and teachers throughout the school attend workshops designed to heighten their awareness of the value of reading and the importance of vocabulary, and to provide them with strategies to facilitate the development of reading. This paper focuses on the vocabulary development of grade 7 learners – they are in the senior phase of primary school and will soon be entering high school where they will be faced with more academic vocabulary in context-reduced textbooks. Learners’ vocabulary was tested early in the year and then again towards the end to assess whether increased access to books and reading had had an effect on vocabulary growth. Results revealed that learners at the project school showed a lack of vocabulary, even at the end of the study period, not only in terms of academic words but also high frequency words. Extensive reading alone is clearly not enough – learners need explicit vocabulary instruction: in order to read successfully at high school level, learners need a working knowledge of academic vocabulary, and this knowledge is developed by reading – but learners cannot read successfully without an adequate basic high-frequency vocabulary.

  2. English Language Proficiency and Test Performance: An Evaluation of Bilingual Students with the Woodcock-Johnson III Tests of Cognitive Abilities

    Science.gov (United States)

    Sotelo-Dynega, Marlene; Ortiz, Samuel O.; Flanagan, Dawn P.; Chaplin, William F.

    2013-01-01

    In this article, we report the findings of an exploratory empirical study that investigated the relationship between English Language Proficiency (ELP) on performance on the Woodcock-Johnson Tests of Cognitive Abilities-Third Edition (WJ III) when administered in English to bilingual students of varying levels of ELP. Sixty-one second-grade…

  3. BWR 2 % main recirculation line break LOCA tests RUNs 915 and 920 without HPCS in ROSA-III program

    International Nuclear Information System (INIS)

    Suzuki, Mitsuhiro; Nakamura, Hideo; Anoda, Yoshinari; Kumamaru, Hiroshige; Yonomoto, Taisuke; Koizumi, Yasuo; Tasaka, Kanji

    1987-03-01

    This report presents the experimental results of BWR LOCA integral tests, RUNs 915 and 920, which are performed in the ROSA-III program simulating 2 % main recirculation line break LOCA tests with and without pressure control system operation. The ROSA-III test facility simulates a BWR system with volume scale of 1/424 and has four half-length electrically heated fuel bundles, two active recirculation loops, four types of ECCS's, and steam and feedwater systems. The report presents (1) the experimental results of 2 % small break LOCA phanomena in the ROSA-III system and (2) the effects of the pressure control system on the LOCA phenomena. The pressure control system contributed to (A) prevent bulk flashing in the early blowdown phase, (B) early closure of MSIV by L2 level trip, (C) early actuation of ADS by L1 level trip. However, the core thermal responses of the two tests were similar because of the similar mass inventory in PV after the ADS actuation in both tests. (author)

  4. Fabrication and testing of the sintered ceramic UO2 fuel - I - III, Part III - testing of sintered uranium dioxide properties dependent on the fabrication procedure

    International Nuclear Information System (INIS)

    Novakovic, M.; Ristic, M.M.

    1961-12-01

    The objective of this task was testing the influence of some parameters on the properties of sintered UO 2 . The influence of parameters tested were as follows: adhesives; pressure in the pressing procedure; temperature of sintering of the UO 2 powder. Other parameters were chosen according to the theoretical study. Sintering was done in argon atmosphere. Characterization of the UO 2 powder was performed meaning determining the needed chemical, physical and physico-chemical properties. Some new methods were developed within this task: SET method for measuring the specific surfaces, DTA, TGA, high-temperature torsion

  5. Digital Games, Songs and Flashcards and their Effects on Vocabulary Knowledge of Iranian Preschoolers

    Directory of Open Access Journals (Sweden)

    Mahboubeh Taghizadeh

    2018-01-01

    Full Text Available The study aimed to investigate (a the effect of digital games, songs, and flashcards on vocabulary knowledge of Iranian EFL preschool learners and (b the young learners‟ performance on mid-course tests of vocabulary with different topics. The participants included 350 preschool female learners in Oshnaviyeh, a town in Western Azarbaijan Province and were divided into three tablet, song, and traditional groups. Pre and post-tests of vocabulary and four mid-course tests based, on the learnt vocabularies, were administered during the research. The materials also consisted of a digital game, 16 songs, a structured student book, a workbook, and 60 flashcards. The analysis of the data revealed that there was no significant difference in the vocabulary knowledge of preschool learners who learnt vocabularies via games, songs, and flashcards. The results also showed that there was a significant difference in the three groups‟ mid-course tests with different topics. The findings recommend that using different techniques in the classroom considering learners‟ interest and needs can improve vocabulary knowledge of young learners.

  6. Detailed technical plan for Test Program Element-III (TPE-III) of the first wall/blanket shield engineering test program

    International Nuclear Information System (INIS)

    Turner, L.R.; Praeg, W.F.

    1982-03-01

    The experimental requirements, test-bed design, and computational requirements are reviewed and updated. Next, in Sections 3, 4 and 5, the experimental plan, instrumentation, and computer plan, respectively, are described. Finally, Section 6 treats other considerations, such as personnel, outside participation, and distribution of results

  7. Detailed technical plan for Test Program Element-III (TPE-III) of the first wall/blanket shield engineering test program

    Energy Technology Data Exchange (ETDEWEB)

    Turner, L.R.; Praeg, W.F.

    1982-03-01

    The experimental requirements, test-bed design, and computational requirements are reviewed and updated. Next, in Sections 3, 4 and 5, the experimental plan, instrumentation, and computer plan, respectively, are described. Finally, Section 6 treats other considerations, such as personnel, outside participation, and distribution of results.

  8. Implementing Controlled Composition to Improve Vocabulary Mastery of EFL Students

    Directory of Open Access Journals (Sweden)

    Juriah Juriah

    2015-06-01

    Full Text Available The purposes of this study was to know how (1 Controlled composition teaching techniques implemented by the English teacher at SDN 027 Samarinda to improve vocabulary mastery, and (2 Controlled composition teaching techniques improves vocabulary mastery of the sixth grade students of SDN 027 Samarinda. This research used a Classroom Action Research (CAR as the research design. The subject of the research is the sixth grade students in the 2013/2014 academic year that consists of 43 students. The instruments employed in this study were observation checklist, field note, and vocabulary test. The result of the research showed that in cycle 1 the students’ achievement did not fulfill the minimal criteria of success. However the result of the cycle 1 was better than the preliminary study. The criteria of success did not fulfill in cycle one, some enhancement of the implementation of Controlled Composition were made in cycle two in the form of: Instruct the students bring dictionary, give more examples English sentences, guide the students find the mining of words in the dictionary and write a paragraph, more motivate the students and preparing a media/ picture .Meanwhile the students ’achievement in cycle two showed that fulfilled the criteria of success. Based on the findings and discussion, the conclusions : Firstly, Controlled composition was implemented well by the teacher of SDN 027 Samarinda. Controlled composition was implemented and gave impacts in: (a increasing the students’ vocabulary mastery significantly, (b making the students able to spell the vocabularies, (c making the students understand the meaning English words, and (d making the students able to pronounce English words quite good. Secondly, Controlled composition improved the students’ vocabulary mastery; it was only 20.9% of the students who achieved the English passing grade in the preliminary study, but then 81.39% of the students achieved the English passing grade in

  9. WORD ORIGIN HELPS EXPAND LEARNERS’ VOCABULARY A VOCABULARY TEACHING APPROACH

    OpenAIRE

    Li Jing

    2012-01-01

    Word origin (motivation) deals with the connection between name and sense, explaining how a word originated. With the knowledge of how words are originated, learners can grasp a word easier and thus expand their vocabulary more quickly. The introduction to word origin (motivation) by teachers can also help the learners gain interest in the process of learning and learn more about the cultural and historical background of the English-speaking countries. This paper tries to clarify this method ...

  10. The effects of audibility and novel word learning ability on vocabulary level in children with cochlear implants.

    Science.gov (United States)

    Davidson, Lisa S; Geers, Ann E; Nicholas, Johanna G

    2014-07-01

    A novel word learning (NWL) paradigm was used to explore underlying phonological and cognitive mechanisms responsible for delayed vocabulary level in children with cochlear implants (CIs). One hundred and one children using CIs, 6-12 years old, were tested along with 47 children with normal hearing (NH). Tests of NWL, receptive vocabulary, and speech perception at 2 loudness levels were administered to children with CIs. Those with NH completed the NWL task and a receptive vocabulary test. CI participants with good audibility (GA) versus poor audibility (PA) were compared on all measures. Analysis of variance was used to compare performance across the children with NH and the two groups of children with CIs. Multiple regression analysis was employed to identify independent predictors of vocabulary outcomes. Children with CIs in the GA group scored higher in receptive vocabulary and NWL than children in the PA group, although they did not reach NH levels. CI-aided pure tone threshold and performance on the NWL task predicted independent variance in vocabulary after accounting for other known predictors. Acquiring spoken vocabulary is facilitated by GA with a CI and phonological learning and memory skills. Children with CIs did not learn novel words at the same rate or achieve the same receptive vocabulary levels as their NH peers. Maximizing audibility for the perception of speech and direct instruction of new vocabulary may be necessary for children with CIs to reach levels seen in peers with NH.

  11. A Modified Edge Crack Torsion Test for Measurement of Mode III Fracture Toughness of Laminated Tape Composites

    Science.gov (United States)

    Czabaj, Michael W.; Davidson, Barry D.; Ratcliffe, James G.

    2016-01-01

    Modifications to the edge crack torsion (ECT) test are studied to improve the reliability of this test for measuring the mode-III fracture toughness, G (sub IIIc), of laminated tape fiber-reinforced polymeric (FRP) composites. First, the data reduction methods currently used in the ECT test are evaluated and deficiencies in their accuracy are discussed. An alternative data reduction technique, which uses a polynomial form to represent ECT specimen compliance solution, is evaluated and compared to FEA (finite element analysis) results. Second, seven batches of ECT specimens are tested, each batch containing specimens with a preimplanted midplane edge delamination and midplane plies with orientations of plus theta divided by minus theta, with theta ranging from 0 degrees to 90 degrees in 15-degree increments. Tests on these specimens show that intralaminar cracking occurs in specimens from all batches except for which theta = 15 degrees and 30 degrees. Tests on specimens of these two batches are shown to result in mode-III delamination growth at the intended ply interface. The findings from this study are encouraging steps towards the use of the ECT test as a standardized method for measuring G (sub IIIc), although further modification to the data reduction method is required to make it suitable for use as part of a standardized test method.

  12. Desirable difficulties in vocabulary learning

    OpenAIRE

    Bjork, RA; Kroll, JF

    2015-01-01

    © 2015 by the Board of Trustees of the University of Illinois. In this article we discuss the role of desirable difficulties in vocabulary learning from two perspectives, one having to do with identifying conditions of learning that impose initial challenges to the learner but then benefit later retention and transfer, and the other having to do with the role of certain difficulties that are intrinsic to language processes, are engaged during word learning, and reflect how language is underst...

  13. Longitudinal vocabulary development in Australian urban Aboriginal children: Protective and risk factors.

    Science.gov (United States)

    Short, K; Eadie, P; Descallar, J; Comino, E; Kemp, L

    2017-11-01

    Vocabulary is a key component of language that can impact on children's future literacy and communication. The gap between Australian Aboriginal and non-Aboriginal children's reading and academic outcomes is well reported and similar to Indigenous/non-Indigenous gaps in other nations. Determining factors that influence vocabulary acquisition over time and may be responsive to treatment is important for improving Aboriginal children's communication and academic outcomes. To determine what factors influence Australian urban Aboriginal children's receptive vocabulary acquisition and whether any of these are risks or protective for vocabulary development. One hundred thirteen Aboriginal children in South Western Sydney from the longitudinal birth cohort Gudaga study were assessed on The Peabody Picture Vocabulary Test multiple times: 3 years, just prior to school entry, at the end of the first and second years of formal schooling. Multilevel models were used to determine the effects of 13 fixed and manipulable maternal, child, and family variables drawn from previous research. Higher maternal education was found to be protective at 3 years and over time. The number of children in urban Australian Aboriginal households made an impact on vocabulary development and this varied over time. From 3 to 6 years, those with early poor non-verbal cognitive skills had vocabulary skills that remained below those with stronger non-verbal skills at 3 years. Girls exhibit an earlier advantage in vocabulary acquisition, but this difference is not sustained after 4 years of age. The risk and protective factors for vocabulary development in Australian Aboriginal children are similar to those identified in other studies with some variation related to the number of children in the home. In this limited set of predictors, maternal education, gender, non-verbal cognitive skills, and the number of children in households were all shown to impact on the acquisition of vocabulary to 3

  14. Does Teaching Mnemonics for Vocabulary Learning Make a Difference? Putting the Keyword Method and the Word Part Technique to the Test

    Science.gov (United States)

    Wei, Zheng

    2015-01-01

    The present research tested the effectiveness of the word part technique in comparison with the keyword method and self-strategy learning. One hundred and twenty-one Chinese year-one university students were randomly assigned to one of the three learning conditions: word part, keyword or self-strategy learning condition. Half of the target words…

  15. Waste retrieval sluicing system vapor sampling and analysis plan for evaluation of organic emissions, process test phase III

    International Nuclear Information System (INIS)

    SASAKI, L.M.

    1999-01-01

    This sampling and analysis plan identifies characterization objectives pertaining to sample collection, laboratory analytical evaluation, and reporting requirements for vapor samples obtained to address vapor issues related to the sluicing of tank 241-C-106. Sampling will be performed in accordance with Waste Retrieval Sluicing System Emissions Collection Phase III (Jones 1999) and Process Test Plan Phase III, Waste Retrieval Sluicing System Emissions Collection (Powers 1999). Analytical requirements include those specified in Request for Ecology Concurrence on Draft Strategy/Path Forward to Address Concerns Regarding Organic Emissions from C-106 Sluicing Activities (Peterson 1998). The Waste Retrieval Sluicing System was installed to retrieve and transfer high-heat sludge from tank 241-C-106 to tank 241-AY-102, which is designed for high-heat waste storage. During initial sluicing of tank 241-C-106 in November 1998, operations were halted due to detection of unexpected high volatile organic compounds in emissions that exceeded regulatory permit limits. Several workers also reported smelling sharp odors and throat irritation. Vapor grab samples from the 296-C-006 ventilation system were taken as soon as possible after detection; the analyses indicated that volatile and semi-volatile organic compounds were present. In December 1998, a process test (phase I) was conducted in which the pumps in tanks 241-C-106 and 241-AY-102 were operated and vapor samples obtained to determine constituents that may be present during active sluicing of tank 241-C-106. The process test was suspended when a jumper leak was detected. On March 7, 1999, phase I1 of the process test was performed; the sluicing system was operated for approximately 7 hours and was ended using the controlled shutdown method when the allowable amount of solids were transferred to 241-AY-102. The phase II test was successful, however, further testing is required to obtain vapor samples at higher emission levels

  16. Predicting Receptive-Expressive Vocabulary Discrepancies in Preschool Children With Autism Spectrum Disorder.

    Science.gov (United States)

    McDaniel, Jena; Yoder, Paul; Woynaroski, Tiffany; Watson, Linda R

    2018-05-15

    Correlates of receptive-expressive vocabulary size discrepancies may provide insights into why language development in children with autism spectrum disorder (ASD) deviates from typical language development and ultimately improve intervention outcomes. We indexed receptive-expressive vocabulary size discrepancies of 65 initially preverbal children with ASD (20-48 months) to a comparison sample from the MacArthur-Bates Communicative Development Inventories Wordbank (Frank, Braginsky, Yurovsky, & Marchman, 2017) to quantify typicality. We then tested whether attention toward a speaker and oral motor performance predict typicality of the discrepancy 8 months later. Attention toward a speaker correlated positively with receptive-expressive vocabulary size discrepancy typicality. Imitative and nonimitative oral motor performance were not significant predictors of vocabulary size discrepancy typicality. Secondary analyses indicated that midpoint receptive vocabulary size mediated the association between initial attention toward a speaker and end point receptive-expressive vocabulary size discrepancy typicality. Findings support the hypothesis that variation in attention toward a speaker might partially explain receptive-expressive vocabulary size discrepancy magnitude in children with ASD. Results are consistent with an input-processing deficit explanation of language impairment in this clinical population. Future studies should test whether attention toward a speaker is malleable and causally related to receptive-expressive discrepancies in children with ASD.

  17. Storytelling: Enhancing Vocabularies For Cerebral Palsy Students

    OpenAIRE

    Aprilina, Raita Gina

    2015-01-01

    This paper reported on a study concerned with teaching vocabulary using storytelling technique in one of SLBs in Bandung. This study aimed to find out the cerebral palsy students' ability in English vocabulary before and after the treatment, and to find out whether storytelling significantly improved English vocabulary of students with cerebral palsy. This study used an experimental method with single subject research with A-B-A design which involved two participants. This study revealed that...

  18. Using Song to Improve Students’ Vocabulary Mastery

    OpenAIRE

    Muflihah, Tatik

    2017-01-01

    Vocabulary mastery is one of the requirements for students to be able to communicate both in spoken and written. There are many ways to improve students’ vocabulary mastery used by the language teacher. This paper aims to examine the use of English song to motivate students in learning English. In addition, this concerns on the use of English song to improve students’ vocabulary mastery. The respondents were fifteen elementary students of community groups of orphans An-nur Surabaya. The data ...

  19. Vocabulary Pruning for Improved Context Recognition

    DEFF Research Database (Denmark)

    Madsen, Rasmus Elsborg; Sigurdsson, Sigurdur; Hansen, Lars Kai

    2004-01-01

    Language independent `bag-of-words' representations are surprisingly effective for text classification. The representation is high dimensional though, containing many non-consistent words for text categorization. These non-consistent words result in reduced generalization performance of subsequent...... of term relevancy, when pruning the vocabularies. With reduced vocabularies documents are classified using a latent semantic indexing representation and a probabilistic neural network classifier. Reducing the bag-of-words vocabularies with 90%-98%, we find consistent classification improvement using two...

  20. Enhancing students’ vocabulary knowledge using the Facebook environment

    Directory of Open Access Journals (Sweden)

    Muhammad Kamarul Kabilan

    2016-01-01

    Full Text Available This study investigates the effectiveness of using Facebook in enhancing vocabulary knowledge among Community College students. Thirty-three (33 Community College students are exposed to the use of Facebook as an environment of learning and enhancing their English vocabulary. They are given a pre-test and a post-test and the findings indicate that students perform significantly better in the post-test compared to the pre-test. It appears that Facebook could be considered as a supplementary learning environment or learning platform or a learning tool; with meaningful and engaging activities that require students to collaborate, network and functions as a community of practice, particularly for introverted students with low proficiency levels and have low self-esteem.

  1. Facilitating linguistically diverse parents to enhance toddler's vocabulary development

    NARCIS (Netherlands)

    Teepe, R.C.; Molenaar, I.; Verhoeven, L.T.W.; Oostdam, R.J.

    2017-01-01

    Aims: The aim is to investigate effects of a Dutch FLP on linguistically diverse children's vocabulary, specifically curriculumbased and general vocabulary. Moreover, we investigate additional effects including technology-enhanced activities in a FLP. Theoretical background Vocabulary knowledge in

  2. Recommendations for Recognizing Video Events by Concept Vocabularies

    NARCIS (Netherlands)

    Habibian, A.; Snoek, C.G.M.

    2014-01-01

    Representing videos using vocabularies composed of concept detectors appears promising for generic event recognition. While many have recently shown the benefits of concept vocabularies for recognition, studying the characteristics of a universal concept vocabulary suited for representing events is

  3. The Use of Song Worksheet to Enhance EFL Elementary School Students’ Vocabulary Mastery

    Directory of Open Access Journals (Sweden)

    Ahmad Fadhli

    2017-01-01

    Full Text Available This study aimed to enhance students’ vocabulary mastery through the use of song worksheet. Twenty -two fourth graders of an elementary school in Indonesia were selected as participants. Action research was adopted in this study consisting of three cycles. To find out students’ achievement, vocabulary test was given. To investigate students’ responses, observation and interview were implemented.Findings showed that song worksheet could enhance students’ vocabulary mastery. They also gave positive responses to the use of song worksheet. However, students complained that the songs were too fast. This study supports the use of songs in the EFL context which could make teaching - learning processes more fun

  4. Understanding Teachers' Pedagogical Knowledge In ESL Vocabulary Teaching

    Directory of Open Access Journals (Sweden)

    Maizatulliza Muhamad

    2018-02-01

    Full Text Available In communicative language teaching classrooms, one of the main emphases is on students’ ability to use the target language for real life purposes. To achieve this goal, teachers may have to ensure that students have adequate vocabulary to express their feelings and ideas. Previous research on vocabulary teaching and learning tends to be quantitative in nature focusing on testing the effectiveness of some techniques. This research study however, is an attempt to understand teachers’ pedagogical systems that influence their practice in actual classroom interactions during vocabulary teaching and learning. In-depth interviews and classroom observations with two experienced Malaysian ESL teachers were conducted. The interviews highlighted the teachers’ beliefs as well as challenges they faced with regards to vocabulary teaching and learning. The classroom observations revealed that their practice was very much a reflection of their own beliefs, based on their own experience as students as well as teachers. The results of this study showcased the fact that teachers operate within the spectrum of their pedagogical knowledge.

  5. BWR 200 % recirculation pump suction line break LOCA tests, RUNs 942 and 943 at ROSA-III without HPCS

    International Nuclear Information System (INIS)

    Suzuki, Mitsuhiro; Tasaka, Kanji; Anoda, Yoshinari; Kumamaru, Hiroshige; Nakamura, Hideo; Yonomoto, Taisuke; Murata, Hideo; Koizumi, Yasuo

    1986-03-01

    This report presents the experimental results of RUNs 942 and 943 in ROSA-III program, which are 200 % recirculation pump suction line break LOCA tests with assumption of HPCS failure. The ROSA-III test facility simulates a BWR system with volume scale of 1/424 and has four half-length electrically heated fuel bundles, two active recirculation loops, ECCS's, and steam and feedwater systems. Effects of initial core void distribution and other fluid conditions on overall LOCA phenomena with special interest on transient core cooling phenomena were investigated by comparing the present test results with those of RUN 926, a 200 % suction line break test with standard initial fluid conditions. The initial core outlet quality was changed between 5 % and 43 %. As conclusions, (1) the initial lower core flow and higher void fraction affected significantly the core cooling conditions and resulted in earlier and higher PCT. (2) The lower plenum flashing temporarily contributed to cool down the core. (3) Flashing of remained hot water in the feedwater line affected slightly the pressure response and delayed the actuation of LPCI by 11 seconds. (4) The whole core was completely cooled down within 104 seconds after the LPCI actuation in these large break tests. (author)

  6. Shock Isolation Elements Testing for High Input Loadings. Volume III. Mechanical Shock Isolation Elements.

    Science.gov (United States)

    SHOCK ABSORBERS ), (*GUIDED MISSILE SILOS, SHOCK ABSORBERS ), (*SPRINGS, (*SHOCK(MECHANICS), REDUCTION), TORSION BARS, ELASTOMERS, DAMPING, EQUATIONS OF MOTION, MODEL TESTS, TEST METHODS, NUCLEAR EXPLOSIONS, HARDENING.

  7. WORD ORIGIN HELPS EXPAND LEARNERS’ VOCABULARY A VOCABULARY TEACHING APPROACH

    Directory of Open Access Journals (Sweden)

    Li Jing

    2012-12-01

    Full Text Available Word origin (motivation deals with the connection between name and sense, explaining how a word originated. With the knowledge of how words are originated, learners can grasp a word easier and thus expand their vocabulary more quickly. The introduction to word origin (motivation by teachers can also help the learners gain interest in the process of learning and learn more about the cultural and historical background of the English-speaking countries. This paper tries to clarify this method of teaching from four aspects: onomatopoeia, word formation, cultural and historical background and cognitive linguistics.

  8. BWR recirculation loop discharge line break LOCA tests with break areas of 50 and 100% assuming HPCS failure at ROSA-III test facility

    International Nuclear Information System (INIS)

    Suzuki, Mitsuhiro; Tasaka, Kanji; Yonomoto, Taisuke; Anoda, Yoshinari; Kumamaru, Hiroshige; Nakamura, Hideo; Murata, Hideo; Shiba, Masayoshi; Iriko, Masanori.

    1985-03-01

    This report presents the experimental results of RUN 962 and RUN 963 in ROSA-III program, which are 50 and 100 % break LOCA tests at the BWR recirculation pump discharge line, respectively. The ROSA-III test facility simulates a volumetrically scaled (1/424) BWR system and has four half-length electrically heated fuel bundles, two active recirculation loops, three types of ECCSs and steam and feedwater systems. The experimental data of RUN 962 and RUN 963 were compared with those of RUN 961, a 200 % discharge line break test to study the break area effects on the transient thermal hydraulic phenomena. The least flow areas at the jet pump drive nozzles and recirculation pump discharge nozzle in the broken recirculation loop limitted the discharge flows from the pressure vessel and the depressurization rate in the 100 and 200 % break tests, whereas the least flow area at break nozzle limitted the depressurization rate in the 50 % break test. The highest PCT was observed in the 50 % break test among the three tests. (author)

  9. The Receptive-Expressive Gap in the Vocabulary of Young Second-Language Learners: Robustness and Possible Mechanisms

    Science.gov (United States)

    Gibson, Todd A.; Oller, D. Kimbrough; Jarmulowicz, Linda; Ethington, Corinna A.

    2012-01-01

    Adults and children learning a second language show difficulty accessing expressive vocabulary that appears accessible receptively in their first language (L1). We call this discrepancy the receptive-expressive gap. Kindergarten Spanish (L1)-English (L2) sequential bilinguals were given standardized tests of receptive and expressive vocabulary in…

  10. THE COMPARISON OF USING SNAKE LADDERS AND SCRABBLE MEDIA TOWARDS VOCABULARY MASTERY OF STUDENTS

    Directory of Open Access Journals (Sweden)

    Eka Pra Setiawati

    2017-02-01

    Full Text Available Vocabulary is an essential component in learning English. It influences four English skills; they are listening, speaking, reading, and writing, for getting a good result in English. In teaching learning process, the teacher often implements the less interesting method, technique, or even media of vocabulary mastery in teaching and learning process which make the students to be bored, inactive, an uniterested in memorizing English vocabulary. Some media can be interested as the solutions in vocabulary mastery, they are Snake Ladders media and Scrabble media. The investigation was undergone by quantitative research. The researcher applied experimental research. This research underwent pre-test post-test control group design. To analyze data, t-test formula is used to measure the result of collected data. From the t-test measurement, it showed that t-test is 3.15 and t-table is 2.66. It means that t-hit > t-table. Based on the collected data, there is different result of using Snake Ladders from Scrabble media toward students’ vocabulary mastery. It was found that the students who are taught by using Snake Ladders resulted significant outcome than those are instructed by Scrabble media. It means that Snake Ladders is effective to improve the students’ vocabulary mastery.

  11. The Effects of Multimedia Annotations on Iranian EFL Learners’ L2 Vocabulary Learning

    Directory of Open Access Journals (Sweden)

    Saeideh Ahangari

    2010-05-01

    Full Text Available In our modern technological world, Computer-Assisted Language learning (CALL is a new realm towards learning a language in general, and learning L2 vocabulary in particular. It is assumed that the use of multimedia annotations promotes language learners’ vocabulary acquisition. Therefore, this study set out to investigate the effects of different multimedia annotations (still picture annotations, dynamic picture annotations, and written annotations on L2 vocabulary learning. To fulfill this objective, the researchers selected sixty four EFL learners as the participants of this study. The participants were randomly assigned to one of the four groups: a control group that received no annotations and three experimental groups that received:  still picture annotations, dynamic picture annotations, and written annotations. Each participant was required to take a pre-test. A vocabulary post- test was also designed and administered to the participants in order to assess the efficacy of each annotation. First for each group a paired t-test was conducted between their pre and post test scores in order to observe their improvement; then through an ANCOVA test the performance of four groups was compared. The results showed that using multimedia annotations resulted in a significant difference in the participants’ vocabulary learning. Based on the results of the present study, multimedia annotations are suggested as a vocabulary teaching strategy.

  12. Vocabulary skills are well developed in university students with dyslexia: Evidence from multiple case studies.

    Science.gov (United States)

    Cavalli, Eddy; Casalis, Séverine; El Ahmadi, Abdessadek; Zira, Mélody; Poracchia-George, Florence; Colé, Pascale

    2016-01-01

    Most studies in adults with developmental dyslexia have focused on identifying the deficits responsible for their persistent reading difficulties, but little is known on how these readers manage the intensive exposure to written language required to obtain a university degree. The main objective of this study was to identify certain skills, and specifically vocabulary skills, that French university students with dyslexia have developed and that may contribute to their literacy skills. We tested 20 university students with dyslexia and 20 normal readers (matched on chronological age, gender, nonverbal IQ, and level of education) in reading, phonological, vocabulary breadth (number of known words), and vocabulary depth (accuracy and precision) tasks. In comparing vocabulary measures, we used both Rasch model and single case study methodologies. Results on reading and phonological tasks confirmed the persistence of deficits in written word recognition and phonological skills. However, using the Rasch model we found that the two groups performed at the same level in the vocabulary breadth task, whereas dyslexics systematically outperformed their chronological age controls in the vocabulary depth task. These results are supplemented by multiple case studies. The vocabulary skills of French university students with dyslexia are well developed. Possible interpretations of these results are discussed. Copyright © 2016 Elsevier Ltd. All rights reserved.

  13. Modeling the Nature of Grammar and Vocabulary Trajectories From Prekindergarten to Third Grade.

    Science.gov (United States)

    Jiang, Hui; Logan, Jessica A; Jia, Rongfang

    2018-04-17

    This study investigated the longitudinal development of 2 important contributors to reading comprehension, grammar, and vocabulary skills. The primary interest was to examine the trajectories of the 2 skill areas from preschool to 3rd grade. The study involved a longitudinal sample of 420 children from 4 sites. Language skills, including grammar and vocabulary, were assessed annually with multiple measures. Multivariate latent growth curve modeling was used to examine the developmental trajectories of grammar and vocabulary, to test the correlation between the 2 domains, and to investigate the effects of demographic predictors on language growth. Results showed that both grammar and vocabulary exhibited decelerating growth from preschool to Grade 2. In Grade 3, grammar growth further flattened, whereas vocabulary continued to grow stably. Growth of vocabulary and grammar were positively correlated. Demographic characteristics, such as child gender and family socioeconomic status, were found to predict the intercept but not the slope of the growth trajectories. Children's growth in grammar skills is differentiated in a number of important ways from their growth in vocabulary skills. Results of this study suggest the need to differentiate these dimensions of language when seeking to closely examine growth from preschool to primary grades.

  14. The Effectiveness of Using Contextual Clues, Dictionary Strategy and Computer Assisted Language Learning (Call In Learning Vocabulary

    Directory of Open Access Journals (Sweden)

    Zuraina Ali

    2013-07-01

    Full Text Available This study investigates the effectiveness of three vocabulary learning methods that are Contextual Clues, Dictionary Strategy, and Computer Assisted Language Learning (CALL in learning vocabulary among ESL learners. First, it aims at finding which of the vocabulary learning methods namely Dictionary Strategy, Contextual Clues, and CALL that may result in the highest number of words learnt in the immediate and delayed recall tests. Second, it compares the results of the Pre-test and the Delayed Recall Post-test to determine the differences of learning vocabulary using the methods. A quasi-experiment that tested the effectiveness of learning vocabulary using Dictionary Strategy, Contextual clues, and CALL involved 123 first year university students. Qualitative procedures included the collection of data from interviews which were conducted to triangulate the data obtain from the quantitative inquiries. Findings from the study using ANOVA revealed that there were significant differences when students were exposed to Dictionary Strategy, Contextual Clues and CALL in the immediate recall tests but not in the Delayed Recall Post-test. Also, there were significant differences when t test was used to compare the scores between the Pre-test and the Delayed Recall Post-test in using the three methods of vocabulary learning. Although many researchers have advocated the relative effectiveness of Dictionary Strategy, Contextual Clues, and CALL in learning vocabulary, the study however, is still paramount since there is no study has ever empirically investigated the relative efficacy of these three methods in a single study.

  15. Human simulations of vocabulary learning.

    Science.gov (United States)

    Gillette, J; Gleitman, H; Gleitman, L; Lederer, A

    1999-12-07

    The work reported here experimentally investigates a striking generalization about vocabulary acquisition: Noun learning is superior to verb learning in the earliest moments of child language development. The dominant explanation of this phenomenon in the literature invokes differing conceptual requirements for items in these lexical categories: Verbs are cognitively more complex than nouns and so their acquisition must await certain mental developments in the infant. In the present work, we investigate an alternative hypothesis; namely, that it is the information requirements of verb learning, not the conceptual requirements, that crucially determine the acquisition order. Efficient verb learning requires access to structural features of the exposure language and thus cannot take place until a scaffolding of noun knowledge enables the acquisition of clause-level syntax. More generally, we experimentally investigate the hypothesis that vocabulary acquisition takes place via an incremental constraint-satisfaction procedure that bootstraps itself into successively more sophisticated linguistic representations which, in turn, enable new kinds of vocabulary learning. If the experimental subjects were young children, it would be difficult to distinguish between this information-centered hypothesis and the conceptual change hypothesis. Therefore the experimental "learners" are adults. The items to be "acquired" in the experiments were the 24 most frequent nouns and 24 most frequent verbs from a sample of maternal speech to 18-24-month-old infants. The various experiments ask about the kinds of information that will support identification of these words as they occur in mother-to-child discourse. Both the proportion correctly identified and the type of word that is identifiable changes significantly as a function of information type. We discuss these results as consistent with the incremental construction of a highly lexicalized grammar by cognitively and pragmatically

  16. Sound Symbolism in Basic Vocabulary

    Directory of Open Access Journals (Sweden)

    Søren Wichmann

    2010-04-01

    Full Text Available The relationship between meanings of words and their sound shapes is to a large extent arbitrary, but it is well known that languages exhibit sound symbolism effects violating arbitrariness. Evidence for sound symbolism is typically anecdotal, however. Here we present a systematic approach. Using a selection of basic vocabulary in nearly one half of the world’s languages we find commonalities among sound shapes for words referring to same concepts. These are interpreted as due to sound symbolism. Studying the effects of sound symbolism cross-linguistically is of key importance for the understanding of language evolution.

  17. Validity of FAA-approved color vision tests for class II and class III aeromedical screening.

    Science.gov (United States)

    1993-09-01

    All clinical color vision tests currently used in the medical examination of pilots were studied regarding validity for prediction of performance on practical tests of ability to discriminate the aviation signal colors, red, green, and white given un...

  18. Investigating the Role of Pop Songs on Vocabulary Recall, Attitude and Retention of Iranian EFL Learners: The Case of Gender

    Directory of Open Access Journals (Sweden)

    Pouya Shakerian

    2016-04-01

    Full Text Available Pop songs are, in fact, an ideal source for incidental vocabulary learning because teenagers often spend large amounts of their free time listening to music and in particular to pop songs. Employing an experimental approach, this study attempted to investigate the role of pop songs on vocabulary recall, attitude and retention of Iranian advanced adult EFL learners based on their gender. In so doing a language placement test (Quick Oxford Placement Test was administered to 100 male and female language learners studying English at different language institutes in Esfahan, Iran. Ultimately, 60 advanced learners (30 males - 30 females were selected by leaving out the students of other levels of proficiency and randomly divided into two relatively homogenous groups as musical and non-musical groups. While the students of musical group (=30 were taught the new vocabulary in the syllabus through 60 different pop songs chosen by themselves through a questionnaire, the students of the non-musical group (n=30 were taught new vocabulary without using the songs. The participants were examined based on an English vocabulary test developed by the researchers, which probed into the learners’ vocabulary recall. A questionnaire was also used to investigate the attitude of the learners towards the instruction. A month later the vocabulary test was re-administered as a delayed retention test and obtained data were statistically analyzed. The results of t-tests demonstrated that the musical group outscored the non-musical group on vocabulary recall and retention. The results also showed the male learners perform better than the females. Keywords: incidental vocabulary, pop songs, vocabulary recall, attitude, retention

  19. Efficacy of Using Vocabulary Flashcards in Braille

    Science.gov (United States)

    Savaiano, Mackenzie E.; Lloyd, Blair P.; Hatton, Deborah D.

    2017-01-01

    This article reports on a study that examined whether vocabulary flashcards facilitate spelling acquisition. The study was designed to evaluate whether students who are blind can learn to spell words accurately and incidentally when academic vocabulary instruction is used. Auditory information was provided prior to the introduction of a flashcard,…

  20. Predicting Contextual Informativeness for Vocabulary Learning

    Science.gov (United States)

    Kapelner, Adam; Soterwood, Jeanine; Nessaiver, Shalev; Adlof, Suzanne

    2018-01-01

    Vocabulary knowledge is essential to educational progress. High quality vocabulary instruction requires supportive contextual examples to teach word meaning and proper usage. Identifying such contexts by hand for a large number of words can be difficult. In this work, we take a statistical learning approach to engineer a system that predicts…

  1. Intentional Vocabulary Learning Using Digital Flashcards

    Science.gov (United States)

    Hung, Hsiu-Ting

    2015-01-01

    As an attempt to follow through on the claims made by proponents of intentional vocabulary learning, the present study set out to examine whether and how digital flashcards can be incorporated into a university course to promote the vocabulary learning of English language learners. The overall research findings underscore the value of learning…

  2. Hypermedia and Vocabulary Acquisition for Second Language

    Science.gov (United States)

    Meli, Rocio

    2009-01-01

    The purpose of this study was to examine the impact of multimedia as a delivery tool for enhancing vocabulary in second-language classrooms. The mixed method design focused on specific techniques to help students acquire Spanish vocabulary and communication skills. The theoretical framework for this study consisted of second language theories…

  3. Tuning in to Vocabulary Frequency in Coursebooks

    Science.gov (United States)

    O'Loughlin, Richard

    2012-01-01

    For second language learners vocabulary growth is of major importance, and for many learners commercially published coursebooks will be the source of this vocabulary learning. In this preliminary study, input from three levels of the coursebook series "New English File" (Oxenden and Latham-Koenig, 2006; Oxenden, Latham-Koenig, and Seligson, 2004,…

  4. Vocabulary Growth of the Advanced EFL Learner

    Science.gov (United States)

    Ozturk, Meral

    2015-01-01

    This article reports the results of two studies on the vocabulary growth of advanced learners of English as a foreign language in an English-medium degree programme. Growth in learners' written receptive and productive vocabularies was investigated in one cross-sectional and one longitudinal study over three years. The effect of word frequency on…

  5. The comparative impact of lexical translation and lexical inferencing on EFL learners’ vocabulary retention

    OpenAIRE

    Nasim Shangarfam; Neda Ghorbani; Ehsan Safarpoor; Mahshid Maha

    2013-01-01

    The present study is an attempt to investigate the comparative effects of lexical translation and lexical inferencing techniques on Female intermediate EFL learners’ vocabulary retention. For this purpose, 90 female learners attending the Jahad Daneshgahi Center in Qom took a piloted sample KET test, 60 of whom were selected as homogenous learners. They were randomly divided into two experimental groups-one learning new vocabulary items through lexical translation technique and the other with...

  6. The effect of the integration of talking toys on preschoolers’ vocabulary learning in English

    Directory of Open Access Journals (Sweden)

    Burcu Güngör

    2018-05-01

    Full Text Available Appropriate conditions and suitable materials can inspire young children to learn a new language effortlessly. The present study attempted to investigate the effects of English talking toys as teaching materials on vocabulary learning of very young learners (VYL based on their gender. The study was conducted at one of the public preschools in Yenimahalle/Ankara with 48 five-year old children from two classes. The first group of students was the experimental group and they were instructed using English talking toys as a teaching material. On the other hand, the other class was the control group and was instructed using flashcards. The target vocabulary for this study, which was incorporated into a Vocabulary Checklist Test, was developed after a close scrutiny of the relevant literature (i.e. vocabulary learning in young learners and examination of the theme-related curriculum employed in the chosen preschool. To assess preschoolers' learning of target words in English, a new Vocabulary Checklist Test was developed by the researcher. The results of a series of t-tests showed that the class instructed with English talking toys performed better on both receptive and expressive/productive vocabulary. The results also indicated that there was not any significant difference between males and females in terms of the effect of English talking toys on preschool children's vocabulary learning. The findings suggest that English talking toys are not only used for entertainment and recreational purposes, they can also be used as teaching material particularly when it comes to teaching basic English vocabulary. The current study contributed to areas such as early childhood education, foreign/second language learning, foreign language testing and evaluation.

  7. Reactor building pressure proof test (PPT) and leak rate test (LRT) of Qinshan phase III (CANDU) project

    International Nuclear Information System (INIS)

    Gu Jun; Shi Jinqi; Fan Fuping

    2004-12-01

    As the first reactor building (R/B) without stainless steel liner in china, TQNPC studied the containment characteristics, such as strong concrete absorb/release air effect, poor containment penetration. etc. And carefully prepared test scheme and emergency response, creatively introduced the instrument air self-supply system in reactor building, developed the special measurement and analysis system for PPT and LRT, organized work under high-pressure on large-scale in the test. Finally got the containment leak rate result and the test-cost-time value is the best in all same type tests. (authors)

  8. Expressive vocabulary and auditory processing in children with deviant speech acquisition.

    Science.gov (United States)

    Quintas, Victor Gandra; Mezzomo, Carolina Lisbôa; Keske-Soares, Márcia; Dias, Roberta Freitas

    2010-01-01

    expressive vocabulary and auditory processing in children with phonological disorder. to compare the performance of children with phonological disorder in a vocabulary test with the parameters indicated by the same test and to verify a possible relationship between this performance and auditory processing deficits. participants were 12 children diagnosed with phonological disorders, with ages ranging from 5 to 7 years, of both genders. Vocabulary was assessed using the ABFW language test and the simplified auditory processing evaluation (sorting), Alternate Dichotic Dissyllable - Staggered Spondaic Word (SSW), Pitch Pattern Sequence (PPS) and the Binaural Fusion Test (BF). considering performance in the vocabulary test, all children obtained results with no significant statistical. As for the auditory processing assessment, all children presented better results than expected; the only exception was on the sorting process testing, where the mean accuracy score was of 8.25. Regarding the performance in the other auditory processing tests, the mean accuracy averages were 6.50 in the SSW, 10.74 in the PPS and 7.10 in the BF. When correlating the performance obtained in both assessments, considering p>0.05, the results indicated that, despite the normality, the lower the value obtained in the auditory processing assessment, the lower the accuracy presented in the vocabulary test. A trend was observed for the semantic fields of "means of transportation and professions". Considering the classification categories of the vocabulary test, the SP (substitution processes) were the categories that presented the higher significant increase in all semantic fields. there is a correlation between the auditory processing and the lexicon, where vocabulary can be influenced in children with deviant speech acquisition.

  9. Assessing contaminant sensitivity of endangered and threatened aquatic species: Part III. Effluent toxicity tests

    Science.gov (United States)

    Dwyer, F.J.; Hardesty, D.K.; Henke, C.E.; Ingersoll, C.G.; Whites, D.W.; Augspurger, T.; Canfield, T.J.; Mount, D.R.; Mayer, F.L.

    2005-01-01

    Toxicity tests using standard effluent test procedures described by the U.S. Environmental Protection Agency were conducted with Ceriodaphnia dubia, fathead minnows (Pimephales promelas), and seven threatened and endangered (listed) fish species from four families: (1) Acipenseridae: shortnose sturgeon (Acipenser brevirostrum); (2) Catostomidae; razorback sucker (Xyrauchen texanus); (3) Cyprinidae: bonytail chub (Gila elegans), Cape Fear shiner (Notropis mekistocholas) Colorado pikeminnow (Ptychocheilus lucius), and spotfin chub (Cyprinella monacha); and (4) Poecillidae: Gila topminnow (Poeciliopsis occidentalis). We conducted 7-day survival and growth studies with embryo-larval fathead minnows and analogous exposures using the listed species. Survival and reproduction were also determined with C. dubia. Tests were conducted with carbaryl, ammonia-or a simulated effluent complex mixture of carbaryl, copper, 4-nonylphenol, pentachlorophenol and permethrin at equitoxic proportions. In addition, Cape Fear shiners and spotfin chub were tested using diazinon, copper, and chlorine. Toxicity tests were also conducted with field-collected effluents from domestic or industrial facilities. Bonytail chub and razorback suckers were tested with effluents collected in Arizona whereas effluent samples collected from North Carolina were tested with Cape Fear shiner, spotfin chub, and shortnose sturgeon. The fathead minnow 7-day effluent test was often a reliable estimator of toxic effects to the listed fishes. However, in 21 % of the tests, a listed species was more sensitive than fathead minnows. More sensitive species results varied by test so that usually no species was always more or less sensitive than fathead minnows. Only the Gila topminnow was consistently less sensitive than the fathead minnow. Listed fish species were protected 96% of the time when results for both fathead minnows and C. dubia were considered, thus reinforcing the value of standard whole

  10. GALEN skin test study III: Minimum battery of test inhalent allergens needed in epidemiological studies in patients

    NARCIS (Netherlands)

    Bousquet, P.-J.; Burbach, G.; Heinzerling, L. M.; Edenharter, G.; Bachert, C.; Bindslev-Jensen, C.; Bonini, S.; Bousquet-Rouanet, L.; Demoly, P.; Bresciani, M.; Bruno, A.; Gjomarkaj, M.; Canonica, G. W.; Darsow, U.; Durham, S.; Fokkens, W. J.; Giavi, S.; Gramiccioni, C.; Papadopoulos, N. G.; Haahtela, T.; Kowalski, M. L.; Magyar, P.; Muraközi, G.; Orosz, M.; Röhnelt, C.; Stingl, G.; Todo-Bom, A.; von Mutius, E.; Wiesner, A.; Wöhrl, S.; Bousquet, J.; Zuberbier, T.

    2009-01-01

    Background: The number of allergens to be tested in order to identify sensitized patients is important in order to have the most cost-effective approach in epidemiological studies. Objective: To define the minimal number and the type of skin prick test (SPT) allergens required to identify a patient

  11. Test Your Knowledge of Internet Vocabulary.

    Science.gov (United States)

    Bigham, Vicki Smith

    1998-01-01

    Answers common questions about the Internet, i.e., what it is, its components, and the definitions of its various features. Questions include what Web pages and browsers are, and the definitions of URLs, ISPs, home pages, search engines, and hyperlinks. (GR)

  12. Improving Student Vocabulary Mastery Using Word Mapping Strategy

    Directory of Open Access Journals (Sweden)

    Satuna Indah Wardani

    2015-05-01

    Full Text Available Abstract: The purpose of this study was to find out whether the word mapping strategywas able to improve the students’ vocabulary mastery. The process of masteringis mainly affected by the worst thought of the vocational students who said that English as the most difficult subject to learn and was often tracked into boringcondition since theywere not involved in the process of learning. Thisstudy was conducted by using classroom action research in two cycles and each cycleconsisted of four meetings. The subject of the research was the third grade of Accounting Department at State Vocational School 1 Pamekasan whichconsisted of 34 students. The research was carried out for one month.Theinstruments used to obtained primary data and the secondary data were vocabulary test, the students’ observation sheets, and questionnaire of the respondent.The result of test in preliminary until the test in cycle two showed that there was the improvement of the number of students who passed the test. Hopefully, this outcome will certainly be useful for both teachers and students in which its harmony will give the progress for learning English,especially vocabulary mastery. 

  13. Assessment of the Vocabulary Learning and Strategies Used by Teacher Education Students

    Directory of Open Access Journals (Sweden)

    Esperanza F. Carranza

    2015-05-01

    Full Text Available One way to assess a person’s communicative competence is through his ability to express his thoughts and ideas in appropriate words and meaningful sentences. Vocabulary learning then is critical to learning a language – be it the first, second or even foreign. However, test results, daily communication and English proficiency exams show that students have difficulty in learning vocabulary. This descriptive-evaluative study assessed the vocabulary learning and the strategies used along context clues, word analysis and dictionary skills of the 100 randomly selected second-year education students of the Sorsogon State College. The study utilized survey-questionnaire, teacher- made test and unstructured interview in gathering data. The study revealed that most of the Bachelor of Elementary Education (BEED and Bachelor of Secondary Education (BSED students oftentimes used strategies in learning vocabulary such as reading books and other materials, looking for clues in sentences and use the dictionary to unlock the unfamiliar words. The students attained nearly competent vocabulary performance along context clues, word analysis and dictionary skills. The context clues and word analysis skills are significantly related to the use of learning strategies when tested at 0.05 level. The developed vocabulary module to enhance the skills of the students can be validated and utilized for instruction.

  14. Evaluation report on SCTF Core-III tests S3-7 and S3-8

    International Nuclear Information System (INIS)

    Okubo, Tsutomu; Iguchi, Tadashi; Iwamura, Takamichi

    1990-03-01

    It has been said that the Emergency Core Cooling (ECC) water injected into the hot legs flows into the upper plenum and then falls back to the core (i.e. break-through) during reflood phase in a German type Pressurized Water Reactor (GPWR) with the combined-injection-type ECCS, and that the break-through occurs where the water temperature at the tie plate area is lower and subcooled. Based on this information two tests were conducted with the Slab Core Test Facility (SCTF) Core-III in order to investigate the effects of the water temperature distribution at the tie plate area on the break-through and the core cooling. In these tests, the subcooled ECC water was injected just above the Upper Core Support Plate (UCSP) in order to establish the desired water temperature distribution at the tie plate area. In one test (Test S3-7) the ECC water injection above the UCSP was performed above Bundles 3 and 4, and in the other test (Test S3-8) above Bundles 7 and 8 during initial 60 s a and then was changed to above Bundles 3 and 4. The test data were compared with those of Test S3-SH1, in which the injection was performed above Bundles 7 and 8 and the other test conditions were the same as in Tests S3-7 and S3-8. Analyzing these test data, the following has been found: The break-through occurs where the water temperature at the tie plate area is subcooled and the core cooling is enhanced significantly in the break-through region. The break-through location changes, with some time lag, following the change of the water temperature distribution at the tie plate area. Furthermore, the core cooling in the non-break-through regions is almost the same regardless of the location of the break-through. (author)

  15. SCAFFOLDINGAND REINFORCEMENT: USING DIGITAL LOGBOOKS IN LEARNING VOCABULARY

    OpenAIRE

    Khalifa, Salma Hasan Almabrouk; Shabdin, Ahmad Affendi

    2016-01-01

    Reinforcement and scaffolding are tested approaches to enhance learning achievements. Keeping a record of the learning process as well as the new learned words functions as scaffolding to help learners build a comprehensive vocabulary. Similarly, repetitive learning of new words reinforces permanent learning for long-term memory. Paper-based logbooks may prove to be good records of the learning process, but if learners use digital logbooks, the results may be even better. Digital logbooks wit...

  16. MULTIPLE INTELLIGENCES AS PREDICTORS OF READING COMPREHENSION AND VOCABULARY KNOWLEDGE

    OpenAIRE

    Abbas Ali Zarei; Nima Shokri Afshar

    2014-01-01

    Abstract: The present study was conducted to investigate types of Multiple Intelligences as predictors of reading comprehension and vocabulary knowledge. To meet this objective, a 60-item TOEFL test and a 90-item multiple intelligences questionnaire were distributed among 240 male and female Iranians studying English at Qazali and Parsian Universities in Qazvin. Data were analyzed using a multiple regression procedure. The result of the data analysis indicated that musical, interpersonal, kin...

  17. A Comparison between Verbal Working Memory and Vocabulary in Bilingual and Monolingual South African School Beginners: Implications for Bilingual Language Assessment

    Science.gov (United States)

    Cockcroft, Kate

    2016-01-01

    This study compared bilingual and monolingual school beginners on measures of simple and complex verbal working memory and receptive and expressive vocabulary. The aim was to determine whether the tests of working memory are fairer measures of language ability than the vocabulary tests for bilingual children when tested in their second language.…

  18. Detection of endotoxins in radiopharmaceutical preparations. III. Limulus test assessment using radiopharmaceutical preparations; correlation with the rabbit pyrogen test

    Energy Technology Data Exchange (ETDEWEB)

    Cohen, Y; Bahri, F; Bruneau, J; Dubuis, M; Dubuis, N; Merlin, L; Michaud, T; Peysson, S

    1986-01-01

    Experiments using 17 radiopharmaceuticals containing known amounts of added endotoxin show that none of them inhibits the pyrogenic reaction of the rabbit. Gelation of the Limulus amoebocyte lysate (LAL) is inhibited by 4 of them: colloidal erbium 169Er citrate, colloidal rhenium 186Re sulfide, colloidal technetium /sup 99m/Tc (Re) sulfide for liver scintigraphy and the colloidal technetium /sup 99m/Tc (Re) sulfide for lymphography. This inhibition is cancelled, either by dilution or after neutral pH adjustment. Both controls were performed on 313 batches of various radiopharmaceuticals, 95% of results were identical (93% negative, 2% positive). The remaining 5% correspond to positive LAL tests vs negative rabbit tests on the same batches. No negative LAL test vs positive rabbit test was observed.

  19. BWR 1 % main recirculation line break LOCA tests, RUNs 917 and 918, without HPCS at ROSA-III program

    International Nuclear Information System (INIS)

    Suzuki, Mitsuhiro; Okazaki, Motoaki; Anoda, Yoshinari; Kumamaru, Hiroshige; Nakamura, Hideo; Yonomoto, Taisuke; Koizumi, Yasuo; Tasaka, Kanji

    1988-07-01

    In a case of small break loss-of-coolant accident (LOCA) at a boiling water reactor (BWR) system, it is important to lower the system pressure to cool down the reactor system by using either the high pressure core spray (HPCS) or the automatic depressurization system (ADS). The report presents characteristic test results of RUNs 918 and 917, which were performed at the rig-of-safety assessment (ROSA)-III program simulating a 1 % break BWR LOCA with an assumption of HPCS failure, and clarifies effects of the ADS delay time on a small break LOCA. The ROSA-III test facility simulates principal components of a BWR/6 system with volumetric scaling factor of 1/424. It is experimentally concluded that the ADS delay time shorter than 4 minutes results in a similar PCT as that in a standard case, in which the PCT is observed after actuation of the low pressure core spray (LPCS). And the ADS delay time longer than 4 minutes results in higher PCT than in the standard case. In the latter, the PCT depends on the ADS time, a 220 K higher PCT, for example, in a case of 10 minutes ADS delay compared with the standard case. (author) 52 refs. 299 figs

  20. ITER ECRH Upper Launcher: Test plan for qualification of the Diamond Torus Window Prototype III

    Energy Technology Data Exchange (ETDEWEB)

    Schreck, Sabine, E-mail: sabine.schreck@kit.edu [Karlsruhe Institute of Technology, Institute for Applied Materials, Hermann-von-Helmholtz-Platz 1, 76344 Eggenstein-Leopoldshafen (Germany); Aiello, Gaetano; Meier, Andreas; Strauss, Dirk [Karlsruhe Institute of Technology, Institute for Applied Materials, Hermann-von-Helmholtz-Platz 1, 76344 Eggenstein-Leopoldshafen (Germany); Gagliardi, Mario; Saibene, Gabriella [F4E, Antennas and Plasma Engineering, Josep Pla 2, Torres Diagonal Litoral B3, 08019 Barcelona (Spain); Scherer, Theo [Karlsruhe Institute of Technology, Institute for Applied Materials, Hermann-von-Helmholtz-Platz 1, 76344 Eggenstein-Leopoldshafen (Germany)

    2016-11-01

    Highlights: • A qualification program for the ITER diamond torus window is being developed. • The testing program for the qualification of the bare diamond disk is defined. • First qualification tests show a very good quality of the diamond disk prototypes. - Abstract: The diamond window is part of the electron cyclotron heating upper launcher system for ITER. Together with the isolation valve it constitutes the primary vacuum boundary and it also acts as first tritium barrier. Therefore the window is classified as Safety/Protection Important Component (SIC/PIC) with the nuclear safety function “confinement”. As the diamond window unit is not entirely covered by standard codes, an ad-hoc qualification program needs to be defined, including analysis, prototyping and testing. In the framework of a contract with F4E, the test program for a diamond window prototype is being developed with the aim to prove its operability for normal, accidental and incidental conditions as identified in the ITER load specifications. Tests range from dielectric loss measurements for the bare Chemical Vapour Deposition (CVD) diamond disk up to mechanical and vacuum tests for the complete window assembly. Finally mm-wave properties have to be characterized for the complete window. A clear definition of the testing requirements and of the acceptance criteria is necessary as well as a complete documentation of the process. This paper will present the development of the test plan for a window prototype, which is currently under manufacturing. First tests are directed to the characterization of the bare diamond disk with a focus on its dielectric properties.

  1. Investigating an Intervention Program Linking Writing and Vocabulary Development for Homeless Children

    Directory of Open Access Journals (Sweden)

    Richard Sinatra

    2010-03-01

    Full Text Available The presented study investigated the effects of a four-week academic and activity – enriched summer program on vocabulary development and writing achievement of homeless children residing in traditional shelter facilities. When compared to controls the experimental students did not reveal gains in vocabulary and spelling as measured by two norm referenced tests. They did however demonstrate highly significant gains in writing ability based on the New York State standards criteria, reflecting five qualities of writing. On two project-developed instruments designed to measure improvement in book vocabulary and tennis skills, they showed significant increases based on analyses of their pre- and posttest scores. The program closed achievement gaps, fulfilled standards criteria, and may be the first of its kind in the homeless literature whereby students’ writing development was compared to matched controls as vocabulary development occurred based on literary readings.

  2. Group of scientific experts third technical test (GSETT-III) experiences

    International Nuclear Information System (INIS)

    Dahlman, O.

    1999-01-01

    The purpose of the established verification system is to provide confidence through adequate monitoring, deter clandestine activities and counteract 'false arms'. The task og the Group of Scientific Experts was to design and test the seismic verification system including designing og the international system, sharing knowledge from national programs, encouraging establishment of new monitoring facilities, development of data analysis procedures, conducting large scale testing and training of experts

  3. Tritium test of the tritium processing components under the Annex III US-Japan Collaboration

    International Nuclear Information System (INIS)

    Konishi, Satoshi; Yoshida, Hiroshi; Naruse, Yuji; Binning, K.E.; Carlson, R.V.; Bartlit, J.R.; Anderson, J.L.

    1993-03-01

    The process ready components for Fuel Cleanup System were tested at the TSTA under the US-Japan Collaboration program. Palladium diffuser for tritium purification and Ceramic Electrolysis Cell for decomposition of tritiated water respectively were tested with pure tritium for years. The characteristics of the components with hydrogen isotopes, effects of impurities, and long-term reliability of the components were studied. It was concluded that these components are suitable and attractive for fusion fuel processing systems. (author)

  4. Subsonic Ultra Green Aircraft Research: Phase II- Volume III-Truss Braced Wing Aeroelastic Test Report

    Science.gov (United States)

    Bradley, Marty K.; Allen, Timothy J.; Droney, Christopher

    2014-01-01

    This Test Report summarizes the Truss Braced Wing (TBW) Aeroelastic Test (Task 3.1) work accomplished by the Boeing Subsonic Ultra Green Aircraft Research (SUGAR) team, which includes the time period of February 2012 through June 2014. The team consisted of Boeing Research and Technology, Boeing Commercial Airplanes, Virginia Tech, and NextGen Aeronautics. The model was fabricated by NextGen Aeronautics and designed to meet dynamically scaled requirements from the sized full scale TBW FEM. The test of the dynamically scaled SUGAR TBW half model was broken up into open loop testing in December 2013 and closed loop testing from January 2014 to April 2014. Results showed the flutter mechanism to primarily be a coalescence of 2nd bending mode and 1st torsion mode around 10 Hz, as predicted by analysis. Results also showed significant change in flutter speed as angle of attack was varied. This nonlinear behavior can be explained by including preload and large displacement changes to the structural stiffness and mass matrices in the flutter analysis. Control laws derived from both test system ID and FEM19 state space models were successful in suppressing flutter. The control laws were robust and suppressed flutter for a variety of Mach, dynamic pressures, and angle of attacks investigated.

  5. DECOVALEX III PROJECT. Modelling of FEBEX In-Situ Test. Task1 Final Report

    Energy Technology Data Exchange (ETDEWEB)

    Alonso, E.E.; Alcoverro, J. [Univ. Politecnica de Catalunya, Barcelona (Spain)] (comps.)

    2005-02-15

    Task 1 of DECOVALEX III was conceived as a benchmark exercise supported by all field and laboratory data generated during the performance of the FEBEX experiment designed to study thermo-hydro-mechanical and thermo-hydro-geochemical processes of the buffer and rock in the near field. The task was defined as a series of three successive blind prediction exercises (Parts A, B and C), which cover the behaviour of both the rock and bentonite barrier. Research teams participating in the FEBEX task were given, for each of the three parts, a set of field and laboratory data theoretically sufficient to generate a proper model and were asked to submit predictions, at given locations and time, for some of the measured variables. The merits and limitations of different modeling approaches were therefore established. The teams could perform additional calculations, once the actual 'solution' was disclosed. Final calculations represented the best approximation that a given team could provide, always within the general time constraints imposed by the General DECOVALEX III Organization. This report presents the works performed for Task 1. It contains the case definitions and evaluations of modelling results for Part A, B and C, and the overall evaluation of the works performed. The report is completed by a CD-ROM containing a set of final reports provided by the modeling teams participating in each of the three parts defined. These reports provide the necessary details to better understand the nature of the blind or final predictions included in this report. The report closes with a set of conclusions, which provides a summary of the main findings and highlights the lessons learned, some of which were summarized below. The best predictions of the water inflow into the excavated tunnel are found when the hydro geological model is properly calibrated on the basis of other known flow measurements in the same area. The particular idealization of the rock mass (equivalent

  6. DECOVALEX III PROJECT. Modelling of FEBEX In-Situ Test. Task1 Final Report

    International Nuclear Information System (INIS)

    Alonso, E.E.; Alcoverro, J.

    2005-02-01

    Task 1 of DECOVALEX III was conceived as a benchmark exercise supported by all field and laboratory data generated during the performance of the FEBEX experiment designed to study thermo-hydro-mechanical and thermo-hydro-geochemical processes of the buffer and rock in the near field. The task was defined as a series of three successive blind prediction exercises (Parts A, B and C), which cover the behaviour of both the rock and bentonite barrier. Research teams participating in the FEBEX task were given, for each of the three parts, a set of field and laboratory data theoretically sufficient to generate a proper model and were asked to submit predictions, at given locations and time, for some of the measured variables. The merits and limitations of different modeling approaches were therefore established. The teams could perform additional calculations, once the actual 'solution' was disclosed. Final calculations represented the best approximation that a given team could provide, always within the general time constraints imposed by the General DECOVALEX III Organization. This report presents the works performed for Task 1. It contains the case definitions and evaluations of modelling results for Part A, B and C, and the overall evaluation of the works performed. The report is completed by a CD-ROM containing a set of final reports provided by the modeling teams participating in each of the three parts defined. These reports provide the necessary details to better understand the nature of the blind or final predictions included in this report. The report closes with a set of conclusions, which provides a summary of the main findings and highlights the lessons learned, some of which were summarized below. The best predictions of the water inflow into the excavated tunnel are found when the hydro geological model is properly calibrated on the basis of other known flow measurements in the same area. The particular idealization of the rock mass (equivalent porous media

  7. EDMODO AS A MEDIA TO TEACH VOCABULARY

    Directory of Open Access Journals (Sweden)

    Sutrisno Sadji Evenddy

    2016-03-01

    Full Text Available This article aims at intoducing how to use Edmodo to teach vocabulary. Vocabulary is a component of English language. When we are speaking and writing, we need to master vocabulary related to certain topic. Therefore vocabulary is important thing in learning language. But, mastering English vocabularies is not easy. Teacher needs a media to make an interesting teaching-learning process. One of the most accepted trends in the field of teaching vocabulary in a foreign language teaching is Computer-Assisted Language Learning (CALL. CALL has several applications that can be used by the teachers in teaching vocabulary. Computer and mobile telephone internet allow immediate connection to a server. In the internet browser the teachers and students can browse Edmodo. One of media is Edmodo. Edmodo is one of social media which can be operated by students, teachers or lecturers, and parents. It is able to be used to post various assignments and students’ learning achievement, actual discussion topics, video, appointments, and to facilitate students’ polls which are related to teaching learning process.

  8. Investigating Arabic Academic Vocabulary Knowledge Among Middle School Pupils: Receptive Versus Productive Knowledge.

    Science.gov (United States)

    Makhoul, Baha

    2017-08-01

    The current study attempted to investigate the development of Arabic academic vocabulary knowledge among middle-school Arabic native speakers, taking into account the socioeconomic status of the Arab population in Israel. For this purpose, Arabic academic word list was developed, mapping the required academic words that are needed for adequate coping with informational texts as appearing in the different content areas text-books. Six-hundred Arabic speaking middle school pupils from the different areas in Israel, representing the different Arab subgroups: general Arab community, Druze and Bedouins, have participated in the current study. Two academic vocabulary tests, including receptive and productive academic vocabulary evaluation tests, were administrated to the students across the different age groups (7th, 8th and 9th). The results pointed to no significant difference between 7th and 9th grade in academic vocabulary knowledge. In contrast, significant difference was encountered between the different Arab sub-groups where the lowest scores were noted among the Bedouin sub-group, characterized by the lowest SES. When comparing receptive and productive academic vocabulary knowledge between 7th and 9th grade, the results pointed to improvement in receptive academic knowledge towards the end of middle school but not on the productive knowledge level. In addition, within participants' comparison indicated a gap between the pupils' receptive and productive vocabulary. The results are discussed in relation to the existing scientific literature and to its implication of both research and practice in the domain of Arabic literacy development.

  9. Learning vocabulary through a serious game in Primary Education

    NARCIS (Netherlands)

    Heitink, Maaike Christine; Fisser, Petra; Voogt, Joke; McBride, Ron; Searson, Michael

    2013-01-01

    This study explored the effect of a serious game on the vocabulary of students in primary education. 206 students and 10 teachers used the game during vocabulary lessons in three conditions: (a)online game and vocabulary instruction, (b)online game only, and (c)paper game and vocabulary instruction.

  10. Effects of Individualized Word Retrieval in Kindergarten Vocabulary Intervention

    Science.gov (United States)

    Damhuis, Carmen M. P.; Segers, Eliane; Scheltinga, Femke; Verhoeven, Ludo

    2016-01-01

    We examined the effects of adaptive word retrieval intervention on a classroom vocabulary program on children's vocabulary acquisition in kindergarten. In the experimental condition, word retrieval was provided in a classroom vocabulary program, combining implicit and explicit vocabulary instructions. Children performed extra word retrieval…

  11. Teaching Vocabulary to Preschool Children with Hearing Loss

    Science.gov (United States)

    Lund, Emily; Douglas, W. Michael

    2016-01-01

    Despite poor vocabulary outcomes for children with hearing loss, few studies have evaluated the effectiveness of specific vocabulary teaching methods on vocabulary learning for this group. The authors compared three vocabulary instruction conditions with preschool children with hearing loss: (a) explicit, direct instruction; (b) follow-in…

  12. A Research on Vocabulary Teaching Strategies and Students’ Mastery

    OpenAIRE

    Tian Yuan; Liu Bingbing

    2013-01-01

    By means of questionnaire and quantitative research, this article aims at investigating the effects on students’ mastery of vocabulary by studying teachers’ adoption of seven kinds of common vocabulary teaching strategies and the usage of analyzing strategies in intensive English in order to improve vocabulary teaching strategies and to help enlarge students’ vocabulary.

  13. Mobile English Vocabulary Learning Based on Concept-Mapping Strategy

    Science.gov (United States)

    Liu, Pei-Lin

    2016-01-01

    Numerous researchers in education recognize that vocabulary is essential in foreign language learning. However, students often encounter vocabulary that is difficult to remember. Providing effective vocabulary learning strategies is therefore more valuable than teaching students a large amount of vocabulary. The purpose of this study was to…

  14. COMPARISON OF A HEAD MOUNTED IMPACT MEASUREMENT DEVICE TO THE HYBRID III ANTHROPOMORPHIC TESTING DEVICE IN A CONTROLLED LABORATORY SETTING.

    Science.gov (United States)

    Schussler, Eric; Stark, David; Bolte, John H; Kang, Yun Seok; Onate, James A

    2017-08-01

    Reports estimate that 1.6 to 3.8 million cases of concussion occur in sports and recreation each year in the United States. Despite continued efforts to reduce the occurrence of concussion, the rate of diagnosis continues to increase. The mechanisms of concussion are thought to involve linear and rotational head accelerations and velocities. One method of quantifying the kinematics experienced during sport participation is to place measurement devices into the athlete's helmet or directly on the athlete's head. The purpose of this research to determine the accuracy of a head mounted device for measuring the head accelerations experienced by the wearer. This will be accomplished by identifying the error in Peak Linear Acceleration (PLA), Peak Rotational Acceleration (PRA) and Peak Rotational Velocity (PRV) of the device. Laboratory study. A helmeted Hybrid III 50th percentile male headform was impacted via a pneumatic ram from the front, side, rear, front oblique and rear oblique at speeds from 1.5 to 5 m/s. The X2 Biosystems xPatch® (Seattle, WA) sensor was placed on the headform's right side at the approximate location of the mastoid process. Measures of PLA, PRA, PRV from the xPatch ® and Hybrid III were analyzed for Root Mean Square Error (RMSE), and Absolute and Relative Error (AE, RE). Seventy-six impacts were analyzed. All measures of correlation, fixed through the origin, were found to be strong: PLA R 2 =0.967 pstandard yet above the average error of testing devices in both PLA and PRA, but a low error in PRV. PLA measures from the xPatch® system demonstrated a high level of correlation with the PLA data from the Hybrid III mounted data collection system. 3.

  15. Relationships between the Kaufman Brief Intelligence Test and the Wechsler Adult Intelligence Scale-Third Edition.

    Science.gov (United States)

    Walters, Steven O; Weaver, Kenneth A

    2003-06-01

    The Kaufman Brief Intelligence Test detects learning problems of young students and is a screen for whether a more comprehensive test of intelligence is needed. A study to assess whether this test was valid as an adult intelligence test was conducted with 20 undergraduate psychology majors. The correlations between the Kaufman Brief Intelligence Test's Composite, Vocabulary, and Matrices test scores and their corresponding Wechsler Adult Intelligence Scale-Third Edition test scores, the Full Scale (r=.88), Verbal (r=.77), and Performance scores (r=.87), indicated very strong relationships. In addition, no significant differences were obtained between the Composite, Vocabulary, and Matrices means of the Kaufman Brief Intelligence Test and the Full Scale, Verbal, and Performance means of the WAIS-III. The Kaufman Brief Intelligence Test appears to be a valid test of intelligence for adults.

  16. Studies of Danish L2 learners’ vocabulary knowledge and the lexical richness of their written production in English

    DEFF Research Database (Denmark)

    Henriksen, Birgit; Danelund, Lise

    2015-01-01

    A number of lexical studies report a strong correlation between L2 learners’ vocabulary size and depth and their writing skills. Three Danish empirical studies explore this relationship further by looking at the vocabulary knowledge of young upper-secondary school learners of English...... analysis of written essays from learners across two educational levels. All studies show a surprisingly low level of receptive and productive vocabulary knowledge for the pupils tested. Moreover, the lexical analyses of the texts reveal that the learners do not exploit the vocabulary resources they have...... in their written production. Even the high-level learners, who have more L2 vocabulary, are using a “playing-it-safe strategy”, relying on familiar high-frequent lexical items in their writing. The results are discussed in light of the meaning-based teaching approaches used in Danish EFL classrooms and the lack...

  17. The Effect of Semantic Mapping as a Vocabulary Instruction Technique on EFL Learners with Different Perceptual Learning Styles

    Directory of Open Access Journals (Sweden)

    Esmaeel Abdollahzadeh

    2009-05-01

    Full Text Available Traditional and modern vocabulary instruction techniques have been introduced in the past few decades to improve the learners’ performance in reading comprehension. Semantic mapping, which entails drawing learners’ attention to the interrelationships among lexical items through graphic organizers, is claimed to enhance vocabulary learning significantly. However, whether this technique suits all types of learners has not been adequately investigated. This study examines the effectiveness of employing semantic mapping versus traditional approaches in vocabulary instruction to EFL learners with different perceptual modalities. A modified version of Reid’s (1987 perceptual learning style questionnaire was used to determine the learners’ modality types. The results indicate that semantic mapping in comparison to the traditional approaches significantly enhances vocabulary learning of EFL learners. However, although visual learners slightly outperformed other types of learners on the post-test, no significant differences were observed among intermediate learners with different perceptual modalities employing semantic mapping for vocabulary practice.

  18. Decreasing scoring errors on Wechsler Scale Vocabulary, Comprehension, and Similarities subtests: a preliminary study.

    Science.gov (United States)

    Linger, Michele L; Ray, Glen E; Zachar, Peter; Underhill, Andrea T; LoBello, Steven G

    2007-10-01

    Studies of graduate students learning to administer the Wechsler scales have generally shown that training is not associated with the development of scoring proficiency. Many studies report on the reduction of aggregated administration and scoring errors, a strategy that does not highlight the reduction of errors on subtests identified as most prone to error. This study evaluated the development of scoring proficiency specifically on the Wechsler (WISC-IV and WAIS-III) Vocabulary, Comprehension, and Similarities subtests during training by comparing a set of 'early test administrations' to 'later test administrations.' Twelve graduate students enrolled in an intelligence-testing course participated in the study. Scoring errors (e.g., incorrect point assignment) were evaluated on the students' actual practice administration test protocols. Errors on all three subtests declined significantly when scoring errors on 'early' sets of Wechsler scales were compared to those made on 'later' sets. However, correcting these subtest scoring errors did not cause significant changes in subtest scaled scores. Implications for clinical instruction and future research are discussed.

  19. Industrial Arts Test Development, Book III. Resource Items for Graphics Technology, Power Technology, Production Technology.

    Science.gov (United States)

    New York State Education Dept., Albany.

    This booklet is designed to assist teachers in developing examinations for classroom use. It is a collection of 955 objective test questions, mostly multiple choice, for industrial arts students in the three areas of graphics technology, power technology, and production technology. Scoring keys are provided. There are no copyright restrictions,…

  20. Quality assessment in in vivo NMR spectroscopy: III. Clinical test objects: design, construction, and solutions

    DEFF Research Database (Denmark)

    Leach, M.O.; Collins, D.J.; Keevil, S

    1995-01-01

    /Perspex interface produced minimum susceptibility effects. The design of the objects has been evaluated in trials on different magnetic resonance instruments, with size and loading being adjusted to allow use on currently available equipment. Appropriate test solutions for 31P and 1H measurements have been...

  1. Compilation of radiation damage test data part III: materials used around high-energy accelerators

    CERN Document Server

    Beynel, P; Schönbacher, H; CERN. Geneva

    1982-01-01

    For pt.II see CERN report 79-08 (1979). This handbook gives the results of radiation damage tests on various engineering materials and components intended for installation in radiation areas of the CERN high-energy particle accelerators. It complements two previous volumes covering organic cable-insulating materials and thermoplastic and thermosetting resins.

  2. 77 FR 11651 - Hybrid III 10-Year-Old Child Test Dummy

    Science.gov (United States)

    2012-02-27

    ... words, chin-to- chest contact often caused HIC to exceed the injury assessment reference value (HIC 36... bag tests).\\19\\ \\19\\ The computation of HIC applies a higher signal filter class (CFC 1000 vs. CFC 180... Dorel provided a picture of a torn bib assembly, without further discussion, in its response to the Part...

  3. Retrofit of waste-to-energy facilities equipped with electrostatic precipitators. Volume III: Test protocol

    Energy Technology Data Exchange (ETDEWEB)

    Rigo, H.G. [Rigo & Rigo Associates, Inc., Berea, OH (US); Chandler, A.J. [A.J. Chandler & Associates, Inc., Toronto, Ontario (Canada)

    1996-04-01

    The American Society of Mechanical Engineers' [ASME] Center for Research and Technology Development [CRTD] has been awarded a subcontract by the National Renewable Energy Laboratory [NREL] to demonstrate the technical performance and viability of flue gas temperature control in combination with dry acid gas reagent and activated carbon injection at an existing electrostatic precipitator [ESP] equipped municipal waste combustor [MWC]. The objective of this proof-of-concept demonstration test is to economically and reliably meet 40 CFR 60 Subpart Cb Emissions Guidelines for MWC's at existing ESP equipped facilities. The effort is being directed by a Subcommittee of tile ASME Research Committee on Industrial and Municipal Wastes [RCIMW] chaired by Dave Hoecke. Mr. Greg Barthold of ASME/CRTD is the Project Manager. ASME/CRTD contracted with Rigo & Rigo Associates, Inc. in cooperation with A.J. Chandler & Associates, Ltd. to be the Principal Investigator for the project and manage the day-t o-day aspects of the program, conduct the testing reduce and interpret the data and prepare the report. Testing will be conducted at the 2 by 210 TPD, ESP equipped MWC at the Davis County Resource Recovery Facility in Layton, Utah. The test plan calls for duplicate metals (Cd, Pb and Hg), dioxin and acid gas runs.

  4. The dynamic version of the Bayley-III : Test results and the opinion of practitioners

    NARCIS (Netherlands)

    Visser, Linda; Ruiter, Selma; van der Meulen, Bieuwe; Ruijssenaars, Wied; Timmerman, Marieke

    When problems are suspected with the development of a child, developmental assessment is often carried out as part of the diagnostic process (American Academy of Pediatrics, 2001). The test scores obtained indicate the levels of functioning at that moment in time in the domains investigated. This

  5. Academic Vocabulary Learning in First Through Third Grade in Low-Income Schools: Effects of Automated Supplemental Instruction.

    Science.gov (United States)

    Goldstein, Howard; Ziolkowski, Robyn A; Bojczyk, Kathryn E; Marty, Ana; Schneider, Naomi; Harpring, Jayme; Haring, Christa D

    2017-11-09

    This study investigated cumulative effects of language learning, specifically whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools. Effects of a supplemental intervention targeting academic vocabulary in first through third grades were evaluated with 241 students (6-9 years old) from low-income families, 48% of whom were retained for the 3-year study duration. Students were randomly assigned to vocabulary instruction or comparison groups. Curriculum-based measures of word recognition, receptive identification, expressive labeling, and decontextualized definitions showed large effects for multiple levels of word learning. Hierarchical linear modeling revealed that students with higher initial Peabody Picture Vocabulary Test-Fourth Edition scores (Dunn & Dunn, 2007) demonstrated greater word learning, whereas students with special needs demonstrated less growth in vocabulary. This model of vocabulary instruction can be applied efficiently in high-poverty schools through an automated, easily implemented adjunct to reading instruction in the early grades and holds promise for reducing gaps in vocabulary development.

  6. GALEN skin test study III: Minimum battery of test inhalent allergens needed in epidemiological studies in patients

    DEFF Research Database (Denmark)

    Bousquet, P-J; Burbach, G; Heinzerling, L M

    2009-01-01

    Background: The number of allergens to be tested in order to identify sensitized patients is important in order to have the most cost-effective approach in epidemiological studies. Objective: To define the minimal number and the type of skin prick test (SPT) allergens required to identify a patient...... the allergens selection. Result: Among the 3034 patients involved, 1996 (68.2%) were sensitized to at least one allergen. Overall, eight allergens (grass pollen, Dermatophagoides pteronyssinus, birch pollen, cat dander, Artemisia, olive pollen, Blatella and Alternaria) allowed to identified more than 95......% of sensitized subjects. However, differences were observed between countries, two allergens being sufficient for Switzerland (grass pollen and cat dander) as opposed to nine for France (grass pollen, Dermatophagoides pteronyssinus, olive pollen, cat dander, Blatella, cypress, dog dander, alder and [Artemisia...

  7. Exercising during learning improves vocabulary acquisition: behavioral and ERP evidence.

    Science.gov (United States)

    Schmidt-Kassow, Maren; Kulka, Anna; Gunter, Thomas C; Rothermich, Kathrin; Kotz, Sonja A

    2010-09-20

    Numerous studies have provided evidence that physical activity promotes cortical plasticity in the adult brain and in turn facilitates learning. However, until now, the effect of simultaneous physical activity (e.g. bicycling) on learning performance has not been investigated systematically. The current study aims at clarifying whether simultaneous motor activity influences verbal learning compared to learning in a physically passive situation. Therefore the learning behavior of 12 healthy subjects (4 male, 19-33 years) was monitored over a period of 3 weeks. During that time, behavioral and electrophysiological responses to memorized materials were measured. We found a larger N400 effect and better performance in vocabulary tests when subjects were physically active during the encoding phase. Thus, our data indicate that simultaneous physical activity during vocabulary learning facilitates memorization of new items. Copyright 2010 Elsevier Ireland Ltd. All rights reserved.

  8. Comparison of Individual Performance in Intelligence Tests WAIS III and RPM (Raven's Progressive Matrices)

    OpenAIRE

    Petrů, Vít

    2017-01-01

    This thesis deals with replacement of performative scale of Wechsler Adult Intelligence Scale (3rd revision) through Raven's Standard Progressive Matrices and Advanced Progressive Matrices. In the theoretical part introduces the concepts of intelligence, approaches to its exploration and intelligence tests. The theoretical part is also devoted to the description of the used methods and presents an overview of the research on a similar theme as this work. In the empirical part of the thesis is...

  9. Auditory Perception, Suprasegmental Speech Processing, and Vocabulary Development in Chinese Preschoolers.

    Science.gov (United States)

    Wang, Hsiao-Lan S; Chen, I-Chen; Chiang, Chun-Han; Lai, Ying-Hui; Tsao, Yu

    2016-10-01

    The current study examined the associations between basic auditory perception, speech prosodic processing, and vocabulary development in Chinese kindergartners, specifically, whether early basic auditory perception may be related to linguistic prosodic processing in Chinese Mandarin vocabulary acquisition. A series of language, auditory, and linguistic prosodic tests were given to 100 preschool children who had not yet learned how to read Chinese characters. The results suggested that lexical tone sensitivity and intonation production were significantly correlated with children's general vocabulary abilities. In particular, tone awareness was associated with comprehensive language development, whereas intonation production was associated with both comprehensive and expressive language development. Regression analyses revealed that tone sensitivity accounted for 36% of the unique variance in vocabulary development, whereas intonation production accounted for 6% of the variance in vocabulary development. Moreover, auditory frequency discrimination was significantly correlated with lexical tone sensitivity, syllable duration discrimination, and intonation production in Mandarin Chinese. Also it provided significant contributions to tone sensitivity and intonation production. Auditory frequency discrimination may indirectly affect early vocabulary development through Chinese speech prosody. © The Author(s) 2016.

  10. The Changing Role of Sound-Symbolism for Small Versus Large Vocabularies.

    Science.gov (United States)

    Brand, James; Monaghan, Padraic; Walker, Peter

    2017-12-12

    Natural language contains many examples of sound-symbolism, where the form of the word carries information about its meaning. Such systematicity is more prevalent in the words children acquire first, but arbitrariness dominates during later vocabulary development. Furthermore, systematicity appears to promote learning category distinctions, which may become more important as the vocabulary grows. In this study, we tested the relative costs and benefits of sound-symbolism for word learning as vocabulary size varies. Participants learned form-meaning mappings for words which were either congruent or incongruent with regard to sound-symbolic relations. For the smaller vocabulary, sound-symbolism facilitated learning individual words, whereas for larger vocabularies sound-symbolism supported learning category distinctions. The changing properties of form-meaning mappings according to vocabulary size may reflect the different ways in which language is learned at different stages of development. Copyright © 2017 The Authors. Cognitive Science published by Wiley Periodicals, Inc. on behalf of Cognitive Science Society.

  11. KOH concentration effect on cycle life of nickel-hydrogen cells. III - Cycle life test

    Science.gov (United States)

    Lim, H. S.; Verzwyvelt, S. A.

    1988-01-01

    A cycle life test of Ni/H2 cells containing electrolytes of various KOH concentrations and a sintered type nickel electrode was carried out at 23 C using a 45 min accelerated low earth orbit (LEO) cycle regime at 80 percent depth of discharge. One of three cells containing 26 percent KOH has achieved over 28,000 cycles, and the other two 19,000 cycles, without a sign of failure. Two other cells containing 31 percent KOH electrolyte, which is the concentration presently used in aerospace cells, failed after 2,979 and 3,620 cycles. This result indicates that the cycle life of the present type of Ni/H2 cells may be extended by a factor of 5 to 10 simply by lowering the KOH concentration. Long cycle life of a Ni/H2 battery at high depth-of-discharge operation is desired, particularly for an LEO spacecraft application. Typically, battery life of about 30,000 cycles is required for a five year mission in an LEO. Such a cycle life with presently available cells can be assured only at a very low depth-of-discharge operation. Results of testing already show that the cycle life of an Ni/H2 cell is tremendously improved by simply using an electrolyte of low KOH concentration.

  12. Vocabulary Learning as the Predictor of Third-Grader EFL Learners’ Achievement: A Case for Translation

    Directory of Open Access Journals (Sweden)

    Ali Jahangard

    2010-09-01

    Full Text Available The purpose of the study was to formulate a model to predict the performance of Iranian high school third-graders on the End of the Course Achievement (ECA tests through their performance on the vocabulary tests, which were administered throughout the course. To meet this end, thirty two learners – aging seventeen to nineteen, all male – participated in the study which took nine months to complete. Their linguistic abilities were approximately at Intermediate-Mid level according to the ACTFL proficiency guidelines (1998. The sampling procedure was the intact group method. 333 lexical items were taught to the learners in the decontextualized paired-associate
    translation method. The classes were held two hours a week in a nine-month course of time. Six sets of vocabulary tests were administered and every learner’s average was calculated. The learners’ scores on the ECA tests and their average scores on the vocabulary tests were analyzed through the regression analysis procedure to derive a model that could reliably predict the learners’ ECA scores through their average performance on the vocabulary scores. The analysis yielded the following
    formula: (AVERAGE VOCABULARY × 0.713 + 2.871± [3.1].

  13. A Vocabulary Analysis of the Restaurant Menus

    OpenAIRE

    MIHUT Silvia

    2010-01-01

    The present paper explores the genre of restaurant menus by analyzing existing online lists of breakfast, lunch and dinner options. It shows that a menu is a reflection of the restaurant itself and its vocabulary, whether formal, casual or playful, matches the restaurant concept, location or theme. In addition to providing the food and drink items, menus can also be used to offer other information to the customers. The restaurant menu vocabulary describes the owner/chef's philosophy about foo...

  14. Ontology Based Vocabulary Matching for Oceanographic Instruments

    Science.gov (United States)

    Chen, Yu; Shepherd, Adam; Chandler, Cyndy; Arko, Robert; Leadbetter, Adam

    2014-05-01

    Data integration act as the preliminary entry point as we enter the era of big data in many scientific domains. However the reusefulness of various dataset has met the hurdle due to different initial of interests of different parties, therefore different vocabularies in describing similar or semantically related concepts. In this scenario it is vital to devise an automatic or semi-supervised algorithm to facilitate the convergence of different vocabularies. The Ocean Data Interoperability Platform (ODIP) seeks to increase data sharing across scientific domains and international boundaries by providing a forum to harmonize diverse regional data systems. ODIP participants from the US include the Rolling Deck to Repository (R2R) program, whose mission is to capture, catalog, and describe the underway/environmental sensor data from US oceanographic research vessels and submit the data to public long-term archives. In an attempt to harmonize these regional data systems, especially vocabularies, R2R recognizes the value of the SeaDataNet vocabularies served by the NERC Vocabulary Server (NVS) hosted at the British Oceanographic Data Centre as a trusted, authoritative source for describing many oceanographic research concepts such as instrumentation. In this work, we make use of the semantic relations in the vocabularies served by NVS to build a Bayesian network and take advantage of the idea of entropy in evaluating the correlation between different concepts and keywords. The performance of the model is evaluated against matching instruments from R2R against the SeaDataNet instrument vocabularies based on calculated confidence scores in the instrument pairings. These pairings with their scores can then be analyzed for assertion growing the interoperability of the R2R vocabulary through its links to the SeaDataNet entities.

  15. Development of deterioration models and tests of structural materials for nuclear containment structures(III)

    Energy Technology Data Exchange (ETDEWEB)

    Oh, Byung Hwan [Seoul National University, Seoul (Korea)

    2002-03-01

    The nuclear containment structures are very important infrastructures which require much cost for construction and maintenance. If these structures lose their functions and do not ensure their safety, great losses of human lives and properties will result. Therefore, the nuclear containment structures should secure appropriate safety and functions during these service lives. The nuclear concrete structures start to experience deterioration due to severe environmental condition, even though the concrete structures exhibit generally superior durability. It is, therefore, necessary to take appropriate actions at each stage of planning, design and construction to secure safety and functionability. Thorough examination of deterioration mechanism and comprehensive tests have been conducted to explore the durability characteristics of nuclear concrete structures. 88 refs., 70 figs., 12 tabs. (Author)

  16. Incidental Learning: A Brief, Valid Measure of Memory Based on the WAIS-IV Vocabulary and Similarities Subtests.

    Science.gov (United States)

    Spencer, Robert J; Reckow, Jaclyn; Drag, Lauren L; Bieliauskas, Linas A

    2016-12-01

    We assessed the validity of a brief incidental learning measure based on the Similarities and Vocabulary subtests of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV). Most neuropsychological assessments for memory require intentional learning, but incidental learning occurs without explicit instruction. Incidental memory tests such as the WAIS-III Symbol Digit Coding subtest have existed for many years, but few memory studies have used a semantically processed incidental learning model. We conducted a retrospective analysis of 37 veterans with traumatic brain injury, referred for outpatient neuropsychological testing at a Veterans Affairs hospital. As part of their evaluation, the participants completed the incidental learning tasks. We compared their incidental learning performance to their performance on traditional memory measures. Incidental learning scores correlated strongly with scores on the California Verbal Learning Test-Second Edition (CVLT-II) and Brief Visuospatial Memory Test-Revised (BVMT-R). After we conducted a partial correlation that controlled for the effects of age, incidental learning correlated significantly with the CVLT-II Immediate Free Recall, CVLT-II Short-Delay Recall, CVLT-II Long-Delay Recall, and CVLT-II Yes/No Recognition Hits, and with the BVMT-R Delayed Recall and BVMT-R Recognition Discrimination Index. Our incidental learning procedures derived from subtests of the WAIS-IV Edition are an efficient and valid way of measuring memory. These tasks add minimally to testing time and capitalize on the semantic encoding that is inherent in completing the Similarities and Vocabulary subtests.

  17. EXPANDING ACADEMIC VOCABULARY WITH AN INTERACTIVE ON-LINE DATABASE

    Directory of Open Access Journals (Sweden)

    Marlise Horst

    2005-05-01

    Full Text Available University students used a set of existing and purpose-built on-line tools for vocabulary learning in an experimental ESL course. The resources included concordance, dictionary, cloze-builder, hypertext, and a database with interactive self-quizzing feature (all freely available at www.lextutor.ca. The vocabulary targeted for learning consisted of (a Coxhead's (2000 Academic Word List, a list of items that occur frequently in university textbooks, and (b unfamiliar words students had met in academic texts and selected for entry into the class database. The suite of tools were designed to foster retention by engaging learners in deep processing, an aspect that is often described as missing in computer exercises for vocabulary learning. Database entries were examined to determine whether context sentences supported word meanings adequately and whether entered words reflected the unavailability of cognates in the various first languages of the participants. Pre- and post-treatment performance on tests of knowledge of words targeted for learning in the course were compared to establish learning gains. Regression analyses investigated connections between use of specific computer tools and gains.

  18. Plasma transport in stochastic magnetic fields. III. Kinetics of test-particle diffusion

    International Nuclear Information System (INIS)

    Krommes, J.A.; Oberman, C.; Kleva, R.G.

    1982-07-01

    A discussion is given of test particle transport in the presence of specified stochastic magnetic fields, with particular emphasis on the collisional limit. Certain paradoxes and inconsistencies in the literature regarding the form of the scaling laws are resolved by carefully distinguishing a number of physically distinct correlation lengths, and thus by identifying several collisional subregimes. The common procedure of averaging the conventional fluid equations over the statistics of a random field is shown to fail in some important cases because of breakdown of the Chapman-Enskog ordering in the presence of a stochastic field component with short autocorrelation length. A modified perturbation theory is introduced which leads to a Kubo-like formula valid in all collisionality regimes. The direct-interaction approximation is shown to fail in the interesting limit in which the orbit exponentiation length L/sub K/ appears explicitly. A higher order renormalized kinetic theory in which L/sub K/ appears naturally is discussed and used to rederive more systematically the results of the heuristic scaling arguments

  19. Teste de inteligência WISC-III adaptando para a população brasileira

    Directory of Open Access Journals (Sweden)

    Vera L. M. Figueiredo

    Full Text Available O presente artigo tem por objetivo mostrar alguns resultados encontrados até o momento, na pesquisa de adaptação do teste de inteligência WISC- III (Wechsler Intelligence Scale for ChildrenThird Edition. Os dados apresentados referem-se à aplicação do conjunto verbal do teste a uma amostra piloto de 116 crianças com idades entre 6 e 16 anos, matriculadas na rede de escolas públicas e privadas da cidade do Rio Grande (RS. Os resultados evidenciaram índices de validade e consistência interna do conjunto verbal do teste. Observou-se a relevância da idade, da repetência e do local da escola devendo estas variáveis serem controladas na pesquisa de adaptação. Há necessidade de alteração de alguns itens, principalmente nos subtestes Informação e Vocabulário.

  20. A Study on the Effects of Meditation on Anxiety and Foreign Language Vocabulary Learning

    Science.gov (United States)

    Önem, E. E.

    2015-01-01

    This study aimed to find whether meditation can be effective in terms of anxiety and vocabulary learning in a foreign language learning context. To test this, an experimental pre-test and post-test study was designed. 61 students (14 male-47 female) from the English Language Teaching Department of a state university in Turkey were assigned into…

  1. The Impact Of Using Computer Software On Vocabulary Learning Of Iranian EFL University Students

    Directory of Open Access Journals (Sweden)

    Samira Pahlavanpoorfard

    2014-07-01

    Full Text Available Today, using computer is common in all fields. Education is not an exception. In fact, this approach of technology has been using increasingly in language classrooms. We have witnessed there are more and more language teachers are using computers in their classrooms. This research study investigates the impact of using computer   on vocabulary learning of Iranian EFL university students. To this end, a sample of 40 university students in Islamic Azad University, Larestan branch were randomly assigned into the experimental and control groups. Prior the treatment and to catch the initial deferences between the participants, all the students sat for a pre-test that was an Oxford Placement Test. Then the students were received the treatment for 10 weeks. The students in the experimental group were taught by computer software for vocabulary learning while the students in the control group were taught through traditional method for vocabulary learning. After the treatment, all the students sat for a post-test. The statistical analysis through running Independent-Sample T-tests revealed thatthe students in the experimental group who used the computer software for vocabulary learning performed better than the students in the control group were taught through traditional method for vocabulary learning.

  2. The "g" Factor and Cognitive Test Session Behavior: Using a Latent Variable Approach in Examining Measurement Invariance Across Age Groups on the WJ III

    Science.gov (United States)

    Frisby, Craig L.; Wang, Ze

    2016-01-01

    Data from the standardization sample of the Woodcock-Johnson Psychoeducational Battery--Third Edition (WJ III) Cognitive standard battery and Test Session Observation Checklist items were analyzed to understand the relationship between g (general mental ability) and test session behavior (TSB; n = 5,769). Latent variable modeling methods were used…

  3. Vocabulary Theatre: A Peer-Teaching Approach for Academic Vocabulary Acquisition

    Science.gov (United States)

    Robb, Elizabeth; Sinatra, Richard; Eschenauer, Robert

    2014-01-01

    This mixed methods counterbalanced study compared the gain score means of two different approaches to vocabulary acquisition--Vocabulary Theater (VT) and Teacher Directed Instruction (TDI) for 8th grade students from three schools in New York. The purpose of the study was to explore the effects of a peer teaching approach on students' vocabulary…

  4. Comparing Multidimensional and Continuum Models of Vocabulary Acquisition: An Empirical Examination of the Vocabulary Knowledge Scale

    Science.gov (United States)

    Stewart, Jeffrey; Batty, Aaron Olaf; Bovee, Nicholas

    2012-01-01

    Second language vocabulary acquisition has been modeled both as multidimensional in nature and as a continuum wherein the learner's knowledge of a word develops along a cline from recognition through production. In order to empirically examine and compare these models, the authors assess the degree to which the Vocabulary Knowledge Scale (VKS;…

  5. BUSINESS ENGLISH WORD GAMES – A WELCOMED VOCABULARY TEACHING TECHNIQUE

    Directory of Open Access Journals (Sweden)

    Ioana Claudia Horea

    2015-03-01

    Full Text Available Introducing vocabulary has never been very problematic nor a doubt generating aspect in teaching a language, at least not in respect of what has to be done actually along this part of the lesson or how this stage should be approached. It cannot be said that it has ever been too much of a challenge, but rather a simple and straightforward phase in the economy of the English class. Business English vocabulary teaching methods have to make allowance for the specificity of the field, though. Thus, much consideration has to be given to the way Business English lexical units are introduced so that the technique used could produce the desired results into the students: acquisition of specific terminology, assimilation of meanings and development of skills that shall ensure accurate usage of the terms in the future. After an experimental semester, most adequate class approaches to serve the purposes abovementioned proved to be – rather non-academic, it may be argued – the word games. The current study presents the detailed steps of two distinct teaching methods used and the comparative results obtained with the two groups of students submitted to the experiment. Along the Business English courses in one semester, there were four vocabulary introduction lessons. The nonconformist technique of word games was implemented to one of the two groups of students while the other was taught the regular style. The comparative study focused on several aspects, from the observation of the class reactions and participation along the process of teaching, i.e. response to the didactic process during each class, to the checking of the effects of both types of implementation, namely assessing assimilation of the previously taught material in terms of knowledge of vocabulary and correct interpretation, by random tests and by final test results. If teaching methodologies regularly claim that the general to particular approach is the most effective, here a vice

  6. Incidental Vocabulary Learning: A Semantic Field Approach

    Directory of Open Access Journals (Sweden)

    Parvaneh Khosravizadeh

    2011-10-01

    Full Text Available

    This study is an attempt to explore the difference between acquiring new words with different semantic fields to which they belong. In other words, the purpose of this study is to scrutinize the contribution of semantic field theory in learning new vocabulary items in an EFL setting. Thirty-eight students of three different levels of education took part in this research. They were exposed to some new words from four different semantic fields, and then they were tested on their acquisition of the words meaning. This exposure was through reading texts and the aim of reading was just comprehension, therefore the words were acquired incidentally. The outcome showed significant differences between groups with different levels of education regarding retention of words from different semantic fields.

  7. The relationship between prelinguistic vocalization and later expressive vocabulary in young children with developmental delay.

    Science.gov (United States)

    McCathren, R B; Yoder, P J; Warren, S F

    1999-08-01

    This study tested the relationship between prelinguistic vocalization and expressive vocabulary 1 year later in young children with mild to moderate developmental delays. Three vocalization variables were tested: rate of all vocalization, rate of vocalizations with consonants, and rate of vocalizations used interactively. The 58 toddlers in the study were 17-34 months old, not sensory impaired, and had Bayley Mental Development Indices (Bayley, 1969; Bayley, 1993) from 35-85. In addition, the children had fewer than 3 words in their expressive vocabularies and during classroom observation each showed at least one instance of intentional prelinguistic communication before testing. Selected sections of the Communication and Symbolic Behavior Scales procedures (CSBS; Wetherby & Prizant, 1993) were administered at the beginning and at the end of the study. The vocal measures were obtained in the initial CSBS session. One measure of expressive vocabulary was obtained in the CSBS session at the end of the study. In addition, expressive vocabulary was measured in a nonstructured play session at the end of the study. We predicted that rate of vocalization, rate of vocalizations with consonants, and rate of vocalizations used interactively would all be positively related to later expressive vocabulary. The results confirmed the predictions.

  8. Is Storytelling Effective in Improving the English Vocabulary Learning among Iranian Children in Kindergartens?

    Directory of Open Access Journals (Sweden)

    Maasumeh Abasi

    2014-07-01

    Full Text Available The aim of this study is to investigate the effectiveness of storytelling in improving English vocabulary learning among children in kindergarten. Twenty Iranian children (9 boys and 11 girls in a private kindergarten in Kerman, Iran, were the participants of the study. All of the children were five years old and were taught English with the same teacher in a class in a kindergarten. The design of the study was one group pre-test post-test quasi experimental design. Both pre and post-tests included 20 vocabulary picture items taken from a story book teaching in the kindergarten. The statistical analysis revealed that storytelling was effective in increasing vocabulary learning among kindergarten children.

  9. How is their word knowledge growing? Exploring Grade 3 vocabulary in South African township schools

    Directory of Open Access Journals (Sweden)

    Elizabeth J. Pretorius

    2017-11-01

    Full Text Available In this article, we report on a study that examined the active and receptive English vocabulary of two different groups of Grade 3 learners in South African township schools. The groups consisted of English Home Language (HL learners in the Western Cape and Xhosa HL and English First Additional Language (FAL learners in the Eastern Cape. The purpose was to document their different vocabulary trajectories during Grade 3. The Woodcock-Muñoz Language Survey was used to measure the active vocabulary levels of 118 learners at the beginning and the end of the school year. Another 284 learners from the same eight Grade 3 classes participated in a receptive vocabulary test at the end of the year. This test assessed their knowledge of the 60 most frequent words that occur in South Africa Grade 4 English textbooks. Results showed that although the HL learners knew almost double the number of words their English FAL peers did, both groups of learners increased their active word knowledge through the year by about 9%. Regarding their receptive vocabulary, the English FAL learners on average only knew 27% of the most frequent words at the end of their Grade 3. No significant gender differences were found. Learners in both language groups who were above their grade age had significantly lower scores than their younger peers. This confirms findings that children who start school with weak language skills tend to stay weak. Finally, initial active vocabulary knowledge was found to be a strong predictor of vocabulary development during the school year.

  10. [Comparison of the Wechsler Memory Scale-III and the Spain-Complutense Verbal Learning Test in acquired brain injury: construct validity and ecological validity].

    Science.gov (United States)

    Luna-Lario, P; Pena, J; Ojeda, N

    2017-04-16

    To perform an in-depth examination of the construct validity and the ecological validity of the Wechsler Memory Scale-III (WMS-III) and the Spain-Complutense Verbal Learning Test (TAVEC). The sample consists of 106 adults with acquired brain injury who were treated in the Area of Neuropsychology and Neuropsychiatry of the Complejo Hospitalario de Navarra and displayed memory deficit as the main sequela, measured by means of specific memory tests. The construct validity is determined by examining the tasks required in each test over the basic theoretical models, comparing the performance according to the parameters offered by the tests, contrasting the severity indices of each test and analysing their convergence. The external validity is explored through the correlation between the tests and by using regression models. According to the results obtained, both the WMS-III and the TAVEC have construct validity. The TAVEC is more sensitive and captures not only the deficits in mnemonic consolidation, but also in the executive functions involved in memory. The working memory index of the WMS-III is useful for predicting the return to work at two years after the acquired brain injury, but none of the instruments anticipates the disability and dependence at least six months after the injury. We reflect upon the construct validity of the tests and their insufficient capacity to predict functionality when the sequelae become chronic.

  11. Dementia Screening Accuracy is Robust to Premorbid IQ Variation: Evidence from the Addenbrooke's Cognitive Examination-III and the Test of Premorbid Function.

    Science.gov (United States)

    Stott, Joshua; Scior, Katrina; Mandy, William; Charlesworth, Georgina

    2017-01-01

    Scores on cognitive screening tools for dementia are associated with premorbid IQ. It has been suggested that screening scores should be adjusted accordingly. However, no study has examined whether premorbid IQ variation affects screening accuracy. To investigate whether the screening accuracy of a widely used cognitive screening tool for dementia, the Addenbrooke's cognitive examination-III (ACE-III), is improved by adjusting for premorbid IQ. 171 UK based adults (96 memory service attendees diagnosed with dementia and 75 healthy volunteers over the age of 65 without subjective memory impairments) completed the ACE-III and the Test of Premorbid Function (TOPF). The difference in screening performance between the ACE-III alone and the ACE-III adjusted for TOPF was assessed against a reference standard; the presence or absence of a diagnosis of dementia (Alzheimer's disease, vascular dementia, or others). Logistic regression and receiver operating curve analyses indicated that the ACE-III has excellent screening accuracy (93% sensitivity, 94% specificity) in distinguishing those with and without a dementia diagnosis. Although ACE-III scores were associated with TOPF scores, TOPF scores may be affected by having dementia and screening accuracy was not improved by accounting for premorbid IQ, age, or years of education. ACE-III screening accuracy is high and screening performance is robust to variation in premorbid IQ, age, and years of education. Adjustment of ACE-III cut-offs for premorbid IQ is not recommended in clinical practice. The analytic strategy used here may be useful to assess the impact of premorbid IQ on other screening tools.

  12. LEARNING VOCABULARY THROUGH COLOURFUL PUZZLE GAME

    Directory of Open Access Journals (Sweden)

    Risca Dwiaryanti

    2014-05-01

    Full Text Available Vocabulary plays an important role because it links to the four skills of listening, speaking, reading, and writing. Those aspects should be integrated in teaching and learning process of English. However, the students must be able to know the meaning of each word or vocabulary of English in order to master the four skills. It is as a mean to create a sentence in daily communication to show someone’s feeling, opinion, idea, desire, etc. So that, both speakers understand what the other speaker mean. However, English as a second language in Indonesia seems very hard for the students to master vocabulary of English. It makes them not easy to be understood directly and speak fluently. The students, sometimes, get difficulties in understanding, memorizing the meaning of the vocabulary, and getting confused in using the new words. There must be an effective strategy to attract students’ interest, break the boredom, and make the class more lively. Based on the writer experience, Colourful Puzzle Game is able to make the students learn vocabulary quickly. It needs teacher’s creativity to create the materials of this game based on the class condition. The teacher just need a game board made from colourful papers, write any command and prohibition words on it. A dice is a tool to decide where the player should stop based on the number. Some pins as counter as sign of each player.

  13. Replication Studies: Vocabulary Knowledge in Relation to Memory and Analysis--An Approximate Replication of Milton's (2007) Study on Lexical Profiles and Learning Style

    Science.gov (United States)

    Booth, Paul

    2013-01-01

    This paper presents an approximate replication of Milton's (2007) study on lexical profiles and learning style. Milton investigated the assumption that more frequent words are acquired before less frequent ones. Using a vocabulary recognition test ("X-Lex") to measure vocabulary size, Milton found that L2 English group profiles show…

  14. The Relationship between Learner Autonomy and Vocabulary Learning Strategies in Iranian EFL Learners with Different Language Proficiency Level

    Directory of Open Access Journals (Sweden)

    Ebrahim Azimi Mohammad Abadi

    2013-05-01

    Full Text Available Vocabulary learning is incredibly noteworthy to English language acquisition. It is unfeasible for a learner to communicate without the required vocabulary. In high education levels, learners are habitually forced to become autonomous and make conscious effort to learn vocabulary outside of the classroom. Consequently, the autonomy of the learners plays an important role in developing and enhancing their vocabulary. Learner autonomy is a huge assistance for learners in vocabulary learning since it provides the learners with numerous diverse privileges such as independency from teacher. The researcher investigated whether there is any statistically significant relationship between learner autonomy and vocabulary learning strategies use in Iranian EFL learners with different language proficiency levels. To meet the above purpose, a total number of 190 male and female EFL learners participated in this study. The methodology underlying this study was quantitative (thorough the administration of two questionnaires and two language proficiency test – TOEFL for advanced group, and Nelson for intermediate level. The quantitative data was analyzed using a set of correlational analysis revealing a significant positive correlation between learner autonomy and vocabulary learning strategies use in high proficient group, and a significant positive relationship between these two constructs in low proficient group, however not as strong as in the advanced group.

  15. Engineering and Humanities Students' Strategies for Vocabulary Acquisition: An Iranian Experience

    Directory of Open Access Journals (Sweden)

    Hassan Soodmand Afshar

    2014-05-01

    Full Text Available The present study set out to investigate the differences between EAP (English for Academic Purposes students of Humanities and Engineering in terms of vocabulary strategy choice and use. One hundred and five undergraduate Iranian students (39 students from Engineering Faculty and 66 from Humanities Faculty studying at Bu-Ali Sina University Hamedan, during the academic year of 2011–2012 participated in this study. For data collection purposes, a pilot-tested factor-analyzed five-point Likert-scale vocabulary learning strategies questionnaire (VLSQ containing 45 statements was adopted. The results of independent samples t-test indicated that, overall, the two groups were not significantly different in the choice and use of vocabulary learning strategies. However, running Chi square analyses, significant differences were found in individual strategy use in 6 out of 45 strategies. That is, while Humanities students used more superficial and straightforward strategies like repetition strategy and seeking help from others, the Engineering students preferred much deeper, thought-provoking and sophisticated strategies like using a monolingual dictionary and learning vocabulary through collocations and coordinates. Further, the most and the least frequently used vocabulary learning strategies by the two groups were specified, out of which only two strategies in each category were commonly shared by both groups. The possible reasons why the results have turned out to be so as well as the implications of the study are discussed in details in the paper.

  16. Checking the effectiveness of Quizlet® as a tool for vocabulary learning

    OpenAIRE

    Barr, Blair

    2016-01-01

    Inspired by the need to aid low-proficiency English users to increase their knowledgeof vocabulary, this preliminary study measures the success of digital-flashcard usersby comparing their vocabulary test scores to those of non-users in the same class.Thirty-two, low-level, first year students in Tamagawa University’s English as aLingua Franca program were asked to use Quizlet® to prepare for tests that wouldrecycle fill-in-the-blank contents from the flashcards available on this Web 2.0appli...

  17. Second Language Incidental Vocabulary Learning: The Effect of Online Textual, Pictorial, and Textual Pictorial Glosses

    Science.gov (United States)

    Shahrokni, Seyyed Abdollah

    2009-01-01

    This empirical study investigates the effect of online textual, pictorial, and textual pictorial glosses on the incidental vocabulary learning of 90 adult elementary Iranian EFL learners. The participants were selected from a pool of 140 volunteers based on their performance on an English placement test as well as a knowledge test of the target…

  18. The Integration of Vocabulary and Effective Sentence Mastery towards Students’ Argumentative Writing Skills

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    Tien Rafida

    2017-06-01

    Full Text Available The aims of this result to reveal the integrated of vocabulary and effective sentence mastery against the argumentation writing skill students’ PBI-SU FITK UIN the hypothesis proposed in this results are : (1 vocabulary mastery contribute to the argument to the arguments writing skill of students; (2 effective sentence mastery contribute to the argument writing skill of student; (3 vocabulary mastery and effective sentence mastery together contribute to the argument writing skill of students. This result uses a quantitative approach. The population in this study is PBI UIN-SU as many as 6 classes. As for the samples in this result are students of class II. By using cluster random sampling, obtained a sample of 140 students. The instrument used is a test. These results indicate that: (1 vocabulary mastery contributed positively and significantly to the argument essay writing skills of students. The amount of contribution is 18.4%; (2 Effective sentence mastery contribute positively and significantly to the argument essay writing skills of students. The amount of contribution is 11.7%; (3 mastery of vocabulary and mastery of effective sentences together contributed positively and significantly to the argument essay writing skills of students. The major contribution is 26.5%; (4 mastering vocabulary to effectively contribute by 16.39% against the argument essay writing skills of students; (5 Mastery effective sentence effectively contribute 13.11% against the argument essay writing skills of students. Based on the results of this study, it was concluded that the vocabulary and mastery of effective sentences are the two factors that influence the argument essay writing skills of students in addition to other factors. Therefore, the researchers suggest to all parties concerned to pay more attention to these two factors so that students' skills in essay writing can be further improved.

  19. The Influences of Arm Resist Motion on a CAR Crash Test Using Hybrid III Dummy with Human-Like Arm

    Science.gov (United States)

    Kim, Yongchul; Youm, Youngil; Bae, Hanil; Choi, Hyeonki

    Safety of the occupant during the crash is very essential design element. Many researches have been investigated in reducing the fatal injury of occupant. They are focusing on the development of a dummy in order to obtain the real human-like motion. However, they have not considered the arm resist motion during the car accident. In this study, we would like to suggest the importance of the reactive force of the arm in a car crash. The influences of reactive force acting on the human upper extremity were investigated using the impedance experimental method with lumped mass model of hand system and a Hybrid III dummy with human-like arm. Impedance parameters (e.g. inertia, spring constant and damping coefficient) of the elbow joint in maximum activation level were measured by free oscillation test using single axis robot. The results showed that without seat belt, the reactive force of human arm reduced the head, chest, and femur injury, and the flexion moment of the neck is higher than that of the conventional dummy.

  20. Tank vapor sampling and analysis data package for tank 241-C-106 waste retrieval sluicing system process test phase III

    Energy Technology Data Exchange (ETDEWEB)

    LOCKREM, L.L.

    1999-08-13

    This data package presents sampling data and analytical results from the March 28, 1999, vapor sampling of Hanford Site single-shell tank 241-C-106 during active sluicing. Samples were obtained from the 296-C-006 ventilation system stack and ambient air at several locations. Characterization Project Operations (CPO) was responsible for the collection of all SUMMATM canister samples. The Special Analytical Support (SAS) vapor team was responsible for the collection of all triple sorbent trap (TST), sorbent tube train (STT), polyurethane foam (PUF), and particulate filter samples collected at the 296-C-006 stack. The SAS vapor team used the non-electrical vapor sampling (NEVS) system to collect samples of the air, gases, and vapors from the 296-C-006 stack. The SAS vapor team collected and analyzed these samples for Lockheed Martin Hanford Corporation (LMHC) and Tank Waste Remediation System (TWRS) in accordance with the sampling and analytical requirements specified in the Waste Retrieval Sluicing System Vapor Sampling and Analysis Plan (SAP) for Evaluation of Organic Emissions, Process Test Phase III, HNF-4212, Rev. 0-A, (LMHC, 1999). All samples were stored in a secured Radioactive Materials Area (RMA) until the samples were radiologically released and received by SAS for analysis. The Waste Sampling and Characterization Facility (WSCF) performed the radiological analyses. The samples were received on April 5, 1999.

  1. Water Quality Vocabulary Development and Deployment

    Science.gov (United States)

    Simons, B. A.; Yu, J.; Cox, S. J.

    2013-12-01

    Semantic descriptions of observed properties and associated units of measure are fundamental to understanding of environmental observations, including groundwater, surface water and marine water quality. Semantic descriptions can be captured in machine-readable ontologies and vocabularies, thus providing support for the annotation of observation values from the disparate data sources with appropriate and accurate metadata, which is critical for achieving semantic interoperability. However, current stand-alone water quality vocabularies provide limited support for cross-system comparisons or data fusion. To enhance semantic interoperability, the alignment of water-quality properties with definitions of chemical entities and units of measure in existing widely-used vocabularies is required. Modern ontologies and vocabularies are expressed, organized and deployed using Semantic Web technologies. We developed an ontology for observed properties (i.e. a model for expressing appropriate controlled vocabularies) which extends the NASA/TopQuadrant QUDT ontology for Unit and QuantityKind with two additional classes and two properties (see accompanying paper by Cox, Simons and Yu). We use our ontology to populate the Water Quality vocabulary with a set of individuals of each of the four key classes (and their subclasses), and add appropriate relationships between these individuals. This ontology is aligned with other relevant stand-alone Water Quality vocabularies and domain ontologies. Developing the Water Quality vocabulary involved two main steps. First, the Water Quality vocabulary was populated with individuals of the ObservedProperty class, which was determined from a census of existing datasets and services. Each ObservedProperty individual relates to other individuals of Unit and QuantityKind (taken from QUDT where possible), and to IdentifiedObject individuals. As a large fraction of observed water quality data are classified by the chemical substance involved, the

  2. Motivating Students to Learn Biology Vocabulary with Wikipedia

    Directory of Open Access Journals (Sweden)

    Boriana Marintcheva

    2012-02-01

    Full Text Available Timely learning of specialized science vocabulary is critical for building a solid knowledge base in any scientific discipline. To motivate students to dedicate time and effort mastering biology vocabulary, I have designed a vocabulary exercise utilizing the popular web encyclopedia Wikipedia. The exercise creates an opportunity for students to connect the challenge of vocabulary learning to a prior positive experience of self-guided learning using a content source they are familiar and comfortable with.

  3. Learning vocabulary through a serious game in Primary Education

    OpenAIRE

    Heitink, Maaike Christine; Fisser, Petra; Voogt, Joke; McBride, Ron; Searson, Michael

    2013-01-01

    This study explored the effect of a serious game on the vocabulary of students in primary education. 206 students and 10 teachers used the game during vocabulary lessons in three conditions: (a)online game and vocabulary instruction, (b)online game only, and (c)paper game and vocabulary instruction. Both immediate learning and retention effects were examined. Additionally a student questionnaire and teacher interview regarding their experiences has been employed. Results show a significant le...

  4. The Effect of Mnemonic Vocabulary Instruction on Reading Comprehension of Students

    Directory of Open Access Journals (Sweden)

    Parima Fasih

    2018-05-01

    Full Text Available The present article was an investigation of mnemonic vocabulary teaching to improve reading comprehension in the EFL classrooms. A major problem with the most of the past researches was that they paid no or little attention to the effects of using mnemonic strategies to improve reading comprehension. The purpose of this paper was to investigate how key word mnemonic vocabulary teaching can improve reading comprehension of the students. To this end, 360 third grade senior high school students from 6 senior high schools of Zanjan were selected through multistage cluster random sampling method and based on Cambridge placement test (2010, 345 students proved to be upper intermediate. A quasi-experimental design was used to determine the effects of a mnemonic vocabulary intervention on reading comprehension. In this article there were one control group (A, n=115, and two experimental groups (B, n=115; C, n=115 all of which were male and there were selected randomly by the researchers. During one month in four weeks, every week in two thirty-minute session, group B received direct vocabulary instruction and group C received key word mnemonic instruction. The quantitative component of this article was comprised of the Unit Cloze test. In order to test the effects of Mnemonic Vocabulary Teaching on reading comprehension, the covariance analysis was employed and the results demonstrated that by eliminating the covariance factor of the pre-test, mnemonic vocabulary instruction improved the reading comprehension of the students. The use of keyword mnemonics as a means to differentiate instruction is an educational implication that can assist teachers seeking better student achievement outcomes.

  5. THE EFFECT OF USING FLASH CARD AND PICTURE STORY IN VOCABULARY MASTERY TO THE SEVENTH GRADER OF SMP PGRI 1 MARGATIGA

    Directory of Open Access Journals (Sweden)

    Khoirul Hidayat -

    2017-05-01

    Full Text Available Based on the content standard, junior high school students are hoped to master vocabulary about 1000 words, so they can understand the conversation. But it fact, most of the students in junior high school do not master vocabulary well. So, the teacher should be able to choose a good media to help students to increase their vocabulary. In this case, flash card with picture story is two of media that can be used to transfer vocabulary material for the students.   The objective of this research is to find the significant differences of using flash card with picture story in vocabulary, and to find which medium is more effective to use as media in vocabulary. This research was true experiment design. Pre test and post test were use to collect the data. There are two problems of the study, (1 are there any significant differences between flash card with picture story in vocabulary mastery for the seventh grade students in SMP PGRI 2 Margatiga academic years 2013/2014?, (2 which one is more effective media in vocabulary learning process, is it flash card or picture story at seventh grade of SMP PGRI 2 Margatiga, academic years 2013/2014?. As a source of data, the researcher utilized flash card with picture story to teach vocabulary for the students. The media help students to learn vocabulary easier and more interesting to understand the subject, so their vocabulary would increase.   The result of the research, it was found that the mean score of picture story in pre test is 53,86, in treatment is 81, and in post test 85,33. Meanwhile the mean score of the flash card media in pre test 59,33, in treatment is 73,5, and in post test is 80,66. It means that the student’s vocabulary has increased, and there is significant difference of using picture story and flash card in vocabulary instruction, and picture story was more effective to use in vocabulary instruction.

  6. The receptive-expressive gap in the vocabulary of young second-language learners: Robustness and possible mechanisms

    OpenAIRE

    Gibson, Todd A.; Oller, D. Kimbrough; Jarmulowicz, Linda; Ethington, Corinna A.

    2012-01-01

    Adults and children learning a second language show difficulty accessing expressive vocabulary that appears accessible receptively in their first language (L1). We call this discrepancy the receptive-expressive gap. Kindergarten Spanish (L1) - English (L2) sequential bilinguals were given standardized tests of receptive and expressive vocabulary in both Spanish and English. We found a small receptive-expressive gap in English but a large receptive-expressive gap in Spanish. We categorized chi...

  7. Vocabulary Intervention for Adolescents with Language Disorder: A Systematic Review

    Science.gov (United States)

    Lowe, Hilary; Henry, Lucy; Müller, Lisa-Maria; Joffe, Victoria L.

    2018-01-01

    Background: Language disorder and associated vocabulary difficulties can persist into adolescence, and can impact on long-term life outcomes. Previous reviews have shown that a variety of intervention techniques can successfully enhance students' vocabulary skills; however, none has investigated vocabulary intervention specifically for adolescents…

  8. Crossword Puzzles as a Learning Tool for Vocabulary Development

    Science.gov (United States)

    Orawiwatnakul, Wiwat

    2013-01-01

    Introduction: Since vocabulary is a key basis on which reading achievement depends, various vocabulary acquisition techniques have become pivotal. Among the many teaching approaches, traditional or otherwise, the use of crossword puzzles seems to offer potential and a solution for the problem of learning vocabulary. Method: This study was…

  9. Implicit and Explicit Cognitive Processes in Incidental Vocabulary Acquisition

    Science.gov (United States)

    Ender, Andrea

    2016-01-01

    Studies on vocabulary acquisition in second language learning have revealed that a large amount of vocabulary is learned without an overt intention, in other words, incidentally. This article investigates the relevance of different lexical processing strategies for vocabulary acquisition when reading a text for comprehension among 24 advanced…

  10. Vocabulary and Health Care Information Technology: State of the Art.

    Science.gov (United States)

    Cimino, James J.

    1995-01-01

    Reviews the controlled medical vocabularies available today and some of the reasons why they have failed to meet the needs of application developers. Topics include standard vocabularies, including International Classification of Diseases and Medical Subject Headings; uses of vocabularies in medical computing; current research; and remaining…

  11. Classroom-based narrative and vocabulary instruction: results of an early-stage, nonrandomized comparison study.

    Science.gov (United States)

    Gillam, Sandra Laing; Olszewski, Abbie; Fargo, Jamison; Gillam, Ronald B

    2014-07-01

    This nonrandomized feasibility study was designed to provide a preliminary assessment of the impact of a narrative and vocabulary instruction program provided by a speech-language pathologist (SLP) in a regular classroom setting. Forty-three children attending 2 first-grade classrooms participated in the study. Children in each classroom were divided into high- and low-risk subgroups on the basis of their performance on a narrative test. Narrative and vocabulary instruction was provided by an SLP in 1 classroom for three 30-min periods per week for 6 weeks. The children in the experimental classroom made clinically significant improvements on narrative and vocabulary measures; children in the comparison classroom did not. Within the experimental classroom, children in the high-risk subgroup demonstrated greater gains in narration and fewer gains in vocabulary than children in the low-risk subgroup. There were no subgroup differences in the comparison classroom. These preliminary results provide early evidence of the feasibility of implementing a narrative instruction program in a classroom setting. Children at a high risk for language difficulties appeared to profit more from the narrative instruction than from the embedded vocabulary instruction. More extensive research on this instructional program is warranted.

  12. The Relationship of Vocabulary Learning Strategies and Self-Efficacy with Medical English and Terminology.

    Science.gov (United States)

    Wang, Ya-Huei; Kao, Pan-Fu; Liao, Hung-Chang

    2016-02-01

    This study examined the relationship between the use of vocabulary learning strategies and self-efficacy in medical English learning, and whether after an initial six-week course to master the basics of medical terminology, those with higher use of vocabulary learning strategies and those with a higher degree of self-efficacy would have significant score improvements in the medical English proficiency. Second-year medical students (N = 115; M age = 19.6, SD = 0.5; 82 men, 33 women) participated in the study. A one-group pretest-posttest design was used. Measures included medical English tests, the English Vocabulary Learning Strategies Survey (EVLSS), and the English Learning Self-Efficacy Scale (ELSES). Results showed that there was no significant correlation between vocabulary learning strategies and English learning self-efficacy. In addition, as a whole, vocabulary learning strategies and self-efficacy significantly predicted students' score improvements in medical English proficiency. © The Author(s) 2016.

  13. Near or far: The effect of spatial distance and vocabulary knowledge on word learning.

    Science.gov (United States)

    Axelsson, Emma L; Perry, Lynn K; Scott, Emilly J; Horst, Jessica S

    2016-01-01

    The current study investigated the role of spatial distance in word learning. Two-year-old children saw three novel objects named while the objects were either in close proximity to each other or spatially separated. Children were then tested on their retention for the name-object associations. Keeping the objects spatially separated from each other during naming was associated with increased retention for children with larger vocabularies. Children with a lower vocabulary size demonstrated better retention if they saw objects in close proximity to each other during naming. This demonstrates that keeping a clear view of objects during naming improves word learning for children who have already learned many words, but keeping objects within close proximal range is better for children at earlier stages of vocabulary acquisition. The effect of distance is therefore not equal across varying vocabulary sizes. The influences of visual crowding, cognitive load, and vocabulary size on word learning are discussed. Copyright © 2015 The Authors. Published by Elsevier B.V. All rights reserved.

  14. Effect of Instructional vs. Authentic Video Materials on Introvert and Extrovert Iranian EFL Learners' Vocabulary Learning

    Directory of Open Access Journals (Sweden)

    Parya Isazadeh

    2016-10-01

    Full Text Available The study delved into the effect of instructional video materials vs. authentic video materials on vocabulary learning of extrovert and introvert Iranian EFL learners. To this end, Nelson proficiency test was administered to one hundred eighty (n=180 language learners. Considering 1 standard deviation above and below the mean score, one hundred twenty three (n=123 language learners were selected for the study. These participants were distributed into 4 experimental groups (with 25 learners and a control group (with 23 learners. Researcher-made vocabulary pretest and posttest which were designed using the vocabularies from the movies were also administered to the participants. The findings of the study after three weeks of treatment revealed that both authentic video materials and instructional video materials can have positive effect on vocabulary learning of Iranian EFL leaners. This effect, however, is not different among extrovert learners. It was also revealed that introvert EFL learners benefit more from authentic video materials. The findings of the study could be used by material developers or language teachers who may wish to use video materials in their classes. Keywords: Authentic video materials, Instructional video materials, Vocabulary learning, Introversion, Extroversion

  15. Early language processing efficiency predicts later receptive vocabulary outcomes in children born preterm.

    Science.gov (United States)

    Marchman, Virginia A; Adams, Katherine A; Loi, Elizabeth C; Fernald, Anne; Feldman, Heidi M

    2016-01-01

    As rates of prematurity continue to rise, identifying which preterm children are at increased risk for learning disabilities is a public health imperative. Identifying continuities between early and later skills in this vulnerable population can also illuminate fundamental neuropsychological processes that support learning in all children. At 18 months adjusted age, we used socioeconomic status (SES), medical variables, parent-reported vocabulary, scores on the Bayley Scales of Infant and Toddler Development (third edition) language composite, and children's lexical processing speed in the looking-while-listening (LWL) task as predictor variables in a sample of 30 preterm children. Receptive vocabulary as measured by the Peabody Picture Vocabulary Test (fourth edition) at 36 months was the outcome. Receptive vocabulary was correlated with SES, but uncorrelated with degree of prematurity or a composite of medical risk. Importantly, lexical processing speed was the strongest predictor of receptive vocabulary (r = -.81), accounting for 30% unique variance. Individual differences in lexical processing efficiency may be able to serve as a marker for information processing skills that are critical for language learning.

  16. Does the introduction of newborn hearing screening improve vocabulary development in hearing-impaired children? A population-based study in Japan.

    Science.gov (United States)

    Ohmori, Shuhei; Sugaya, Akiko; Toida, Naomi; Suzuki, Etsuji; Izutsu, Masato; Tsutsui, Tomoko; Kataoka, Yuko; Maeda, Yukihide; Fukushima, Kunihiro; Nishizaki, Kazunori

    2015-02-01

    Permanent hearing impairment has a life-long impact on children and its early identification is important for language development. A newborn hearing screening (NHS) program has started in Okayama Prefecture, Japan, in 1999 to detect hearing impairment immediately after birth. We aim to examine the effect of this screening program on vocabulary development in pre-school children in a before and after comparative study design. A total of 107 5-year-old children who graduated from Okayama Kanariya Gakuen (an auditory center for hearing-impaired children) between 1998 and 2011 were enrolled in this study. The pre-NHS group (n=40) was defined as those who graduated between 1998 and 2003, while the post-NHS group (n=67) was defined as those who graduated between 2004 and 2011. The primary outcome was receptive vocabulary, which was assessed by the Picture Vocabulary Test [score vocabulary, or the number of productive words, which was assessed by an original checklist [vocabulary development and compared both groups. The adjusted Picture Vocabulary Test score and number of productive words were significantly higher (pvocabulary and 4.17 (95% confidence interval: 1.69-10.29) for productive vocabulary. The introduction of NHS in Okayama Prefecture significantly improved both receptive and productive vocabulary development in hearing-impaired children. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

  17. The Impact of Vocabulary Enhancement Activities on Vocabulary Acquisition and Retention among Male and Female EFL Learners in Iran

    Science.gov (United States)

    Sharafi-Nejad, Maryam; Raftari, Shohreh; Bijami, Maryam; Khavari, Zahra; Ismail, Shaik Abdul Malik Mohamed; Eng, Lin Siew

    2014-01-01

    In general, incidental vocabulary acquisition is represented as the "picking up" of new vocabularies when students are engaged in a variety of reading, listening, speaking, or writing activities. Research has shown when learners read extensively incidental vocabulary acquisition happens. Many EFL students cannot be involved in reading…

  18. The Effect of Vocabulary Self-Selection Strategy and Input Enhancement Strategy on the Vocabulary Knowledge of Iranian EFL Learners

    Science.gov (United States)

    Masoudi, Golfam

    2017-01-01

    The present study was designed to investigate empirically the effect of Vocabulary Self-Selection strategy and Input Enhancement strategy on the vocabulary knowledge of Iranian EFL Learners. After taking a diagnostic pretest, both experimental groups enrolled in two classes. Learners who practiced Vocabulary Self-Selection were allowed to…

  19. Memory strategies and ESL vocabulary acquisition

    Directory of Open Access Journals (Sweden)

    Carisma Dreyer

    2013-02-01

    Full Text Available This article compares the effectiveness of three learning strategies (memory strategies for ESL vocabulary acquisition. Four intact ESL classes were divided into one control group and three treatment groups (keyword, semantic, and keyword-semantic. These Afrikaans-speaking standard 6 pupils then received 4 days of instruction. Both multiplechoice and cued-recall instruments were used to measure effects both 1 day and 9 days after instruction. The results indicated that for both the multiple-choice and cued-recall tests the combined keyword-semantic strategy differed statistically Significantly as well as practically significantly from the keyword method. The results, therefore, suggest that the combined keyword-semantic strategy increased retention above the other strategies. Hierdie artikel vergelyk die effektiwiteit van drie taalleerstrategiee (geheue strategiee vir die aanleer van woordeskat met mekaar. Vier intak Engels tweedetaal klasse is verdeel in een kontrole groep en drie eksperimentele groepe (sleutelwoord, semantiese en 'n kombinasie van die sleutelwoord-semantiese strategiee. 'n Groep Afrikaanssprekende standerd ses leerlinge het vir 'n tydperk van vier dae onderrig in elk van bogenoemde strategiee ontvang. Multikeuse en "cued-recall" instrumente is gebruik om die effek van onderrig beide een dag en nege dae na eksperimentering te bepaal. Die resultate het aangetoon dat die gekombineerde sleutelwoord-semantiese strategie statisties betekenisvol sowel as prakties betekenisvol van die sleutelwoord strategie en die kontrole groep verskil het. Dit wil dus voorkom asof die gekombineerde sleutelwoord-semantiese strategie die mees belowende strategie is ten opsigte van die retensie van woordeskat.

  20. The Effect of Mnemonic and Mapping Techniques on L2 Vocabulary Learning

    Directory of Open Access Journals (Sweden)

    Abbas Ali Zarei

    2016-01-01

    Full Text Available The present study investigated the effects of selected presentation techniques including the keyword method, the peg word method, the loci method, argument mapping, concept mapping and mind mapping on L2 vocabulary comprehension and production. To this end, a sample of 151 Iranian female students from a public pre-university school in Islam Shahr was selected. They were assigned to six groups. Each group was randomly assigned to one of the afore-mentioned treatment conditions. After the experimental period, two post-tests in multiple choice and fill-in-the-blanks formats were administered to assess the participants’ vocabulary comprehension and production. Two independent One-Way ANOVA procedures were used to analyze the obtained data. The results showed that the differences among the effects of the above-mentioned techniques were statistically significant in both vocabulary comprehension and production. These findings can have implications for learners, teachers, and materials’ developers.

  1. Playing with fire: effects of negative mood induction and working memory on vocabulary acquisition.

    Science.gov (United States)

    Miller, Zachary F; Fox, Jessica K; Moser, Jason S; Godfroid, Aline

    2017-08-03

    We investigated the impact of emotions on learning vocabulary in an unfamiliar language to better understand affective influences in foreign language acquisition. Seventy native English speakers learned new vocabulary in either a negative or a neutral emotional state. Participants also completed two sets of working memory tasks to examine the potential mediating role of working memory. Results revealed that participants exposed to negative stimuli exhibited difficulty in retrieving and correctly pairing English words with Indonesian words, as reflected in a lower performance on the prompted recall tests and the free recall measure. Emotional induction did not change working memory scores from pre to post manipulation. This suggests working memory could not explain the reduced vocabulary learning in the negative group. We argue that negative mood can adversely affect language learning by suppressing aspects of native-language processing and impeding form-meaning mapping with second language words.

  2. Vocabulary knowledge, phonological representations and phonological sensitivity in Spanish-speaking low-and middle-SES preschoolers

    Directory of Open Access Journals (Sweden)

    Beatriz Diuk

    2013-08-01

    Full Text Available The aim of this study was to examine the relationships among vocabulary knowledge, phonological representations and phonological sensitivity in 80 Spanish-speaking preschool children from middle- and low-SES families. Significant social class differences were obtained on all tasks except syllable matching. Regression analyses were carried out to test the predictive power of vocabulary knowledge and accuracy of phonological representations on the phonological sensitivity measures. Receptive vocabulary predicted rhyme identification. Syllable matching was predicted by a task tapping accuracy of phonological representations. The fact that rhyme identification was predicted by vocabulary knowledge but syllable matching was predicted by a measure tapping accuracy of phonological representations in both groups suggests that early lexical development sets the stage for the development of the lower levels of phonological sensitivity but identification of smaller units requires more accurate and segmented phonological representations.

  3. Word Lists for Vocabulary Learning and Teaching

    Science.gov (United States)

    Lessard-Clouston, Michael

    2013-01-01

    Within the communicative approach, often the assumption has been that with the right exposure, students will simply "pick up" the vocabulary required for learning and using English, and thus there is no need to focus on or teach it. Yet, as many teachers can attest, this is frequently not the case, and there have been recent efforts to…

  4. Shared Reading to Build Vocabulary and Comprehension

    Science.gov (United States)

    Kesler, Ted

    2010-01-01

    The author presents four approaches to shared reading that he used with first through third graders in a high-needs, urban elementary school with a large population of students from immigrant homes. Using sociocultural and cognitive constructivist principles, the author shows how these approaches built students' academic vocabulary and…

  5. Enhanced Context Recognition by Sensitivity Pruned Vocabularies

    DEFF Research Database (Denmark)

    Madsen, Rasmus Elsborg; Sigurdsson, Sigurdur; Hansen, Lars Kai

    2004-01-01

    a latent semantic indexing representation and a probabilistic neural network classifier. Pruning the vocabularies to approximately 20% of the original size, we find consistent context recognition enhancement for two mid size data-sets for a range of training set sizes. We also study the applicability...

  6. Vocabulary of CPH Theory and Modern Physics

    DEFF Research Database (Denmark)

    Javadi, Hossein; Forouzbakhsh, Farshid; Daei Kasmaei, Hamed

    2016-01-01

    Wherefore CPH theory was presented? There are various theories in physics, but nature is unique. This is not nature's problem that we have various theories; nature obeys simple and unique law. So, we should improve our understanding of physical phenomena and unify theories. There is a compare brief...... of CPH Theory (Creative Particles of Higgs Theory) and modern physics in this vocabulary....

  7. Semantic Boggle: A Game for Vocabulary Acquisition

    NARCIS (Netherlands)

    Toma, Irina; Alexandru, Cristina-Elena; Dascalu, Mihai; Dessus, Philippe; Trausan-Matu, Stefan

    2017-01-01

    Learning a new language is a difficult endeavor, the main encountered problem being vocabulary acquisition. The learning process can be improved through visual representations of coherent contexts, best represented in serious games. The game described in this paper, Semantic Boggle, is a serious

  8. Flooding Vocabulary Gaps to Accelerate Word Learning

    Science.gov (United States)

    Brabham, Edna; Buskist, Connie; Henderson, Shannon Coman; Paleologos, Timon; Baugh, Nikki

    2012-01-01

    Students entering school with limited vocabularies are at a disadvantage compared to classmates with robust knowledge of words and meanings. Teaching a few unrelated words at a time is insufficient for catching these students up with peers and preparing them to comprehend texts they will encounter across the grades. This article presents…

  9. Personalization of Reading Passages Improves Vocabulary Acquisition

    Science.gov (United States)

    Heilman, Michael; Collins-Thompson, Kevyn; Callan, Jamie; Eskenazi, Maxine; Juffs, Alan; Wilson, Lois

    2010-01-01

    The REAP tutoring system provides individualized and adaptive English as a Second Language vocabulary practice. REAP can automatically personalize instruction by providing practice readings about topics that match interests as well as domain-based, cognitive objectives. While most previous research on motivation in intelligent tutoring…

  10. Towards a Southern African English Defining Vocabulary

    African Journals Online (AJOL)

    user

    of parameters, such as avoiding synonyms and antonyms, to determine which words are necessary to write definitions in a concise and simple way. It has been found that existing defining vocabularies lack certain words that would make definitions more accessible to southern African learners, and therefore there is a need ...

  11. Four Practical Principles for Enhancing Vocabulary Instruction

    Science.gov (United States)

    Manyak, Patrick C.; Von Gunten, Heather; Autenrieth, David; Gillis, Carolyn; Mastre-O'Farrell, Julie; Irvine-McDermott, Elizabeth; Baumann, James F.; Blachowicz, Camille L. Z.

    2014-01-01

    This article presents four practical principles that lead to enhanced word-meaning instruction in the elementary grades. The authors, a collaborative team of researchers and classroom teachers, identified and developed these principles and related instructional activities during a three-year vocabulary instruction research project. The principles…

  12. Notes on an Environmental Pollution Vocabulary.

    Science.gov (United States)

    Smithsonian Institution, Washington, DC. Science Information Exchange.

    This vocabulary covering the field of environmental pollution was compiled by the staff of the Science Information Exchange, Smithsonian Institution. The view of the approach is to include an outline-classification all physical, life, and social science aspects of environmental pollution, trying to achieve a balance in the representation of each…

  13. Teaching Vocabulary to English Language Learners

    Science.gov (United States)

    Daniels, Sharilyn Fox

    2009-01-01

    This study determined if the vocabulary gap for English Language Learners (ELLs) and their peers could be bridged through providing home interventions with multiple exposures to words, definitions, model sentences and context. Ninety-one first grade students from a public school in Southern California with a 95% ELL population were researched. ELL…

  14. Early vocabulary development in children with bilateral cochlear implants.

    Science.gov (United States)

    Välimaa, Taina; Kunnari, Sari; Laukkanen-Nevala, Päivi; Lonka, Eila

    2018-01-01

    Children with unilateral cochlear implants (CIs) may have delayed vocabulary development for an extended period after implantation. Bilateral cochlear implantation is reported to be associated with improved sound localization and enhanced speech perception in noise. This study proposed that bilateral implantation might also promote early vocabulary development. Knowledge regarding vocabulary growth and composition in children with bilateral CIs and factors associated with it may lead to improvements in the content of early speech and language intervention and family counselling. To analyse the growth of early vocabulary and its composition during the first year after CI activation and to investigate factors associated with vocabulary growth. The participants were 20 children with bilateral CIs (12 boys; eight girls; mean age at CI activation = 12.9 months). Vocabulary size was assessed with the Finnish version of the MacArthur Communicative Development Inventories (CDI) Infant Form and compared with normative data. Vocabulary composition was analysed in relation to vocabulary size. Growth curve modelling was implemented using a linear mixed model to analyse the effects of the following variables on early vocabulary growth: time, gender, maternal education, residual hearing with hearing aids, age at first hearing aid fitting and age at CI activation. Despite clear vocabulary growth over time, children with bilateral CIs lagged behind their age norms in receptive vocabulary during the first 12 months after CI activation. In expressive vocabulary, 35% of the children were able to catch up with their age norms, but 55% of the children lagged behind them. In receptive and expressive vocabularies of 1-20 words, analysis of different semantic categories indicated that social terms constituted the highest proportion. Nouns constituted the highest proportion in vocabularies of 101-400 words. The proportion of verbs remained below 20% and the proportion of function words and

  15. THE IMPACT OF SOCIAL MEDIA ON VOCABULARY LEARNING

    Directory of Open Access Journals (Sweden)

    Sim Monica-Ariana

    2014-12-01

    and it clearly demonstrated a more significant improvement in vocabulary knowledge of the group exposed to the Facebook group. It is a rather innovative study as there are not many similar studies using the value Facebook can add to learning performed in Romania. The results of the study did not support the assumption that the experimental group would outperform the control group, as the differences between the two groups were not that significant. However, there was an improvement in both of the groups from pre-test to post-test scores.

  16. A Comparative Study of Paper-based and Computer-based Contextualization in Vocabulary Learning of EFL Students

    Directory of Open Access Journals (Sweden)

    Mousa Ahmadian

    2015-04-01

    Full Text Available Vocabulary acquisition is one of the largest and most important tasks in language classes. New technologies, such as computers, have helped a lot in this way. The importance of the issue led the researchers to do the present study which concerns the comparison of contextualized vocabulary learning on paper and through Computer Assisted Language Learning (CALL. To this end, 52 Pre-university EFL learners were randomly assigned in two groups: a paper-based group (PB and a computer-based (CB group each with 26 learners. The PB group received PB contextualization of vocabulary items, while the CB group received CB contextualization of the vocabulary items thorough PowerPoint (PP software. One pretest, posttest, along with an immediate and a delayed posttest were given to the learners. Paired samples t-test of pretest and posttest and independent samples t-test of the delayed and immediate posttest were executed by SPSS software. The results revealed that computer-based contextualization had more effects on vocabulary learning of Iranian EFL learners than paper-based contextualization of the words. Keywords: Computer-based contextualization, Paper-based contextualization, Vocabulary learning, CALL

  17. Comparing the efficacy of digital flashcards versus paper flashcards to improve receptive and productive L2 vocabulary

    Directory of Open Access Journals (Sweden)

    Gilbert Dizon

    2017-06-01

    Full Text Available Several researchers have compared the efficacy of digital flashcards (DFs versus paper flashcards (PFs to improve L2 vocabulary and have concluded that using DFs is more effective (Azabdaftari & Mozaheb, 2012; Başoğlu & Akdemir, 2010; Kiliçkaya & Krajka, 2010. However, these studies did not utilize vocabulary learning strategies (VLSs as a way to support the vocabulary development of those using PFs. This is significant because DFs often offer a range of features to promote vocabulary development, whereas PFs are much more basic; thus, learners who study via paper materials are at a disadvantage compared with those who use DFs. Given the success that VLSs have had in fostering L2 vocabulary enhancement (e.g., Mizumoto & Takeuchi, 2009, their incorporation could have influenced the previous studies. Therefore, one of the primary aims of this study was to find if there were significant differences in receptive and productive L2 vocabulary improvements between students who used PFs in conjunction with 3 VLSs – dropping, association, and oral rehearsal – and those who used the DF tools Quizlet and Cram. Additionally, the researchers examined the learners’ opinions to see if there was a preference for either study method. A total of 52 EFL students at two Japanese universities participated in the 12-week study. Pre- and post-tests were administered to measure the vocabulary gains in the PF group (n = 26 and the DF group (n = 26. Results from a paired t-test revealed that both groups made significant improvements in receptive and productive vocabulary. However, the difference between the gains was not significant, which contrasts with past comparison studies of DFs and PFs and highlights the importance of VLSs. A 10-item survey with closed and Likert-scale questions was also administered to determine the participants’ opinions towards the study methods. Higher levels of agreement were found in the experimental group, indicating that the

  18. Online Independent Vocabulary Learning Experience of Hong Kong University Students

    Directory of Open Access Journals (Sweden)

    Eunice Tang

    2016-03-01

    Full Text Available In response to the limited vocabulary size of its undergraduates, an independent vocabulary learning platform, VLearn was designed and launched in a university in Hong Kong. As an elearning environment that supports self-directed vocabulary learning of Chinese learners, the primary aim of VLearn is to equip users with appropriate knowledge and skills for vocabulary expansion. This paper introduces the contents of VLearn, and the theoretical underpinnings of its design. It also reports on the vocabulary learning experience of its users during an eight week evaluation study. Suggestions are made on how independent vocabulary building at higher education, as well as comprehensive vocabulary instruction at early years could be supported by means of technology.

  19. Assessing the Depth and Breadth of Vocabulary Knowledge with Listening Comprehension

    Science.gov (United States)

    Teng, Feng

    2014-01-01

    This study was inspired by Qian (1999) and Staehr (2009) and researched 88 Chinese learners who had already passed the College English Test 4 (CET). These learners volunteered to participate in the study regarding the depth and breadth of vocabulary knowledge and its relationship with listening comprehension, which was assessed by analyzing the…

  20. Effect of Instructional vs. Authentic Video Materials on Introvert and Extrovert Iranian EFL Learners' Vocabulary Learning

    Science.gov (United States)

    Isazadeh, Parya; Makui, Selma Mohammad Zadeh; Ansarian, Loghman

    2016-01-01

    The study delved into the effect of instructional video materials vs. authentic video materials on vocabulary learning of extrovert and introvert Iranian EFL learners. To this end, Nelson proficiency test was administered to one hundred eighty (n = 180) language learners. Considering 1 standard deviation above and below the mean score, one hundred…

  1. Comparing the Effect of Using Monolingual versus Bilingual Dictionary on Iranian Intermediate EFL Learners' Vocabulary Learning

    Science.gov (United States)

    Ahangari, Saeideh; Dogolsara, Shokoufeh Abbasi

    2015-01-01

    This study aimed to investigate the effect of using two types of dictionaries (monolingual and bilingual) on Iranian intermediate EFL learners' vocabulary learning. An OPT (Oxford placement test, 2001) was administered among 90 students 60 of whom were selected as the participants of this study. They were sophomore students studying English as a…

  2. Using Different Types of Dictionaries for Improving EFL Reading Comprehension and Vocabulary Learning

    Science.gov (United States)

    Alharbi, Majed A.

    2016-01-01

    This study investigated the effects of monolingual book dictionaries, popup dictionaries, and type-in dictionaries on improving reading comprehension and vocabulary learning in an EFL program. An experimental design involving four groups and a post-test was chosen for the experiment: (1) pop-up dictionary (experimental group 1); (2) type-in…

  3. The Effects of Receptive and Productive Learning of Word Pairs on Vocabulary Knowledge

    Science.gov (United States)

    Webb, Stuart

    2009-01-01

    English as a foreign language students in Japan learned target words in word pairs receptively and productively. Five aspects of vocabulary knowledge--orthography, association, syntax, grammatical functions, and meaning and form--were each measured by receptive and productive tests. The study uses an innovative methodology in that each target word…

  4. Enhancing Vocabulary Acquisition through Reading: A Hierarchy of Text-Related Exercise Types.

    Science.gov (United States)

    Wesche, M.; Paribakht, T. Sima

    This paper describes a classification scheme developed to examine the effects of extensive reading on primary and second language vocabulary acquisition and reports on an experiment undertaken to test the model scheme. The classification scheme represents a hypothesized hierarchy of the degree and type of mental processing required by various…

  5. The Effect of Video Games on Iranian EFL Learners' Vocabulary Learning

    Science.gov (United States)

    Vahdat, Sedigheh; Rasti Behbahani, Amin

    2013-01-01

    This study explored the effect of video games as a new tool for Iranian EFL (English as a foreign language) vocabulary learning. To conduct the study, 40 intermediate EFL learners, both male and female, were chosen through a TOEFL proficiency test. The participants were divided into two groups (10 males and 10 females in each): a control group and…

  6. Check your English vocabulary for IELTS all you need to pass your exams

    CERN Document Server

    Wyatt, Rawdon

    2009-01-01

    This workbook is an helpful self-study aid for anyone preparing for the IELTS (International English Language Testing System) exam. It includes a range of activities to help students build and improve their English vocabulary, and is suitable for both self-study and the classroom.

  7. Comparative Difficulties with Non-Scientific General Vocabulary and Scientific/Medical Terminology in English as a Second Language (ESL) Medical Students.

    Science.gov (United States)

    Heming, Thomas A; Nandagopal, Shobha

    2012-11-01

    Medical education requires student comprehension of both technical (scientific/medical) and non-technical (general) vocabulary. Our experience with "English as a second language" (ESL) Arab students suggested they often have problems comprehending scientific statements because of weaknesses in their understanding of non-scientific vocabulary. This study aimed to determine whether ESL students have difficulties with general vocabulary that could hinder their understanding of scientific/medical texts. A survey containing English text was given to ESL students in the premedical years of an English-medium medical school in an Arabic country. The survey consisted of sample questions from the Medical College Admission Test (USA). Students were instructed to identify all unknown words in the text. ESL students commenced premedical studies with substantial deficiencies in English vocabulary. Students from English-medium secondary schools had a selective deficiency in scientific/medical terminology which disappeared with time. Students from Arabic-medium secondary schools had equal difficulty with general and scientific/medical vocabulary. Deficiencies in both areas diminished with time but remained even after three years of English-medium higher education. Typically, when teaching technical subjects to ESL students, attention is focused on subject-unique vocabulary and associated modifiers. This study highlights that ESL students also face difficulties with the general vocabulary used to construct statements employing technical words. Such students would benefit from increases in general vocabulary knowledge.

  8. IV. NIH Toolbox Cognition Battery (CB): measuring language (vocabulary comprehension and reading decoding).

    Science.gov (United States)

    Gershon, Richard C; Slotkin, Jerry; Manly, Jennifer J; Blitz, David L; Beaumont, Jennifer L; Schnipke, Deborah; Wallner-Allen, Kathleen; Golinkoff, Roberta Michnick; Gleason, Jean Berko; Hirsh-Pasek, Kathy; Adams, Marilyn Jager; Weintraub, Sandra

    2013-08-01

    Mastery of language skills is an important predictor of daily functioning and health. Vocabulary comprehension and reading decoding are relatively quick and easy to measure and correlate highly with overall cognitive functioning, as well as with success in school and work. New measures of vocabulary comprehension and reading decoding (in both English and Spanish) were developed for the NIH Toolbox Cognition Battery (CB). In the Toolbox Picture Vocabulary Test (TPVT), participants hear a spoken word while viewing four pictures, and then must choose the picture that best represents the word. This approach tests receptive vocabulary knowledge without the need to read or write, removing the literacy load for children who are developing literacy and for adults who struggle with reading and writing. In the Toolbox Oral Reading Recognition Test (TORRT), participants see a letter or word onscreen and must pronounce or identify it. The examiner determines whether it was pronounced correctly by comparing the response to the pronunciation guide on a separate computer screen. In this chapter, we discuss the importance of language during childhood and the relation of language and brain function. We also review the development of the TPVT and TORRT, including information about the item calibration process and results from a validation study. Finally, the strengths and weaknesses of the measures are discussed. © 2013 The Society for Research in Child Development, Inc.

  9. A Comparative Study of the Effects of Different Glossing Conditions on EFL Learners’ Vocabulary Recall

    Directory of Open Access Journals (Sweden)

    Tayebeh Danesh

    2016-09-01

    Full Text Available This quasi-experimental study examined the effects of different glossing conditions on English as a foreign language (EFL learners’ vocabulary recall. To this end, five glossing conditions were adopted (i.e., inference-gloss-gloss, gloss-retrieval-gloss, inference-gloss-retrieval-gloss, gloss-retrieval-gloss-retrieval, and full glossing. The participants were 140 MA students of Teaching English as a Foreign Language (TEFL. They were randomly assigned to one glossing condition to read an English reading passage. Five target words were glossed in different glossing conditions within a reading passage. To ensure the participants’ attention focused on the reading material, the participants were told that a multiple-choice reading comprehension test would be administrated. Afterward, two vocabulary tests (i.e., form recall and meaning recall were conducted. The results of one-way MANOVAs and the post hoc Scheffé tests revealed that the full glossing condition group did significantly better than other glossing groups in vocabulary form recall, whereas the gloss-retrieval-gloss-retrieval condition group outperformed other four groups in vocabulary meaning recall.

  10. Experiment data of 200% recirculation pump discharge line break integral test run 961 with HPCS failure at ROSA-III and comparison with results of suction line break tests

    International Nuclear Information System (INIS)

    Suzuki, Mitsuhiro; Tasaka, Kanji; Nakamura, Hideo; Anoda, Yoshinari; Kumamaru, Hiroshige; Murata, Hideo; Yonomoto, Taisuke; Shiba, Masayoshi

    1984-03-01

    This report presents the experimental data of RUN 961, a 200% double-ended break test at the recirculation pump discharge line in the ROSA-III test facility. The ROSA-III test facility is a volumetrically scaled (1/424) system of the BWR/6. The facility has the electrically heated core, the break simulator and the scaled ECCS (Emergency Core Cooling System). The MSIV (Main Steam Isolation Valve) closure and the ECCS actuation were tripped by the liquid level in the upper downcomer. The PCT (Peak Cladding Temperature) was 894 K, which was 107 K higher than a 200% pump suction line break test (RUN 926) due to the smaller depressurization rate. The effect of break location on transient LOCA phenomena was clarified by comparing the discharge and suction break tests. The whole core was quenched 71 s after LPCI actuation and the effectiveness of ECCS has been confirmed. (author)

  11. Boosting Vocabulary Learning by Verbal Cueing During Sleep.

    Science.gov (United States)

    Schreiner, Thomas; Rasch, Björn

    2015-11-01

    Reactivating memories during sleep by re-exposure to associated memory cues (e.g., odors or sounds) improves memory consolidation. Here, we tested for the first time whether verbal cueing during sleep can improve vocabulary learning. We cued prior learned Dutch words either during non-rapid eye movement sleep (NonREM) or during active or passive waking. Re-exposure to Dutch words during sleep improved later memory for the German translation of the cued words when compared with uncued words. Recall of uncued words was similar to an additional group receiving no verbal cues during sleep. Furthermore, verbal cueing failed to improve memory during active and passive waking. High-density electroencephalographic recordings revealed that successful verbal cueing during NonREM sleep is associated with a pronounced frontal negativity in event-related potentials, a higher frequency of frontal slow waves as well as a cueing-related increase in right frontal and left parietal oscillatory theta power. Our results indicate that verbal cues presented during NonREM sleep reactivate associated memories, and facilitate later recall of foreign vocabulary without impairing ongoing consolidation processes. Likewise, our oscillatory analysis suggests that both sleep-specific slow waves as well as theta oscillations (typically associated with successful memory encoding during wakefulness) might be involved in strengthening memories by cueing during sleep. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

  12. A Reliability Assessment of the Hydrostatic Test of Pipeline with 0.8 Design Factor in the West–East China Natural Gas Pipeline III

    Directory of Open Access Journals (Sweden)

    Kai Wen

    2018-05-01

    Full Text Available The use of 0.8 design factor in Chinese pipeline industry is a breakthrough with the success of the test pipe section in the west–east China gas pipeline III. For such a design factor, the traditional P-V (Pressure-Volume curve based pressure test control cannot describe the details of the process, and the 0/1 type failure is not an efficient index to show the safety level of the pipeline. In this paper, a reliability based assessment method is proposed to monitor the real-time failure probability of the pipeline during the hydrostatic test process. The reliability index can be used as the degree of risk. Following the actual hydrostatic testing of a test pipe section with 0.8 design factor in the west–east China gas pipeline III, reliability analysis was performed using Monte Carlo technique. The basic values of input parameters of the limit state equations are based on the data collected from either the tested section or the recommended value in the codes. The analysis of limit states, i.e., the yielding deformation and the excessive plastic deformation of pipeline, proceeded based on these distributions. Finally, it is found that the gradually increased water pressure makes the failure probability increase accordingly. A reliability assessment method was proposed and illustrated with the practical pressure test process.

  13. Analysis, by Relap5 code, of boron dilution phenomena in a Small Break Loca Transient, performed in PKL III E 2.2 test

    International Nuclear Information System (INIS)

    Rizzo, G.; Vella, G.

    2007-01-01

    The present work is finalized to investigate the E2.2 thermal-hydraulics transient of the PKL III facility, which is a scaled reproduction of a typical German PWR, operated by FRAMATOME-ANP in Erlangen, Germany, within the framework of an international cooperation (OECD/SETH project). The main purpose of the project is to study boron dilution events in Pressurized Water Reactors and to contribute to the assessment of thermal-hydraulic system codes like Relap5. The experimental test PKL III E2.2 investigates the behavior of a typical PWR after a Small Break Loss Of Coolant Accident (SB-LOCA) in a cold leg and an immediate injection of borated water in two cold legs. The main purpose of this work is to simulate the PKL III test facility and particularly its experimental transient by Relap5 system code. The adopted nodalization, already available at Department of Nuclear Engineering (DIN), has been reviewed and applied with an accurate analysis of the experimental test parameters. The main result relies in a good agreement of calculated data with experimental measures for a number of main important variables. (author)

  14. Visuospatial and Verbal Short-Term Memory Correlates of Vocabulary Ability in Preschool Children.

    Science.gov (United States)

    Stokes, Stephanie F; Klee, Thomas; Kornisch, Myriam; Furlong, Lisa

    2017-08-16

    Recent studies indicate that school-age children's patterns of performance on measures of verbal and visuospatial short-term memory (STM) and working memory (WM) differ across types of neurodevelopmental disorders. Because these disorders are often characterized by early language delay, administering STM and WM tests to toddlers could improve prediction of neurodevelopmental outcomes. Toddler-appropriate verbal, but not visuospatial, STM and WM tasks are available. A toddler-appropriate visuospatial STM test is introduced. Tests of verbal STM, visuospatial STM, expressive vocabulary, and receptive vocabulary were administered to 92 English-speaking children aged 2-5 years. Mean test scores did not differ for boys and girls. Visuospatial and verbal STM scores were not significantly correlated when age was partialed out. Age, visuospatial STM scores, and verbal STM scores accounted for unique variance in expressive (51%, 3%, and 4%, respectively) and receptive vocabulary scores (53%, 5%, and 2%, respectively) in multiple regression analyses. Replication studies, a fuller test battery comprising visuospatial and verbal STM and WM tests, and a general intelligence test are required before exploring the usefulness of these STM tests for predicting longitudinal outcomes. The lack of an association between the STM tests suggests that the instruments have face validity and test independent STM skills.

  15. Atomic Energy Control Board vocabulary - preliminary edition

    International Nuclear Information System (INIS)

    Nolet, D.

    1995-09-01

    This preliminary edition was prepared at the Board's request to help it establish a standardized terminology. It was produced by scanning the 99 French and English documents listed at the end of this Vocabulary. The documents include legislation concerning atomic energy and the transportation of radioactive materials, as well as the Board's publications, such as the Consultative Documents, Regulatory Documents and Notices. The terms included from the following areas are: radiation protection, reactor technology, nuclear fuel cycle, radioactive material packaging and transportation, radioactive waste management, uranium mines, and medical and industrial applications of radioelements. Also included are the titles of publications and the names of organizations and units. The vocabulary contains 2,589 concepts, sometimes accompanied by definitions, contexts or usage examples. Where terms have been standardized by the Canadian Committee for the Standardization of Nuclear Terminology, this has been indicated. Where possible, we have verified the terms using the TERMIUM, the Government of Canada Linguistic Data Bank. (author)

  16. Some Techniques for Teaching Vocabulary. ERIC Focus Reports on the Teaching of Foreign Languages, Number 27.

    Science.gov (United States)

    Michel, Joseph; Patin, Paul

    Discussion of techniques for teaching vocabulary in language programs centers on five major areas: (1) "knowing" the word, (2) selection of vocabulary, (3) grading vocabulary for presentation, (4) teaching methods, and (5) vocabulary expansion in advanced levels. Theory of vocabulary instruction is largely supported by writings of Nelson Brooks,…

  17. The Use of Vocabulary Learning Strategies in Teaching Turkish as a Second Language

    Science.gov (United States)

    Baskin, Sami; Iscan, Adem; Karagoz, Beytullah; Birol, Gülnur

    2017-01-01

    Vocabulary learning is the basis of the language learning process in teaching Turkish as a second language. Vocabulary learning strategies need to be used in order for vocabulary learning to take place effectively. The use of vocabulary learning strategies facilitates vocabulary learning and increases student achievement. Each student uses a…

  18. The effects of captioning texts and caption ordering on L2 listening comprehension and vocabulary learning

    Directory of Open Access Journals (Sweden)

    Fatemeh Alikhani

    2013-07-01

    Full Text Available This study investigated the effects of captioned texts on second/foreign (L2 listening comprehension and vocabulary gains using a computer multimedia program. Additionally, it explored the caption ordering effect (i.e. captions displayed during the first or second listening, and the interaction of captioning order with the L2 proficiency level of language learners in listening comprehension and vocabulary performance. To these ends, a computer software program was designed and 200 EFL learners (100 high-intermediate and 100 low-intermediate level students were asked to participate in the experiment. They were randomly assigned into four groups: captioned (listening to texts twice with captions, noncaptioned (listening to texts twice without captions, first captioned (listening to texts first with captions and then without captions, and second captioned (listening to texts first without captions and then with captions groups. They listened to four audio texts (i.e. short stories twice and took the listening and vocabulary tests, administered through the software. Results from t-tests and two-way ANOVAs showed that the captioned stories were more effective than the non-captioned ones. Moreover, the caption ordering had no significant effect on the participants' L2 listening comprehension and vocabulary performance. Finally, L2 proficiency level differences did not affect performance derived from caption ordering.

  19. The Effect of Glosses on Incidental Vocabulary Learning of Iranian EFL learners

    Directory of Open Access Journals (Sweden)

    Abbas Moradan

    2016-11-01

    Full Text Available Reading passages contain many new words. Looking up every word in the dictionary and finding the exact meaning can be a difficult job for learners and may hinder the process of reading. Providing glosses can help learners deal with this issue. The objective of the present study is to make enquiries about the effect of glosses on incidental vocabulary learning. To this end, 45 Iranian EFL learners were selected from 70 according to their performance on KET test. Then they were divided into three groups of 15 randomly. Ten reading texts were selected and unfamiliar vocabularies were glossed in three ways: pictorial, textual and pictorial-textual glosses. Participants were required to read the texts under one of the three conditions. After the completion of ten sessions of treatment, participants were given a vocabulary post-test to measure vocabulary learning. The outcome of the study indicated that the group that received the combination of pictorial and textual glosses outperformed the other two groups. The findings can be of great importance for language teachers and material developers.

  20. Verbal short-term memory and vocabulary learning in polyglots.

    Science.gov (United States)

    Papagno, C; Vallar, G

    1995-02-01

    Polyglot and non-polyglot Italian subjects were given tests assessing verbal (phonological) and visuo-spatial short-term and long-term memory, general intelligence, and vocabulary knowledge in their native language. Polyglots had a superior level of performance in verbal short-term memory tasks (auditory digit span and nonword repetition) and in a paired-associate learning test, which assessed the subjects' ability to acquire new (Russian) words. By contrast, the two groups had comparable performance levels in tasks assessing general intelligence, visuo-spatial short-term memory and learning, and paired-associate learning of Italian words. These findings, which are in line with neuropsychological and developmental evidence, as well as with data from normal subjects, suggest a close relationship between the capacity of phonological memory and the acquisition of foreign languages.

  1. Effects of Social Networking on Iranian EFL Learners’ Vocabulary Acquisition

    Directory of Open Access Journals (Sweden)

    Fatemeh Khansarian-Dehkordi

    2017-01-01

    Full Text Available The study aimed to scrutinize social networking effects on Iranian EFL learners’ vocabulary acquisition. Eighty Iranian EFL learners at the intermediate level participated in a pretest-posttest study after taking the placement test. They were then divided into an experimental group whose participants were supposed to equip their mobile phones or tablet PCs with a social networking application, that is, Line and form an online group to take part in eighteen virtual instructional sessions. Participants of the control group, however, underwent classroom learning during which target words were presented through routine classroom activities. Results of the independent-samples t-test in the posttest indicated that participants of the experimental group outperformed those of the control group. Results have important implications for both pedagogy and theory, especially socio-cultural theories of second language development.

  2. Incidental Vocabulary Learning in Second Language Acquisition: A Literature Review

    Directory of Open Access Journals (Sweden)

    Falcon Dario Restrepo Ramos

    2015-01-01

    Full Text Available This literature review aims to analyze previous studies that address the incidental learning of vocabulary in second language acquisition. The articles included in this literature review look into the understanding of vocabulary learning through incidental means, the relationship of reading and incidental vocabulary learning, and the strategies and tasks that promote the incidental learning of vocabulary. The findings show that L2 learners develop much of their vocabulary by incidental means through exposure to words in informative contexts. Moreover, this exposure is promoted by reading, and enhanced through multimodal glosses. Further research may focus on listening for higher lexical retention rates, the circumstances that allow incidental learning of multi-word phrases and collocations, and the use of technology-based methods for incidental vocabulary acquisition.

  3. Home Language Will Not Take Care of Itself: Vocabulary Knowledge in Trilingual Children in the United Kingdom.

    Science.gov (United States)

    Mieszkowska, Karolina; Łuniewska, Magdalena; Kołak, Joanna; Kacprzak, Agnieszka; Wodniecka, Zofia; Haman, Ewa

    2017-01-01

    Language input is crucial for language acquisition and especially for children's vocabulary size. Bilingual children receive reduced input in each of their languages, compared to monolinguals, and are reported to have smaller vocabularies, at least in one of their languages. Vocabulary acquisition in trilingual children has been largely understudied; only a few case studies have been published so far. Moreover, trilingual language acquisition in children has been rarely contrasted with language outcomes of bilingual and monolingual peers. We present a comparison of trilingual, bilingual, and monolingual children (total of 56 participants, aged 4;5-6;7, matched one-to-one for age, gender, and non-verbal IQ) in regard to their receptive and expressive vocabulary (measured by standardized tests), and relative frequency of input in each language (measured by parental report). The monolingual children were speakers of Polish or English, while the bilinguals and trilinguals were migrant children living in the United Kingdom, speaking English as a majority language and Polish as a home language. The trilinguals had another (third) language at home. For the majority language, English, no differences were found across the three groups, either in the receptive or productive vocabulary. The groups differed, however, in their performance in Polish, the home language. The trilinguals had lower receptive vocabulary than the monolinguals, and lower productive vocabulary compared to the monolinguals. The trilinguals showed similar lexical knowledge to the bilinguals. The bilinguals demonstrated lower scores than the monolinguals, but only in productive vocabulary. The data on reported language input show that input in English in bilingual and trilingual groups is similar, but the bilinguals outscore the trilinguals in relative frequency of Polish input. Overall, the results suggest that in the majority language, multilingual children may develop lexical skills similar to those of

  4. Home Language Will Not Take Care of Itself: Vocabulary Knowledge in Trilingual Children in the United Kingdom

    Directory of Open Access Journals (Sweden)

    Karolina Mieszkowska

    2017-08-01

    Full Text Available Language input is crucial for language acquisition and especially for children’s vocabulary size. Bilingual children receive reduced input in each of their languages, compared to monolinguals, and are reported to have smaller vocabularies, at least in one of their languages. Vocabulary acquisition in trilingual children has been largely understudied; only a few case studies have been published so far. Moreover, trilingual language acquisition in children has been rarely contrasted with language outcomes of bilingual and monolingual peers. We present a comparison of trilingual, bilingual, and monolingual children (total of 56 participants, aged 4;5–6;7, matched one-to-one for age, gender, and non-verbal IQ in regard to their receptive and expressive vocabulary (measured by standardized tests, and relative frequency of input in each language (measured by parental report. The monolingual children were speakers of Polish or English, while the bilinguals and trilinguals were migrant children living in the United Kingdom, speaking English as a majority language and Polish as a home language. The trilinguals had another (third language at home. For the majority language, English, no differences were found across the three groups, either in the receptive or productive vocabulary. The groups differed, however, in their performance in Polish, the home language. The trilinguals had lower receptive vocabulary than the monolinguals, and lower productive vocabulary compared to the monolinguals. The trilinguals showed similar lexical knowledge to the bilinguals. The bilinguals demonstrated lower scores than the monolinguals, but only in productive vocabulary. The data on reported language input show that input in English in bilingual and trilingual groups is similar, but the bilinguals outscore the trilinguals in relative frequency of Polish input. Overall, the results suggest that in the majority language, multilingual children may develop lexical skills

  5. Rorschach and the WAIS-III after one and two years of psychotherapy O teste de Rorschach e a Escala WAIS-III após um e dois Anos de psicoterapia

    Directory of Open Access Journals (Sweden)

    Latife Yazigi

    2011-01-01

    Full Text Available This study aimed at identifying what aspects of personality are modified after one and two years of psychoanalytic psychotherapy in adults attending a free university healthcare service in São Paulo, Brazil. The instruments were the Rorschach and the WAIS-III tests which were administered before and after one and two years of treatment. The participants were 34 adult individuals, both genders. After one year of psychotherapy in the Rorschach method there was an increase in effective and adaptive interpersonal relationship, an enhancement in sensitiveness related to the capacity of modulating affect, the need for close contact as well as the arousal of feelings of discomfort associated with intensification of self-regard, and a decrease in narcissistic tendencies. As well as in WAIS-III, there was an increase in motivation, attention and speed processing.O estudo teve por objetivo identificar quais aspectos da personalidade são modificados após um e dois anos de psicoterapia psicanalítica em adultos atendidos em um serviço público de saúde mental de uma universidade em São Paulo, no Brasil. Os instrumentos utilizados foram o Rorschach e a Escala de Inteligência Wechsler para adultos (WAIS-III, os quais foram administrados antes e após um e dois anos de tratamento. Os participantes foram 34 indivíduos adultos, de ambos os sexos. No Rorschach, após um ano de psicoterapia, ocorreu melhora da relação interpessoal adaptada e efetiva, melhora na sensibilidade relacionada à capacidade de modular afeto e da necessidade de contato mais próximo, e surgimento de sentimentos de desconforto associados à intensificação de auto-observação e diminuição de tendências narcisistas. No WAIS-III houve aumento de motivação, melhora atencional e de velocidade de processamento.

  6. The Use of Hypermedia in Implicit Vocabulary Learning

    OpenAIRE

    Patrícia Nora de Souza

    2011-01-01

    The present work is aimed at investigating the role of hypermedia in implicit vocabulary acquisition in foreign language. On theoretical grounds, the work presents a reflection which contextualizes the discussion on implicit approaches to vocabulary teaching. Besides, a review and a discussion of the literature is carried out, with regard to the advantages of hypermedia in English Language Teaching. Following that, the selection of hypermedia material for implicit vocabulary teaching is prese...

  7. Teaching vocabulary using collocations versus using definitions in EFL classes

    OpenAIRE

    Altınok, Şerife İper

    2000-01-01

    Ankara : Institute of Economics and Social Sciences of Bilkent Univ., 2000. Thesis (Master's) -- Bilkent University, 2000. Includes bibliographical references leaves 40-43 Teaching words in collocations is a comparatively new technique and it is accepted as an effective one in vocabulary teaching. The purpose of this study was to find out whether teaching vocabulary would result in better learning and remembering vocabulary items. This study investigated the differences betw...

  8. Academic vocabulary in learner writing from extraction to analysis

    CERN Document Server

    Paquot, Magali

    2010-01-01

    Academic vocabulary is in fashion, as witnessed by the increasing number of books published on the topic. In the first part of this book, Magali Paquot scrutinizes the concept of academic vocabulary and proposes a corpus-driven procedure based on the criteria of keyness, range and evenness of distribution to select academic words that could be part of a common-core academic vocabulary syllabus. In the second part, the author offers a thorough analysis of academic vocabulary in the International Corpus of Learner English (ICLE) and describes the factors that account for learners difficulties in

  9. A study of students' beliefs about vocabulary knowledge and acquisition

    Science.gov (United States)

    Francis, Michelle Andersen

    Using the vocabulary of a discipline is important for students, especially in the sciences (Gee, 2003). Therefore, the extant literature has emphasized the need for more research on vocabulary knowledge and acquisition (Simpson, et al., 2004). This study investigated whether or not community college students' beliefs about vocabulary knowledge and acquisition changed as a result of a one-semester enrollment in a vocabulary-rich biology course. The rationale for the study, a review of the existing research underlying the study, the methodology of the study, and the results and conclusions of the study will be discussed.

  10. The Use of Hypermedia in Implicit Vocabulary Learning

    Directory of Open Access Journals (Sweden)

    Patrícia Nora de Souza

    2011-07-01

    Full Text Available The present work is aimed at investigating the role of hypermedia in implicit vocabulary acquisition in foreign language. On theoretical grounds, the work presents a reflection which contextualizes the discussion on implicit approaches to vocabulary teaching. Besides, a review and a discussion of the literature is carried out, with regard to the advantages of hypermedia in English Language Teaching. Following that, the selection of hypermedia material for implicit vocabulary teaching is presented. This material was used in the data collecting which comprised 75 students. The material was evaluated by the students through a questionnaire. The results show that the use of hypermedia can significantly contribute to implicit vocabulary acquisition.

  11. Social validation of vocabulary selection: ensuring stakeholder relevance.

    Science.gov (United States)

    Bornman, Juan; Bryen, Diane Nelson

    2013-06-01

    The vocabulary needs of individuals who are unable to spell their messages continue to be of concern in the field of augmentative and alternative communication (AAC). Social validation of vocabulary selection has been suggested as one way to improve the effectiveness and relevance of service delivery in AAC. Despite increased emphasis on stakeholder accountability, social validation is not frequently used in AAC research. This paper describes an investigation of the social validity of a vocabulary set identified in earlier research. A previous study used stakeholder focus groups to identify vocabulary that could be used by South African adults who use AAC to disclose their experiences as victims of crime or abuse. Another study used this vocabulary to create communication boards for use by adults with complex communication needs. In this current project, 12 South African adults with complex communication needs who use AAC systems used a 5-point Likert scale to score the importance of each of the previously identified 57 vocabulary items. This two-step process of first using stakeholder focus groups to identify vocabulary, and then having literate persons who use AAC provide information on social validity of the vocabulary on behalf of their peers who are illiterate, appears to hold promise as a culturally relevant vocabulary selection approach for sensitive topics such as crime and abuse.

  12. VOCABULARY PROBLEMS OF THE LIGHTLY MENTALLY RETARDED SCHOOL AGED CHILDREN

    Directory of Open Access Journals (Sweden)

    Vesna KOSTIC

    2000-06-01

    Full Text Available The main research objectives are the problems in the vocabulary of school aged, lightly mentally retarded children. Results of the research indicate which are the most important factors that have impact of the vocabulary and language competence of these persons. The research variables are: sex, IQ, chronological age and school age. Comics-like stories were used as an examination instrument in this research. Their interpretation is helpful in determining the vocabulary level of every single examine. At the end of the research some suggestions are presented, whose goal is to enrich children's vocabulary.

  13. The Comparison between Contextual Guessing Strategies vs. Memorizing a List of Isolated Words in Vocabulary Learning Regarding Long Term Memory

    Directory of Open Access Journals (Sweden)

    Leyla Vakili S AMIYAN

    2014-03-01

    Full Text Available Guessing the meaning of unknown vocabularies within a text is a way of learning new words which is named textual vocabulary acquisition. The main purpose of this study is to investigate the effectiveness of a textual guessing strategy on vocabulary learning at the intermediate le vel. Textual guessing strategy is to guess the meaning of vocabularies with the help of surrounding words or sentences in the co - text without any translation. This paper reports the findings of two quantitative studies conducted on English language learner s with the Intermediate 2 level of proficiency in Kavosh foreign language institute, Mashhad, Iran. Twenty male and female attendants were selected and assigned to ’context’ and ‘non - context’ groups. The context group received an instruction to infer the m eaning of new words while the non - context participants were treated as learning new vocabularies individually (autonomously. The result of the independent sample t - test at the post - test stage revealed that the probability value of t - test with an equality of variances assumption is lower than 0.05 (0.04700. So this result represented that there is a meaningful difference between the experimental group and the control group considering their amount of learning. The results indicated that textual guessing s trategy had more effect on their long term memory. It was also revealed that the words learned through context are used more frequently than those learned in isolation in the speaking repertoire of the participants.

  14. The Effect of Using Online Collaborative Tasks on Incidental Vocabulary Learning of Impulsive vs. Reflective Iranian EFL Learners

    Directory of Open Access Journals (Sweden)

    Khalil Motallebzadeh

    2017-09-01

    Full Text Available Incidental vocabulary learning is one of the most significant sources of learning vocabulary for language learners Laufer  & Hulstjin, 2001. This study endeavored to investigate the effect of using online collaborative tasks on incidental vocabulary learning of impulsive vs. reflective Iranian EFL learners. To this end, Nelson vocabulary proficiency test was administered to 100 Iranian EFL learners as the homogeneity test and the pretest. Using random sampling procedure, 75 learners were selected as the main participants for this study. Kember, McKay, Sinclair and Wong (2008 reflective thinking questionnaire was administered to these learners, based on which they were distinguished based on their cognitive thinking styles, i.e., impulsivity and reflectivity. The participants were homogenously distributed into 3 main groups (impulsive experimental group, reflective experimental group, and the control group. All participants went through 4 weeks of treatment. Experimental groups were conducted using Telegram software and the control group was conducted in a classroom. The results of t-test after 4 weeks of treatment revealed that reflective learners benefited from online collaborative groups with regard to incidental vocabulary learning. The findings of the study are discussed in light of previous research.

  15. THE INFLUENCE OF MIND-MAPPING STRATEGY ON STUDENTS‘ VOCABULARY MASTERY

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    Rahmatika Dewi

    2017-12-01

    Full Text Available This paper is a quasi-experimental research. It was aimed to investigate the significant difference on vocabulary achievement between two groups who were taught by using Mind Mapping strategy and those who were taught by using Making Notes strategy. The subjects of this study were the students in class 5B and 5D of An-Nissa Islamic Billingual Elementary School of Semarang. 5B was the experimental group and 5D was the control group. In this research, I gave them a pre-test, treatments, and a post-test. I used the same instrument in the pre-test for both groups. They were asked to answer some questions of vocabulary test. The treatments were given in three meetings. The treatment used in the experimental group was Mind Mapping strategy, while the treatment in the control group was Making Notes strategy. The post-test in both groups were conducted after the treatments by using the same instrument as the pre-test but the position of question numbers were reshuffled. The result of the test was analyzed by using t-test formula to know the difference of the students‘ achievement in vocabulary between two groups. The analysis of the test result showed that the experimental group got better score than the control group. That calculation revealed that the hypothesis 1 (Ha was accepted and the hypothesis 2 (Ho was rejected. Based on the proven hypotheses, I concluded that Mind Mapping strategy is more effective to be implemented in teaching vocabulary than Making Notes strategy.

  16. Vocabulary knowledge predicts lexical processing: Evidence from a group of participants with diverse educational backgrounds

    NARCIS (Netherlands)

    Mainz, N.; Shao, Z.; Brysbaert, M.; Meyer, A.S.

    2017-01-01

    Vocabulary knowledge is central to a speaker's command of their language. In previous research, greater vocabulary knowledge has been associated with advantages in language processing. In this study, we examined the relationship between individual differences in vocabulary and language processing

  17. The Effect of TPR and Audio - Lingual Method in Teaching Vocabulary Viewed from Students’ IQ

    Directory of Open Access Journals (Sweden)

    Anita Dewi Ekawati

    2017-01-01

    Full Text Available This research aimed to investigate the effect of Total Physical Response (TPR on elementary school students’ English vocabulary mastery with regards to their Intelligence Quotient (IQ. Whether or not there is an interaction between the teaching method and IQ in teaching vocabulary was also investigated in this study . The research was carried out at an elementary school in Central Java , Indonesia . The population was the fifth year students of two classes. Both the experimental and control groups consisted of 40 students. The data were analyzed using multifactor analysis of variance 2 x 2 (ANOVA. Then, it was analyzed using Tukey test. The study reveals that TPR was an effective method for teaching vocabulary in elementary school, and the effectiveness of the method was influenced by the level of students’ IQ. The results of the study may become a reference for EFL teachers to apply an effective method to teach English vocabulary to elementary school students. Moreover, EFL teachers need to take into account students’ IQ in implementing the teaching method

  18. Multimedia Glosses and Their Effect on L2 Text Comprehension and Vocabulary Learning

    Directory of Open Access Journals (Sweden)

    Iñigo Yanguas

    2009-06-01

    Full Text Available The present study investigates the effects that different types of multimedia glosses, namely textual, pictorial, and textual + pictorial, have on text comprehension and vocabulary learning when the goal is exclusively comprehension of a computerized text. This study is based on the theoretical framework of attention, which maintains that attention is critical in the acquisition process of an L2 (Robinson, 1995; Schmidt, 1995, 2001; Tomlin and Villa, 1994. Ninety-four participants read a text under one of four gloss conditions while asked to think aloud. This study investigated whether any of the conditions promoted noticing and whether this noticing led to better comprehension of the text and learning of the target vocabulary words. Reading comprehension, recognition, and production measures were utilized in a pre-post test design. Results of quantitative and qualitative analyses of the data gathered showed first that all multimedia gloss groups noticed and recognized significantly more of the target words than the control group. Second, no significant differences were found among any of the groups in production of the target vocabulary items. Finally, regarding comprehension, results showed that the combination gloss group significantly outperformed all other groups. These results confirm that the multimedia glosses under investigation have a different effect on comprehension and vocabulary learning respectively.

  19. Task complexity, student perceptions of vocabulary learning in EFL, and task performance.

    Science.gov (United States)

    Wu, Xiaoli; Lowyck, Joost; Sercu, Lies; Elen, Jan

    2013-03-01

    The study deepened our understanding of how students' self-efficacy beliefs contribute to the context of teaching English as a foreign language in the framework of cognitive mediational paradigm at a fine-tuned task-specific level. The aim was to examine the relationship among task complexity, self-efficacy beliefs, domain-related prior knowledge, learning strategy use, and task performance as they were applied to English vocabulary learning from reading tasks. Participants were 120 second-year university students (mean age 21) from a Chinese university. This experiment had two conditions (simple/complex). A vocabulary level test was first conducted to measure participants' prior knowledge of English vocabulary. Participants were then randomly assigned to one of the learning tasks. Participants were administered task booklets together with the self-efficacy scales, measures of learning strategy use, and post-tests. Data obtained were submitted to multivariate analysis of variance (MANOVA) and path analysis. Results from the MANOVA model showed a significant effect of vocabulary level on self-efficacy beliefs, learning strategy use, and task performance. Task complexity showed no significant effect; however, an interaction effect between vocabulary level and task complexity emerged. Results from the path analysis showed self-efficacy beliefs had an indirect effect on performance. Our results highlighted the mediating role of self-efficacy beliefs and learning strategy use. Our findings indicate that students' prior knowledge plays a crucial role on both self-efficacy beliefs and task performance, and the predictive power of self-efficacy on task performance may lie in its association with learning strategy use. © 2011 The British Psychological Society.

  20. Analysis, by RELAP5 code, of boron dilution phenomena in a mid-loop operation transient, performed in PKL III F2.1 RUN 1 test

    International Nuclear Information System (INIS)

    Mascari, F.; Vella, G.; Del Nevo, A.; D'Auria, F.

    2007-01-01

    The present paper deals with the post test analysis and accuracy quantification of the test PKL III F2.1 RUN 1 by RELAP5/Mod3.3 code performed in the framework of the international OECD/SETH PKL III Project. The PKL III is a full-height integral test facility (ITF) that models the entire primary system and most of the secondary system (except for turbine and condenser) of pressurized water reactor of KWU design of the 1300-MW (electric) class on a scale of 1:145. Detailed design was based to the largest possible extent on the specific data of Philippsburg nuclear power plant, unit 2. As for the test facilities of this size, the scaling concept aims to simulate overall thermal hydraulic behavior of the full-scale power plant [1]. The main purpose of the project is to investigate PWR safety issues related to boron dilution and in particular this experiment investigates (a) the boron dilution issue during mid-loop operation and shutdown conditions, and (b) assessing primary circuit accident management operations to prevent boron dilution as a consequence of loss of heat removal [2]. In this work the authors deal with a systematic procedure (developed at the university of Pisa) for code assessment and uncertainty qualification and its application to RELAP5 system code. It is used to evaluate the capability of RELAP5 to reproduce the thermal hydraulics of an inadvertent boron dilution event in a PWR. The quantitative analysis has been performed adopting the Fast Fourier Transform Based Method (FFTBM), which has the capability to quantify the errors in code predictions as compared to the measured experimental signal. (author)

  1. Semantic Web-based Vocabulary Broker for Open Science

    Science.gov (United States)

    Ritschel, B.; Neher, G.; Iyemori, T.; Murayama, Y.; Kondo, Y.; Koyama, Y.; King, T. A.; Galkin, I. A.; Fung, S. F.; Wharton, S.; Cecconi, B.

    2016-12-01

    Keyword vocabularies are used to tag and to identify data of science data repositories. Such vocabularies consist of controlled terms and the appropriate concepts, such as GCMD1 keywords or the ESPAS2 keyword ontology. The Semantic Web-based mash-up of domain-specific, cross- or even trans-domain vocabularies provides unique capabilities in the network of appropriate data resources. Based on a collaboration between GFZ3, the FHP4, the WDC for Geomagnetism5 and the NICT6 we developed the concept of a vocabulary broker for inter- and trans-disciplinary data detection and integration. Our prototype of the Semantic Web-based vocabulary broker uses OSF7 for the mash-up of geo and space research vocabularies, such as GCMD keywords, ESPAS keyword ontology and SPASE8 keyword vocabulary. The vocabulary broker starts the search with "free" keywords or terms of a specific vocabulary scheme. The vocabulary broker almost automatically connects the different science data repositories which are tagged by terms of the aforementioned vocabularies. Therefore the mash-up of the SKOS9 based vocabularies with appropriate metadata from different domains can be realized by addressing LOD10 resources or virtual SPARQL11 endpoints which maps relational structures into the RDF format12. In order to demonstrate such a mash-up approach in real life, we installed and use a D2RQ13 server for the integration of IUGONET14 data which are managed by a relational database. The OSF based vocabulary broker and the D2RQ platform are installed at virtual LINUX machines at the Kyoto University. The vocabulary broker meets the standard of a main component of the WDS15 knowledge network. The Web address of the vocabulary broker is http://wdcosf.kugi.kyoto-u.ac.jp 1 Global Change Master Directory2 Near earth space data infrastructure for e-science3 German Research Centre for Geosciences4 University of Applied Sciences Potsdam5 World Data Center for Geomagnetism Kyoto6 National Institute of Information and

  2. Nora: A Vocabulary Discovery Tool for Concept Extraction.

    Science.gov (United States)

    Divita, Guy; Carter, Marjorie E; Durgahee, B S Begum; Pettey, Warren E; Redd, Andrew; Samore, Matthew H; Gundlapalli, Adi V

    2015-01-01

    Coverage of terms in domain-specific terminologies and ontologies is often limited in controlled medical vocabularies. Creating and augmenting such terminologies is resource intensive. We developed Nora as an interactive tool to discover terminology from text corpora; the output can then be employed to refine and enhance natural language processing-based concept extraction tasks. Nora provides a visualization of chains of words foraged from word frequency indexes from a text corpus. Domain experts direct and curate chains that contain relevant terms, which are further curated to identify lexical variants. A test of Nora demonstrated an increase of a domain lexicon in homelessness and related psychosocial factors by 38%, yielding an additional 10% extracted concepts.

  3. An ERP study on initial second language vocabulary learning.

    Science.gov (United States)

    Yum, Yen Na; Midgley, Katherine J; Holcomb, Phillip J; Grainger, Jonathan

    2014-04-01

    This study examined the very initial phases of orthographic and semantic acquisition in monolingual native English speakers learning Chinese words under controlled laboratory conditions. Participants engaged in 10 sessions of vocabulary learning, four of which were used to obtain ERPs. Performance in behavioral tests improved over sessions, and these data were used to define fast and slow learners. Most important is that ERPs in the two groups of learners revealed qualitatively distinct learning patterns. Only fast learners showed a left-lateralized increase in N170 amplitude with training. Furthermore, only fast learners showed an increased N400 amplitude with training, with a distinct anterior distribution. Slow learners, on the other hand, showed a posterior positive effect, with increasingly positive-going waveforms in occipital sites as training progressed. Possible mechanisms underlying these qualitative differences are discussed. Copyright © 2014 Society for Psychophysiological Research.

  4. Controlled Vocabulary Service Application for Environmental Data Store

    Science.gov (United States)

    Ji, P.; Piasecki, M.; Lovell, R.

    2013-12-01

    In this paper we present a controlled vocabulary service application for Environmental Data Store (EDS). The purpose for such application is to help researchers and investigators to archive, manage, share, search, and retrieve data efficiently in EDS. The Simple Knowledge Organization System (SKOS) is used in the application for the representation of the controlled vocabularies coming from EDS. The controlled vocabularies of EDS are created by collecting, comparing, choosing and merging controlled vocabularies, taxonomies and ontologies widely used and recognized in geoscience/environmental informatics community, such as Environment ontology (EnvO), Semantic Web for Earth and Environmental Terminology (SWEET) ontology, CUAHSI Hydrologic Ontology and ODM Controlled Vocabulary, National Environmental Methods Index (NEMI), National Water Information System (NWIS) codes, EPSG Geodetic Parameter Data Set, WQX domain value etc. TemaTres, an open-source, web -based thesaurus management package is employed and extended to create and manage controlled vocabularies of EDS in the application. TemaTresView and VisualVocabulary that work well with TemaTres, are also integrated in the application to provide tree view and graphical view of the structure of vocabularies. The Open Source Edition of Virtuoso Universal Server is set up to provide a Web interface to make SPARQL queries against controlled vocabularies hosted on the Environmental Data Store. The replicas of some of the key vocabularies commonly used in the community, are also maintained as part of the application, such as General Multilingual Environmental Thesaurus (GEMET), NetCDF Climate and Forecast (CF) Standard Names, etc.. The application has now been deployed as an elementary and experimental prototype that provides management, search and download controlled vocabularies of EDS under SKOS framework.

  5. Fabrication and testing of the sintered ceramic UO{sub 2} fuel - I - III, Part III - testing of sintered uranium dioxide properties dependent on the fabrication procedure; Izrada i ispitivanje keramickog goriva na bazi UO{sub 2}- I-III, III Deo - Ispitivanje osobina sinterovanog urandioksida u zavisnosti od procesa dobijanja

    Energy Technology Data Exchange (ETDEWEB)

    Novakovic, M; Ristic, M M [Institute of Nuclear Sciences Boris Kidric, Laboratorija za termotehniku reaktora, Vinca, Beograd (Serbia and Montenegro)

    1961-12-15

    The objective of this task was testing the influence of some parameters on the properties of sintered UO{sub 2}. The influence of parameters tested were as follows: adhesives; pressure in the pressing procedure; temperature of sintering of the UO{sub 2} powder. Other parameters were chosen according to the theoretical study. Sintering was done in argon atmosphere. Characterization of the UO{sub 2} powder was performed meaning determining the needed chemical, physical and physico-chemical properties. Some new methods were developed within this task: SET method for measuring the specific surfaces, DTA, TGA, high-temperature torsion.

  6. Groundwork for a Better Vocabulary. Second Edition. Instructor's Edition. Townsend Press Vocabulary Series.

    Science.gov (United States)

    Smith, R. Kent; Johnson, Beth; Mohr, Carole

    This instructor's edition of a vocabulary textbook for college students, who read at the fifth to eighth grade level, features 25 chapters and teaches 250 basic words. The first and third chapters in each unit contain word-part practices. The second and fourth chapters in each unit contain synonym-antonym practices. The book's last chapter in each…

  7. Analyses of Receptive and Productive Korean EFL Vocabulary: Computer-Based Vocabulary Learning Program

    Science.gov (United States)

    Kim, Scott Sungki

    2013-01-01

    The present research study investigated the effects of 8 versions of a computer-based vocabulary learning program on receptive and productive knowledge levels of college students. The participants were 106 male and 103 female Korean EFL students from Kyungsung University and Kwandong University in Korea. Students who participated in versions of…

  8. Wechsler Memory Scale-III Faces test performance in patients with mild cognitive impairment and mild Alzheimer's disease.

    Science.gov (United States)

    Seelye, Adriana M; Howieson, Diane B; Wild, Katherine V; Moore, Mindy Milar; Kaye, Jeffrey A

    2009-08-01

    Little is known about the sensitivity of the Wechsler Memory Scale-Third Edition (WMS-III) Faces subtest to memory impairment associated with mild cognitive impairment (MCI). In this study, Faces performance was examined in 24 MCI patients, 46 mild Alzheimer's disease (AD) patients, and 98 elderly controls. We hypothesized that participants with diagnoses of MCI or AD would be impaired relative to controls on Faces. Analyses showed that AD participants performed significantly worse than MCI and intact participants, although there were no significant differences between MCI and intact participants. Data suggest that brain areas specialized for face recognition memory may be less affected by MCI and mild AD than regions specialized for verbal memory.

  9. Active object recognition using vocabulary trees

    CSIR Research Space (South Africa)

    Govender, N

    2013-01-01

    Full Text Available . Using this quantity, a feature’s uniqueness may be cal- culated. This is done in the following way. The feature’s Figure 3. Viewpoint weightings for a spice bottle object in the database. path through the vocabulary tree is determined by evaluat- ing... on the background will not negatively effect the weighting since all images were captured using the same background and their uniqueness weighting will be extremely low. Figure 3 is an example polar plot of viewpoint weightings for a spice bottle object...

  10. English vocabulary set #1 interactive flashcards book

    CERN Document Server

    REA, The Editors of

    2013-01-01

    REA's Interactive Flashcard books represent a novel approach which combines the merits of flash cards with the ease of using a book. One side of each page includes questions to be answered, with space for writing in one's answers - a feature not usually found on flash cards. The flip side of the same page contains the correct answers, much as flash cards do. English Vocabulary (Set #1) is fully indexed making it easy to locate topics for study. Thanks to the book form, there is no need to look for and fish out appropriate questions from a box and put them back in the proper order, and the

  11. English vocabulary set #2 interactive flashcards book

    CERN Document Server

    REA, The Editors of

    2013-01-01

    REA's Interactive Flashcard books represent a novel approach which combines the merits of flash cards with the ease of using a book. One side of each page includes questions to be answered, with space for writing in one's answers - a feature not usually found on flash cards. The flip side of the same page contains the correct answers, much as flash cards do. English Vocabulary (Set #2) is fully indexed making it easy to locate topics for study. Thanks to the book form, there is no need to look for and fish out appropriate questions from a box and put them back in the proper order, and ther

  12. 40 CFR 53.35 - Test procedure for Class II and Class III methods for PM2.5 and PM-2.5

    Science.gov (United States)

    2010-07-01

    ... purposes of this outlier test only. (i) Calculate the quantities 2 × R1,j/(R1,j + R2,j) and 2 × R1,j/(R1,j... of the interval, (0.93, 1.07), then R2,j is an outlier. (iii) Calculate the quantities 2 × R3,j/(R3,j... site B shall be in a western city characterized by a high ratio of PM10−2.5 to PM2.5, with exposure to...

  13. Detoxification of Pesticide-Containing Wastewater with FeIII, Activated Carbon and Fenton Reagent and Its Control Using Three Standardized Bacterial Inhibition Tests

    Directory of Open Access Journals (Sweden)

    Eduard Rott

    2017-12-01

    Full Text Available Discharge of toxic industrial wastewaters into biological wastewater treatment plants may result in inhibition of activated sludge bacteria (ASB. In order to find an appropriate method of detoxification, the wastewater of a pesticide-processing plant in Vietnam was treated with three different methods (FeIII, powdered activated carbon (PAC, Fenton (FeII/H2O2 analyzing the detoxification effect with the nitrification inhibition test (NIT, respiration inhibition test (RIT and luminescent bacteria test (LBT. The heterotrophic ASB were much more resistant to the wastewater than the autotrophic nitrificants. The NIT turned out to be more suitable than the RIT since the NIT was less time-consuming and more reliable. In addition, the marine Aliivibrio fischeri were more sensitive than the nitrificants indicating that a lack of inhibition in the very practical and time-efficient LBT correlates with a lack of nitrification inhibition. With 95%, the Fenton method showed the highest efficiency regarding the chemical oxygen demand (COD removal. Although similar COD removal (60–65% was found for both the FeIII and the PAC method, the inhibitory effect of the wastewater was reduced much more strongly with PAC. Both the NIT and the LBT showed that the PAC and Fenton methods led to a similar reduction in the inhibitory effect.

  14. Possibilities and Implications of Using the ICF and Other Vocabulary Standards in Electronic Health Records.

    Science.gov (United States)

    Vreeman, Daniel J; Richoz, Christophe

    2015-12-01

    There is now widespread recognition of the powerful potential of electronic health record (EHR) systems to improve the health-care delivery system. The benefits of EHRs grow even larger when the health data within their purview are seamlessly shared, aggregated and processed across different providers, settings and institutions. Yet, the plethora of idiosyncratic conventions for identifying the same clinical content in different information systems is a fundamental barrier to fully leveraging the potential of EHRs. Only by adopting vocabulary standards that provide the lingua franca across these local dialects can computers efficiently move, aggregate and use health data for decision support, outcomes management, quality reporting, research and many other purposes. In this regard, the International Classification of Functioning, Disability, and Health (ICF) is an important standard for physiotherapists because it provides a framework and standard language for describing health and health-related states. However, physiotherapists and other health-care professionals capture a wide range of data such as patient histories, clinical findings, tests and measurements, procedures, and so on, for which other vocabulary standards such as Logical Observation Identifiers Names and Codes and Systematized Nomenclature Of Medicine Clinical Terms are crucial for interoperable communication between different electronic systems. In this paper, we describe how the ICF and other internationally accepted vocabulary standards could advance physiotherapy practise and research by enabling data sharing and reuse by EHRs. We highlight how these different vocabulary standards fit together within a comprehensive record system, and how EHRs can make use of them, with a particular focus on enhancing decision-making. By incorporating the ICF and other internationally accepted vocabulary standards into our clinical information systems, physiotherapists will be able to leverage the potent

  15. The concurrent use of three implicit measures (eye movements, pupillometry, and event-related potentials) to assess receptive vocabulary knowledge in normal adults.

    Science.gov (United States)

    Ledoux, Kerry; Coderre, Emily; Bosley, Laura; Buz, Esteban; Gangopadhyay, Ishanti; Gordon, Barry

    2016-03-01

    Recent years have seen the advent and proliferation of the use of implicit techniques to study learning and cognition. One such application is the use of event-related potentials (ERPs) to assess receptive vocabulary knowledge. Other implicit assessment techniques that may be well-suited to other testing situations or to use with varied participant groups have not been used as widely to study receptive vocabulary knowledge. We sought to develop additional implicit techniques to study receptive vocabulary knowledge that could augment the knowledge gained from the use of the ERP technique. Specifically, we used a simple forced-choice paradigm to assess receptive vocabulary knowledge in normal adult participants using eye movement monitoring (EM) and pupillometry. In the same group of participants, we also used an N400 semantic incongruity ERP paradigm to assess their knowledge of two groups of words: those expected to be known to the participants (high-frequency, familiar words) and those expected to be unknown (low-frequency, unfamiliar words). All three measures showed reliable differences between the known and unknown words. EM and pupillometry thus may provide insight into receptive vocabulary knowledge similar to that from ERPs. The development of additional implicit assessment techniques may increase the feasibility of receptive vocabulary testing across a wider range of participant groups and testing situations, and may make the conduct of such testing more accessible to a wider range of researchers, clinicians, and educators.

  16. The Effectiveness of Synectics Instructional Model on Foreign Language Vocabulary Teaching

    Directory of Open Access Journals (Sweden)

    Bahadır

    2017-06-01

    Full Text Available This study, which is an experimental research with pre-test and post-test control groups, aims to determine the effectiveness of the Synectics Instructional Model on foreign language vocabulary teaching. The research was conducted with two experimental and two control groups and 82 students taking part in these groups. The experimental application of the research was carried out during the fall semester of 2016-2017, with a total of 16 class hours in English reading course in English preparatory class. Research data was gathered from an English vocabulary achievement test which was designed by the researchers. In the process of analyzing the research data, dependent and independent t-tests, Cohen’s d effect size test and thematic analysis were used. The major findings reveal that Synectics based vocabulary teaching has a strong effect on the level of learning and the persistence of the learning. On the other hand, there is a considerable difference between the numbers of the words that students learn indirectly in the process in favor of the experimental group students. Finally, the analysis also reveals that the experimental and control group students have variability in terms of the thematic diversity and semantic equivalence of the words learned indirectly in the process.

  17. Exploring Vocabulary Learning Strategies Used by UPM TESL Undergraduates

    Science.gov (United States)

    Safian, Nur Hanisah; Malakar, Sharmila; Kalajahi, Seyed Ali Rezvani

    2014-01-01

    Vocabulary learning is one of the most challenging factors that learners will face during the process of second language learning. The main pursuit of the present study was to investigate the vocabulary language strategies among Malaysian ESL students majoring in Teaching English as a Second Language (TESL) at University Putra Malaysia. There are…

  18. Using E-Books to Acquire Foundational Academic Vocabulary

    Science.gov (United States)

    Love, Matthew L.; Spies, Tracy G.; Morgan, Joseph J.

    2017-01-01

    Secondary students identified as English language learners or with learning disabilities present diverse vocabulary and academic challenges related to their exceptional language needs. Limited academic vocabulary may hinder students in accessing academic content and serve as a barrier to achievement. The literature has documented the use of…

  19. Core Vocabulary: Its Morphological Content and Presence in Exemplar Texts

    Science.gov (United States)

    Hiebert, Elfrieda H.; Goodwin, Amanda P.; Cervetti, Gina N.

    2018-01-01

    This study addresses the distribution of words in texts at different points of schooling. The first aim was to identify a core vocabulary that accounts for the majority of the words in texts through the lens of morphological families. Results showed that 2,451 morphological families, averaging 4.61 members, make up the core vocabulary of school…

  20. Information and documentation - Thesauri and interoperability with other vocabularies

    DEFF Research Database (Denmark)

    Lykke, Marianne; Dalbin, Sylvie; Smedt, Johan De

    ISO 25964-2:2013 is applicable to thesauri and other types of vocabulary that are commonly used for information retrieval. It describes, compares and contrasts the elements and features of these vocabularies that are implicated when interoperability is needed. It gives recommendations for the est...

  1. Contextual Clues Vocabulary Strategies Choice among Business Management Students

    Science.gov (United States)

    Ahmad, Siti Nurshafezan; Muhammad, Ahmad Mazli; Kasim, Aini Mohd

    2018-01-01

    New trends in vocabulary learning focus on strategic vocabulary learning to create more active and independent language learners. Utilising suitable contextual clues strategies is seen as vital in enabling and equipping language learners with the skill to guess word meaning accurately, moving away from dependency on a dictionary to improve their…

  2. The Effect of Vocabulary on Introductory Microbiology Instruction

    Science.gov (United States)

    Richter, Emily

    2011-01-01

    This study examines the effect of the translation of traditional scientific vocabulary into plain English, a process referred to as Anglicization, on student learning in the context of introductory microbiology instruction. Data from Anglicized and Classical-vocabulary lab sections were collected. Data included exam scores as well as pre and…

  3. Is Incidental Vocabulary Acquisition Feasible to EFL Learning?

    Science.gov (United States)

    Luo, Jian-ping

    2013-01-01

    For learning English as a foreign language, the efficiency of the approach of incidental vocabulary acquisition depends on the word frequency and text coverage. However, the statistics of English corpus reveals that English is a language that has a large vocabulary size but a low word frequency as well as text coverage, which is obviously not in…

  4. Vocabulary Acquisition through Direct and Indirect Learning Strategies

    Science.gov (United States)

    Naeimi, Maki; Foo, Thomas Chow Voon

    2015-01-01

    Vocabulary learning has long been considered as one of the essential components for developing language learning. However, language learners are required to not just concern about memorizing definitions but also integrating vocabulary meaning into their present knowledge. Many strategies such as direct or indirect ones may be integrated to enhance…

  5. Japanese Vocabulary Acquisition by Learners in Three Contexts

    Science.gov (United States)

    Dewey, Dan P.

    2008-01-01

    This study is an investigation of the development of vocabulary knowledge during study abroad (SA), intensive domestic immersion (IM) and academic-year formal classroom (AY) learning. Its focus was the growth of vocabulary knowledge in Japanese--a language where little SA research has been conducted to date. Unlike most studies addressing…

  6. EFL Vocabulary Acquisition through Word Cards: Student Perceptions and Strategies

    Science.gov (United States)

    Wilkinson, Darrell

    2017-01-01

    Vocabulary knowledge plays an important role in second language proficiency, and learners need to acquire thousands of words in order to become proficient in the target language. As numerous studies have shown that incidental vocabulary acquisition is not sufficient on its own, it is clear that learners must devote considerable time and effort to…

  7. Memorization versus Semantic Mapping in L2 Vocabulary Acquisition

    Science.gov (United States)

    Khoii, Roya; Sharififar, Samira

    2013-01-01

    This study investigated the effects of two cognitive strategies, rote memorization and semantic mapping, on L2 vocabulary acquisition. Thirty-eight intermediate female EFL learners divided into two experimental groups participated in this study. Each experimental group used one of the strategies for vocabulary acquisition. After the four-month…

  8. A Comparative Study of Televised and Non-televised Vocabulary ...

    African Journals Online (AJOL)

    dell

    Vocabulary Teaching: the Case of Grade Ten in Focus. ... words were taken from Units 2 and 3 (English for Ethiopia, student text for ... On the other hand, even if it was below average, the study indicated that the ..... Table 1: How frequently the teachers use visual aids to teach vocabulary items .... This is a great disadvantage.

  9. Improving Vocabulary Skills through Assistive Technology: Rick's Story

    Science.gov (United States)

    Lindsey-Glenn, Pam F.; Gentry, James E.

    2008-01-01

    This case study examines the use of two assistive technologies, the Franklin Language Master 6000b and Microsoft PowerPoint 2003, as visual support systems to aid in the vocabulary acquisition skills of a student with autism spectrum disorder (ASD). The intervention used children's literature and best practices in teaching vocabulary skills in…

  10. Core vocabulary of young children with Down syndrome

    NARCIS (Netherlands)

    Deckers, S.R.J.M.; Zaalen, Y. van; Balkom, L.J.M. van; Verhoeven, L.T.W.

    2017-01-01

    The aim of this study was to develop a core vocabulary list for young children with intellectual disabilities between 2 and 7 years of age because data from this population are lacking in core vocabulary literature. Children with Down syndrome are considered one of the most valid reference groups

  11. Motivate Students to Engage in Word Study Using Vocabulary Games

    Science.gov (United States)

    Wells, Jenny C.; Narkon, Drue E.

    2011-01-01

    Vocabulary instruction across the content areas aids reading comprehension, making it time well spent in the classroom. Although students with learning disabilities (LD) need many practice opportunities to learn new words, engaging them in vocabulary instruction may prove challenging. Due to their past difficulties in acquiring reading skills,…

  12. Early Home Language Use and Later Vocabulary Development

    Science.gov (United States)

    Mancilla-Martinez, Jeannette; Lesaux, Nonie K.

    2011-01-01

    This longitudinal study examined the association between early patterns of home language use (age 4.5 years) and vocabulary growth (ages 4.5 to 12 years) in English and Spanish for 180 Spanish-speaking language minority learners followed from ages 4.5 to 12 years. Standardized measures of vocabulary were administered to children from ages 4.5 to…

  13. Service Learning: Flooding Students with Vocabulary through Read Alouds

    Science.gov (United States)

    Holmes, Kerry; Thompson, Judith

    2014-01-01

    In the spirit of the Steven Stahl 600 Book Kid Challenge, 90 preservice teachers engaged children in 36 read-aloud sessions for a vocabulary improvement service learning project. This article describes how the preservice teachers used narrative and informational books as a vehicle for rare-word vocabulary exposure for children ages 8-12.

  14. Implementing Controlled Composition to Improve Vocabulary Mastery of EFL Students

    Science.gov (United States)

    Juriah

    2015-01-01

    The purposes of this study was to know how (1) Controlled composition teaching techniques implemented by the English teacher at SDN 027 Samarinda to improve vocabulary mastery, and (2) Controlled composition teaching techniques improves vocabulary mastery of the sixth grade students of SDN 027 Samarinda. This research used a Classroom Action…

  15. Studies and Suggestions on English Vocabulary Teaching and Learning

    Science.gov (United States)

    Zheng, Shigao

    2012-01-01

    To improve vocabulary learning and teaching in ELT settings, two questionnaires are designed and directed to more than 100 students and teachers in one of China's key universities. The findings suggest that an enhanced awareness of cultural difference, metaphorical competence, and learners' autonomy in vocabulary acquisition will effectively…

  16. Teaching Vocabulary through Games--A Sanguine Step

    Science.gov (United States)

    Anil, Beena

    2011-01-01

    Vocabulary is predominant in improving one's communicative skill. Language is more powerful when it is being used perfectly. Teachers should consider the background of learners and aid them to learn and develop their vocabulary in many interesting ways especially through games. This paper deals with a productive and a logical study, done on a set…

  17. Teaching Academic Vocabulary to Adolescents with Learning Disabilities

    Science.gov (United States)

    Beach, Kristen D.; Sanchez, Victoria; Flynn, Lindsay J.; O'Connor, Rollanda E.

    2015-01-01

    This article describes the efforts of a U.S. History teacher to directly teach word meanings using the "robust vocabulary instruction" (RVI) approach, because research supports this method as a way to improve vocabulary knowledge for a range of students, including adolescents reading below grade level (i.e., struggling readers) and…

  18. KEEFEKTIFAN METODE SCHOOLYARD INQUIRY TERHADAP PENINGKATAN PEMAHAMAN SCIENCE VOCABULARY

    Directory of Open Access Journals (Sweden)

    S.D. Pamelasari

    2014-10-01

    Full Text Available Tantangan yang harus dihadapi dalam mengajar Bahasa Inggris di pada mahasiswa selain jurusan Bahasa Inggris adalah tingkat pemahaman kosakata yang rendah. Hal tersebut berpengaruh pada pemahaman materi mereka, berdasarkan permasalahan tersebut metode schoolyard inquiry digagas untuk membantu meningkatkan pemahaman mereka dalam memahami science vocabulary sebagai metode alternative untuk membantu mereka belajar. Schoolyard inquiry adalah metode belajar kosakata secara mandiri di luar kelas. Hasil analisis menunjukkan bahwa pemahaman science vocabulary mahasiswa Pendidikan IPA FMIPA Unnes mengingkat secara signifikan dan mencapai tingkat tinggi pada level pemahamannya. Melalui metode ini mahasiswa juga dapat mengintegrasikan pembelajaran Bahasa Inggris dengan metode saintifik. Mahasiswa juga memberikan respon positif terhadap metode schoolyard inquiry  ini. The challenge that should be faced of teaching English for non English department students is the low level of students’ vocabulary mastery. It affects their comprehension of material, therefore to help students to master the science vocabulary schoolyard inquiry method was proposed to be used as alternative method to improve students’ vocabulary mastery. Schoolyard inquiry is a method of independent learning that is conducted outside the class. The result showed that the students’ science vocabulary mastery improved significantly most of students reached high level of science vocabulary mastery. Through Schoolyard Inquiry method Students were be able to learn English by applying the scientific skill. The students also gave positive responses of learning vocabulary by using alternatif method of schoolyard inquiry.

  19. The Key to Enhancing Students' Mathematical Vocabulary Knowledge

    Science.gov (United States)

    Riccomini, Paul J.; Sanders, Sharon; Jones, Julie

    2008-01-01

    The importance of learning mathematical vocabulary is vital for the development of proficiency in mathematics. In an effort to improve students' mathematical performance, educators must use research-validated instructional methods to teach important mathematical vocabulary. Mnemonic instruction is a set of evidenced-based strategies used to…

  20. Lexical Coverage of TED Talks: Implications for Vocabulary Instruction

    Science.gov (United States)

    Nurmukhamedov, Ulugbek

    2017-01-01

    Teachers of English are often in search of authentic audio and video materials that promote learners' listening comprehension and vocabulary development. TED Talks, a set of freely available web presentations, could be a useful resource to promote vocabulary instruction. The present replication study examines the lexical coverage of TED Talks by…

  1. Measuring Teachers' Knowledge of Vocabulary Development and Instruction

    Science.gov (United States)

    Duguay, Annie; Kenyon, Dorry; Haynes, Erin; August, Diane; Yanosky, Tiffany

    2016-01-01

    This article describes the development of an instrument to measure teachers' knowledge of vocabulary development and instruction, the Teacher Knowledge of Vocabulary Survey (TKVS). This type of knowledge has become increasingly important as all classroom teachers are expected to help students meet language and literacy standards that include…

  2. Neural Correlates of High Performance in Foreign Language Vocabulary Learning

    Science.gov (United States)

    Macedonia, Manuela; Muller, Karsten; Friederici, Angela D.

    2010-01-01

    Learning vocabulary in a foreign language is a laborious task which people perform with varying levels of success. Here, we investigated the neural underpinning of high performance on this task. In a within-subjects paradigm, participants learned 92 vocabulary items under two multimodal conditions: one condition paired novel words with iconic…

  3. Narrow Viewing: The Vocabulary in Related Television Programs

    Science.gov (United States)

    Rodgers, Michael P. H.; Webb, Stuart

    2011-01-01

    In this study, the scripts of 288 television episodes were analyzed to determine the extent to which vocabulary reoccurs in related and unrelated television programs, and the potential for incidental vocabulary learning through watching one season (approximately 24 episodes) of television programs. The scripts consisted of 1,330,268 running words…

  4. The Correlation Between Students’ Vocabulary Mastery and Their Interest in English Toward Reading Comprehension in Descriptive Text

    Directory of Open Access Journals (Sweden)

    Eva Faliyanti

    2015-10-01

    Full Text Available Abstract :Vocabulary is one aspects  in reading comprehension. By having  a lot vocabulary, the students understand in reading comprehension. The interest in English also gives effect of students mastery in English. Before the students start to read they are must be interested in English first. Reading is one of skills in English that very essential for the students, because by reading the students can get information from the text. In this research the researcher focoses on reading comprehension in descriptive text. The problems formulation in this research are;(1 How far is the students score of ability in vocabulary mastery toward reading comprehension in descriptive text? (2 How far is the students score of ability in students interest in English toward reading comprehension in descriptive text? (3 How far is the correlation between students’ score of vocabulary mastery and students interest in English toward reading comprehension in descriptive text?. The objective of the research are; (1 To identify the students’ score in vocabulary mastery toward reading comprehension in descriptive text. (2 To identify the students’ score in students interest in English toward reading comprehension in descriptive text. (3 To find out how far the correlation between students’ score of vocabulary mastery and students interest in English toward reading compregension in descritive text.Theresearch was conducted at the second semester of Muhammadiyah University Students in Academic Year 2014/2015. The population of this research was 127 students. The researcher used cluster ramdom sampling in taking sample. In collecting the data the researcher used test and questionnarie, namely vocabulary mastery and reading comprehension in descriptive text. In questionnarie used to students interest in English and in analyzing the data, the researcher used Product Moment Formula.After analyzing the data by using the correlation product moment and Regression

  5. Rapid and sensitive lateral flow immunoassay method for determining alpha fetoprotein in serum using europium (III) chelate microparticles-based lateral flow test strips

    Energy Technology Data Exchange (ETDEWEB)

    Liang, Rong-Liang; Xu, Xu-Ping; Liu, Tian-Cai; Zhou, Jian-Wei; Wang, Xian-Guo; Ren, Zhi-Qi [Institute of Antibody Engineering, School of Biotechnology, Southern Medical University, Guangzhou 510515, Guangdong (China); Hao, Fen [DaAn Gene Co. Ltd. of Sun Yat-sen University, 19 Xiangshan Road, Guangzhou 510515 (China); Wu, Ying-Song, E-mail: wg@smu.edu.cn [Institute of Antibody Engineering, School of Biotechnology, Southern Medical University, Guangzhou 510515, Guangdong (China)

    2015-09-03

    Alpha-fetoprotein (AFP), a primary marker for many diseases including various cancers, is important in clinical tumor diagnosis and antenatal screening. Most immunoassays provide high sensitivity and accuracy for determining AFP, but they are expensive, often complex, time-consuming procedures. A simple and rapid point-of-care system that integrates Eu (III) chelate microparticles with lateral flow immunoassay (LFIA) has been developed to determine AFP in serum with an assay time of 15 min. The approach is based on a sandwich immunoassay performed on lateral flow test strips. A fluorescence strip reader was used to measure the fluorescence peak heights of the test line (H{sub T}) and the control line (H{sub C}); the H{sub T}/H{sub C} ratio was used for quantitation. The Eu (III) chelate microparticles-based LFIA assay exhibited a wide linear range (1.0–1000 IU mL{sup −1}) for AFP with a low limit of detection (0.1 IU mL{sup −1}) based on 5ul of serum. Satisfactory specificity and accuracy were demonstrated and the intra- and inter-assay coefficients of variation (CV) for AFP were both <10%. Furthermore, in the analysis of human serum samples, excellent correlation (n = 284, r = 0.9860, p < 0.0001) was obtained between the proposed method and a commercially available CLIA kit. Results indicated that the Eu (III) chelate microparticles-based LFIA system provided a rapid, sensitive and reliable method for determining AFP in serum, indicating that it would be suitable for development in point-of-care testing. - Highlights: • Europium (III) chelate microparticles was used as a label for LIFA. • Quantitative detection by using H{sub T}/H{sub C} ratio was achieved. • LIFA for simple and rapid AFP detection in human serum. • The sensitivity and linearity was more excellent compared with QD-based ICTS. • This method could be developed for rapid point-of-care screening.

  6. First level analysis report: comparative testing of HVS Mk IV+ and HVS Mk III on road D2388 near Cullinan

    CSIR Research Space (South Africa)

    Morton, B

    2003-03-01

    Full Text Available , result in variations in pavement response and test results. Based on this concern and in an effort to ensure uniformity throughout APT with the HVS, a comparative testing project was initiated to compare the effect of the two machines on pavement...

  7. Significance of Iron(II,III) Hydroxycarbonate Green Rust in Arsenic Remediation Using Zerovalent Iron in Laboratory Column Tests

    Science.gov (United States)

    We examined the corrosion products of zerovalent iron used in three column tests for removing arsenic from water under dynamic flow conditions. Each column test lasted three- to four-months using columns consisting of a 10.3-cm depth of 50 : 50 (w : w, Peerless iron : sand) in t...

  8. 4 August 2011 - Austrian Head of Protocol, Directorate General III, Federal Ministry of Science and Research I. Friedrich (3rd from left) in the LHC superconducting magnet test hall with M. Benedkit, C. Wulz and C. Fabjan.

    CERN Multimedia

    Maximilien Brice

    2011-01-01

    4 August 2011 - Austrian Head of Protocol, Directorate General III, Federal Ministry of Science and Research I. Friedrich (3rd from left) in the LHC superconducting magnet test hall with M. Benedkit, C. Wulz and C. Fabjan.

  9. Acoustic Detection of Faults and Degradation in a High-Bypass Turbofan Engine during VIPR Phase III Testing

    Science.gov (United States)

    Boyle, Devin K.

    2017-01-01

    The Vehicle Integrated Propulsion Research (VIPR) Phase III project was executed at Edwards Air Force Base, California, by the National Aeronautics and Space Administration and several industry, academic, and government partners in the summer of 2015. One of the research objectives was to use external radial acoustic microphone arrays to detect changes in the noise characteristics produced by the research engine during volcanic ash ingestion and seeded fault insertion scenarios involving bleed air valves. Preliminary results indicate the successful acoustic detection of suspected degradation as a result of cumulative exposure to volcanic ash. This detection is shown through progressive changes, particularly in the high-frequency content, as a function of exposure to greater cumulative quantities of ash. Additionally, detection of the simulated failure of the 14th stage stability bleed valve and, to a lesser extent, the station 2.5 stability bleed valve, to their fully-open fail-safe positions was achieved by means of spectral comparisons between nominal (normal valve operation) and seeded fault scenarios.

  10. Speeding up Vocabulary Acquisition through Action Research

    Directory of Open Access Journals (Sweden)

    Ameerchund (Ashraf Maharaj

    2017-05-01

    Full Text Available Gaining a wider vocabulary is fundamental to language learning. It follows then that the faster students engage and learn new words, the faster will be their proficiency with the target language. Multi-Dimensional Vocabulary Acquisition (or MDVA means approaching new terms / concepts from a variety of perspectives so that the target word is thoroughly analysed, giving students access to all dimensions of the word. There are many dimensions or elements that will help elucidate and unlock meaning, but for the purposes of this chapter new words will be looked at in terms of their antonyms, synonyms and associated words, rhyming counterparts, idiomatic usage, gender considerations, diminutive implications, proverbial usage and likely confusion with other words. In this study the author employs an Action Research methodology where practical classroom exercises involving students’ writing efforts pre- and post MDVA are closely examined. Using the familiar “spiral of cycles” approach, it becomes clear that “unpacking” the target word means that the meaning of many other words associated with the target word becomes explicit. A workshop with faculty is included as part of the practical application of MDVA.

  11. Atomic Energy Control Board vocabulary - preliminary edition

    Energy Technology Data Exchange (ETDEWEB)

    Nolet, D [Public Works and Government Services Canada, Montreal, PQ (Canada). Terminology and Documentation Directorate

    1995-09-01

    This preliminary edition was prepared at the Board`s request to help it establish a standardized terminology. It was produced by scanning the 99 French and English documents listed at the end of this Vocabulary. The documents include legislation concerning atomic energy and the transportation of radioactive materials, as well as the Board`s publications, such as the Consultative Documents, Regulatory Documents and Notices. The terms included from the following areas are: radiation protection, reactor technology, nuclear fuel cycle, radioactive material packaging and transportation, radioactive waste management, uranium mines, and medical and industrial applications of radioelements. Also included are the titles of publications and the names of organizations and units. The vocabulary contains 2,589 concepts, sometimes accompanied by definitions, contexts or usage examples. Where terms have been standardized by the Canadian Committee for the Standardization of Nuclear Terminology, this has been indicated. Where possible, we have verified the terms using the TERMIUM, the Government of Canada Linguistic Data Bank. (author).

  12. Gradient phonological inconsistency affects vocabulary learning.

    Science.gov (United States)

    Muench, Kristin L; Creel, Sarah C

    2013-09-01

    Learners frequently experience phonologically inconsistent input, such as exposure to multiple accents. Yet, little is known about the consequences of phonological inconsistency for language learning. The current study examines vocabulary acquisition with different degrees of phonological inconsistency, ranging from no inconsistency (e.g., both talkers call a picture /vig/) to mild but detectable inconsistency (e.g., one talker calls a picture a /vig/, and the other calls it a /vIg/), up to extreme inconsistency (e.g., the same picture is both a /vig/ and a /dIdʒ/). Previous studies suggest that learners readily extract consistent phonological patterns, given variable input. However, in Experiment 1, adults acquired phonologically inconsistent vocabularies more slowly than phonologically consistent ones. Experiment 2 examined whether word-form inconsistency alone, without phonological competition, was a source of learning difficulty. Even without phonological competition, listeners learned faster in 1 accent than in 2 accents, but they also learned faster in 2 accents (/vig/ = /vIg/) than with completely different labels (/vig/ = /dIdʒ/). Overall, results suggest that learners exposed to multiple accents may experience difficulty learning when 2 forms mismatch by more than 1 phonological feature, plus increased phonological competition due to a greater number of word forms. Implications for learning from variable input are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

  13. The Exploring Nature of Vocabulary Acquisition and Common Main Gaps in the Current Studies of Vocabulary Acquisition

    Science.gov (United States)

    Fazeli, Seyed Hossein

    2012-01-01

    Vocabulary can be a key factor for success, central to a language, and paramount to a language learner. In such situation, the lexicon may be the most important component for learners (Grass and Selinker, 1994), and mastering of vocabulary is an essential component of second/foreign language teaching and learning that has been repeatedly…

  14. Effects of high temperature ECC injection on small and large break BWR LOCA simulation tests in ROSA-III program (RUNs 940 and 941)

    International Nuclear Information System (INIS)

    Suzuki, Mitsuhiro; Nakamura, Hideo; Kumamaru, Hiroshige; Anoda, Yoshinari; Yonomoto, Taisuke; Murata, Hideo; Tasaka, Kanji

    1990-03-01

    The ROSA-III program, of which principal results are summarized in a report of JAERI 1307, conducted small and large-break loss-of-coolant experiments (RUNs 940 and 941) with high water temperature of the emergency core cooling system (ECCS) are one of the parametric study with respect to the ECCS effect on core cooling. This report presents all the experiment results of these two tests and describes additional finding with respect to the hot ECC effects on core cooling phenomena. By comparing these two tests (water temperature of 393 K) with the standard ECC tests of RUNs 922 and 926 (water temperature of 313 K), it was found that the ECC subcooling variation had a small influence on the core cooling phenomena in 5 % small break tests but had larger influence on them in 200 % break tests. The ECC subcooling effects described in the previous report are reviewed and the temperature distribution in the pressure vessel is investigated for these four tests. (author)

  15. The Effect of Perceptual Learning on L2 Vocabulary Learning and Retention

    OpenAIRE

    BEDİR, Gülay; BEKTAŞ BEDİR, Sevgi

    2018-01-01

    It is thought that learning styles have an effecton learning foreign language. This study aims to determine effects ofperceptual learning styles on L2 vocabulary learning and retention. Learningstyle preferences were assessed in the current study through the section ofCohen et al.’s Learning Style Survey (LSS) corresponding to the perceptualmodalities and achievement tests developed by the researcher was used to assessvocabulary learning and retention. And an open-ended question is tried toan...

  16. Polish Vocabulary Development in 2-Year-Olds: Comparisons with English Using the Language Development Survey

    Science.gov (United States)

    Rescorla, Leslie; Constants, Holly; Bialecka-Pikul, Marta; Stepien-Nycz, Malgorzata; Ochal, Anna

    2017-01-01

    Purpose: The objective of this study was to compare vocabulary size and composition in 2-year-olds learning Polish or English as measured by the Language Development Survey (LDS; Rescorla, 1989). Method: Participants were 199 Polish toddlers (M = 24.14 months, SD = 0.35) and 422 U.S. toddlers (M = 24.69 months, SD = 0.78). Results: Test-retest…

  17. The Effect of Context (Humorous vs. Non-humorous on Vocabulary Acquisition and Retention of Iranian EFL Learners

    Directory of Open Access Journals (Sweden)

    Mohsen Ghaffari

    2012-11-01

    Full Text Available For almost four decades, ESL/EFL scholars have been trying to find which learning type, contextualized vs. decontextualized, leads to better vocabulary acquisition and retention. In an attempt to solve this problem, this study tried to examine the possible effectiveness of using humorous context on vocabulary acquisition and retention. Another issue that was undertaken in the present study was comparing the efficiency of contextualized and decontextualized vocabulary learning and retention. For this purpose, 58 Iranian EFL learners were categorized into 3 groups: a humorous, b non-humorous, and c decontextualized. The findings were analyzed using one-way ANOVA and Tukey post hoc test. As the results revealed, the participants in decontextualized group outperformed the participants in both humorous and non-humorous groups. However, it should be noted that the performance of humorous group was significantly better than the performance of non-humorous group.

  18. Effects of a virtual platform in reading comprehension and vocabulary: An alternative to improve reading abilities in Elementary school

    Directory of Open Access Journals (Sweden)

    Cecilia Thorne

    2013-06-01

    Full Text Available Given, on the one hand, the poor results obtained by Peruvian children in the national and international reading assessments. And on the other hand, the increased investment intechnology for schools in the country, this study aimed to develop and test an online tool to improve reading comprehension. In order to do this, the reading comprehension strategies and vocabulary activities from the research-based digital environment ICON were adapted to design the platform LEO. A total of 88 fifth graders from urban middle-to-low-income private schools from Lima participated in this quasi-experimental study, which involved acontrol group and a treatment group that participated in a 12-week teacher-mediated digital intervention. All participants were administered reading and vocabulary assessments pre and post intervention. Results revealed that students who participated in the intervention achieved higher comprehension scores for narrative texts and higher vocabulary scores than those of the control group.

  19. The vocabulary profile of Slovak children with primary language impairment compared to typically developing Slovak children measured by LITMUS-CLT.

    Science.gov (United States)

    Kapalková, Svetlana; Slančová, Daniela

    2017-01-01

    This study compared a sample of children with primary language impairment (PLI) and typically developing age-matched children using the crosslinguistic lexical tasks (CLT-SK). We also compared the PLI children with typically developing language-matched younger children who were matched on the basis of receptive vocabulary. Overall, statistical testing showed that the vocabulary of the PLI children was significantly different from the vocabulary of the age-matched children, but not statistically different from the younger children who were matched on the basis of their receptive vocabulary size. Qualitative analysis of the correct answers revealed that the PLI children showed higher rigidity compared to the younger language-matched children who are able to use more synonyms or derivations across word class in naming tasks. Similarly, an examination of the children's naming errors indicated that the language-matched children exhibited more semantic errors, whereas PLI children showed more associative errors.

  20. Flow tests of the Willis Hulin Well. Volume III. Final report for the period October 1985--October 1990

    Energy Technology Data Exchange (ETDEWEB)

    Randolph, P.L.; Hayden, C.G.; Rogers, L.A.

    1992-02-01

    The initial flow test of the Hulin well was done to obtain brine and gas samples and to get a first measure of the reservoir properties. The 20,602 to 20,690-foot interval was perforated and tested in two short-term draw-down and buildup tests. This zone had an initial pressure of 17,308 psia and temperature of 339 F. The total dissolved solids of 207,000 mg/L (mostly sodium chloride) is higher than for previously tested Gulf Coast geopressured-geothermal wells. The gas content in the brine of 31 to 32 SCF/STB indicates that the brine is at or near saturation with natural gas. The permeability, as deduced from the draw-down and buildup tests, is 13 md for the lower 80-foot-thick sand member. The duration of the tests was too short to determine the lateral extent of the reservoir; but declining measured values for static bottomhole pressure prior to each flow test suggests a relatively small reservoir. When the uppermost interval in the zone of interest (20,220 to 20,260 feet) was perforated such that flow from this zone would commingle with flow from the lower zone, little to no free gas was observed. It had been speculated before the test that there might be free gas in this upper zone. These speculations were generally deduced from logs after assuming the formation contained brine that had a salinity between 70,000 and 100,000 mg/L. The actual salinity was more than twice that number. it is now apparent that the amount of free gas, if any, is too small to make a significant contribution to production in a short-term test. This does not preclude the possibility of mobilization of gas by higher drawdown or coning down from an offsetting gas cap in one or more of the sand members. However, there was no evidence that this was occurring in this test. No measurements of the reservoir parameters, such as permeability, were made for the shallowest interval tested. But substantially lower drawdown for the commingled zones suggests either higher permeability or lower skin

  1. Improving listening comprehension skills relying on metacognitive strategies - focus on vocabulary and specific l2 instruction

    Directory of Open Access Journals (Sweden)

    Jerotijević-Tišma Danica

    2016-01-01

    Full Text Available The present paper aims at investigating the application of an instructional method specifically focused on the expansion of metacognitive awareness and its effect on Serbian EFL students’ listening comprehension. The current study is a follow-up research of a similar study by Vandergrift and Tafaghodtari (2010. However, we sought to expand the previous research by investigating the relationship between the students’ current level of L2 (target language vocabulary and listening test scores. Our study likewise differed in the sample of participants, the target language, teaching and testing material used, and the duration of the very experiment. To answer the proposed research questions we conducted an experiment with 57 Serbian secondary school EFL (English as a Foreign Language learners divided into experimental (n=27 and control group (n=30. The results of the pre- and post-tests of the two groups showed the beneficial effects of developing metacognitive strategies and the strong positive correlation between the level of vocabulary and listening comprehension. The paper underlines important pedagogical implications especially regarding the enhancement of metacognitive awareness and vocabulary proficiency of students in order to improve performance on listening comprehension tasks.

  2. Results of tests and studies of American materials in the channel of the MHD facility U-02 (Phase III)

    International Nuclear Information System (INIS)

    Burenkov, D.K.; Borodina, T.I.; Vysotsky, D.A.; Zalkind, V.I.; Kirillov, V.V.; Romanov, A.I.; Telegin, G.P.; Strekalov, N.V.

    1978-10-01

    In accordance with the US--USSR Cooperative Program in MHD joint US--USSR tests were conducted in May 1978 at the U-02 facility of an MHD generator section consisting of U.S.-built electrode blocks and USSR-built insulating walls. The main purpose of the experiment was to conduct continuous 100-hour duration tests of materials and structures of electrode blocks; in particular, to study the behavior of ceramic electrodes and insulators in operating conditions of an MHD generator, the electro-physical and thermal characteristics of the working section as a whole and electrodes in particular, and to analyze the change in the phase composition and structure of materials during the test. The main thrust of the experiment was a study of electrode material behavior. Six varieties of electrodes based on doped lanthanum chromite were tested and investigated. The electrodes were made of fine grained, hot-pressed mass (the porosity of the ceramic was 2 to 3%). The interelectrode insulators were made of magnesial and magnesial-spinel ceramic also manufactured by the hot pressing method. Results are presented and discussed

  3. Facilitating vocabulary acquisition of young English language learners.

    Science.gov (United States)

    Lugo-Neris, Mirza J; Jackson, Carla Wood; Goldstein, Howard

    2010-07-01

    This study examined whether English-only vocabulary instruction or English vocabulary instruction enhanced with Spanish bridging produced greater word learning in young Spanish-speaking children learning English during a storybook reading intervention while considering individual language characteristics. Twenty-two Spanish-speaking children learning English (ages 4-6) who participated in a summer education program for migrant families were randomly assigned to receive 2 weeks of each instruction: (a) word expansions in English or (b) English readings with word expansions in Spanish. Researcher-created measures of target vocabulary were administered, as were English and Spanish standardized measures of language proficiency and vocabulary. Results revealed significant improvement in naming, receptive knowledge, and expressive definitions for those children who received Spanish bridging. Spanish expansions produced the greatest gains in the children's use of expressive definitions. Initial language proficiency in both languages was found to affect participants' gains from intervention, as those with limited skills in both languages showed significantly less vocabulary growth than those with strong skills in Spanish. Additional benefits to using Spanish expansions in vocabulary instruction were observed. Future research should explore additional ways of enhancing the vocabulary growth of children with limited skills in both languages in order to support and strengthen the child's first language and promote second language acquisition.

  4. The Effects of Vocabulary Knowledge and Dictionary Use on EFL Reading Performance

    Science.gov (United States)

    Shen, Zhifa

    2013-01-01

    The present study mainly investigated the effects of vocabulary knowledge and dictionary use on EFL reading performance. The results show that scores on vocabulary size, specific vocabulary knowledge, and reading comprehension are highly and positively correlated. Scores on specific vocabulary knowledge are more closely correlated with reading…

  5. Corrective Action Investigation Plan for Corrective Action Unit 414: Clean Slate III Plutonium Dispersion (TTR) Tonopah Test Range, Nevada, Revision 1

    International Nuclear Information System (INIS)

    Matthews, Patrick

    2016-01-01

    Corrective Action Unit (CAU) 414 is located on the Tonopah Test Range, which is approximately 130 miles northwest of Las Vegas, Nevada, and approximately 40 miles southeast of Tonopah, Nevada. The CAU 414 site consists of the release of radionuclides to the surface and shallow subsurface from the conduct of the Clean Slate III (CSIII) storage transportation test conducted on June 9, 1963. CAU 414 includes one corrective action site (CAS), TA-23-03CS (Pu Contaminated Soil). The known releases at CAU 414 are the result of the atmospheric dispersal of contamination from the 1963 CSIII test. The CSIII test was a nonnuclear detonation of a nuclear device located inside a reinforced concrete bunker covered with 8 feet of soil. This test dispersed radionuclides, primarily uranium and plutonium, on the ground surface. The presence and nature of contamination at CAU 414 will be evaluated based on information collected from a corrective action investigation (CAI). The investigation is based on the data quality objectives (DQOs) developed on June 7, 2016, by representatives of the Nevada Division of Environmental Protection; the U.S. Air Force; and the U.S. Department of Energy (DOE), National Nuclear Security Administration Nevada Field Office. The DQO process was used to identify and define the type, amount, and quality of data needed to develop and evaluate appropriate corrective action alternatives for CAU 414.

  6. Corrective Action Investigation Plan for Corrective Action Unit 414: Clean Slate III Plutonium Dispersion (TTR) Tonopah Test Range, Nevada, Revision 1

    Energy Technology Data Exchange (ETDEWEB)

    Matthews, Patrick [Navarro, Las Vegas, NV (United States)

    2016-09-01

    Corrective Action Unit (CAU) 414 is located on the Tonopah Test Range, which is approximately 130 miles northwest of Las Vegas, Nevada, and approximately 40 miles southeast of Tonopah, Nevada. The CAU 414 site consists of the release of radionuclides to the surface and shallow subsurface from the conduct of the Clean Slate III (CSIII) storage–transportation test conducted on June 9, 1963. CAU 414 includes one corrective action site (CAS), TA-23-03CS (Pu Contaminated Soil). The known releases at CAU 414 are the result of the atmospheric dispersal of contamination from the 1963 CSIII test. The CSIII test was a nonnuclear detonation of a nuclear device located inside a reinforced concrete bunker covered with 8 feet of soil. This test dispersed radionuclides, primarily uranium and plutonium, on the ground surface. The presence and nature of contamination at CAU 414 will be evaluated based on information collected from a corrective action investigation (CAI). The investigation is based on the data quality objectives (DQOs) developed on June 7, 2016, by representatives of the Nevada Division of Environmental Protection; the U.S. Air Force; and the U.S. Department of Energy (DOE), National Nuclear Security Administration Nevada Field Office. The DQO process was used to identify and define the type, amount, and quality of data needed to develop and evaluate appropriate corrective action alternatives for CAU 414.

  7. Developmental differences in masked form priming are not driven by vocabulary growth.

    Science.gov (United States)

    Bhide, Adeetee; Schlaggar, Bradley L; Barnes, Kelly Anne

    2014-01-01

    As children develop into skilled readers, they are able to more quickly and accurately distinguish between words with similar visual forms (i.e., they develop precise lexical representations). The masked form priming lexical decision task is used to test the precision of lexical representations. In this paradigm, a prime (which differs by one letter from the target) is briefly flashed before the target is presented. Participants make a lexical decision to the target. Primes can facilitate reaction time by partially activating the lexical entry for the target. If a prime is unable to facilitate reaction time, it is assumed that participants have a precise orthographic representation of the target and thus the prime is not a close enough match to activate its lexical entry. Previous developmental work has shown that children and adults' lexical decision times are facilitated by form primes preceding words from small neighborhoods (i.e., very few words can be formed by changing one letter in the original word; low N words), but only children are facilitated by form primes preceding words from large neighborhoods (high N words). It has been hypothesized that written vocabulary growth drives the increase in the precision of the orthographic representations; children may not know all of the neighbors of the high N words, making the words effectively low N for them. We tested this hypothesis by (1) equating the effective orthographic neighborhood size of the targets for children and adults and (2) testing whether age or vocabulary size was a better predictor of the extent of form priming. We found priming differences even when controlling for effective neighborhood size. Furthermore, age was a better predictor of form priming effects than was vocabulary size. Our findings provide no support for the hypothesis that growth in written vocabulary size gives rise to more precise lexical representations. We propose that the development of spelling ability may be a more

  8. Developmental differences in masked form priming are not driven by vocabulary growth.

    Directory of Open Access Journals (Sweden)

    Adeetee eBhide

    2014-07-01

    Full Text Available As children develop into skilled readers, they are able to more quickly and accurately distinguish between words with similar visual forms (i.e. they develop precise lexical representations. The masked form priming lexical decision task is used to test the precision of lexical representations. In this paradigm, a prime (which differs by one letter from the target is briefly flashed before the target is presented. Participants make a lexical decision to the target. Primes can facilitate reaction time by partially activating the lexical entry for the target. If a prime is unable to facilitate reaction time, it is assumed that participants have a precise orthographic representation of the target and thus the prime is not a close enough match to activate its lexical entry. Previous developmental work has shown that children and adults' lexical decision times are facilitated by form primes preceding words from small neighborhoods (i.e. very few words can be formed by changing one letter in the original word; low N words, but only children are facilitated by form primes preceding words from large neighborhoods (high N words. It has been hypothesized that written vocabulary growth drives the increase in the precision of the orthographic representations; children may not know all of the neighbors of the high N words, making the words effectively low N for them. We tested this hypothesis by 1 equating the effective orthographic neighborhood size of the targets for children and adults and 2 testing whether age or vocabulary size was a better predictor of the extent of form priming. We found priming differences even when controlling for effective neighborhood size. Furthermore, age was a better predictor of form priming effects than vocabulary size. Our findings provide no support for the hypothesis that growth in written vocabulary size gives rise to more precise lexical representations. We propose that the development of spelling ability may be a more

  9. Vocabulary Growth in College-Level Students’ Narrative Writing

    Directory of Open Access Journals (Sweden)

    Hicham ZYAD

    2017-09-01

    Full Text Available The nature and size of vocabulary significantly determine quality in a given piece of writing. It therefore follows that an extensive vocabulary repertoire is a key factor to success in academic life. Most certainly, this explains the vast amount of scholarly attention that has been invested in this line of research. In this regard, a wide array of studies have provided evidence suggesting that human assessors of writing quality are substantially influenced by the range and sophistication of the vocabulary used by L2 learners. The studies that offered such evidence used different measurement tools to evaluate the nature and/or size of L2 learners’ vocabulary. However, very few studies have attempted to chart vocabulary knowledge across different college-level proficiency levels in narrative writing productions in the Moroccan context. To contribute to this debate, the present study aims to investigate university L2 learners’ vocabulary knowledge across three proficiency levels from two post-secondary institutions. More specifically, this cross-sectional study operationalized vocabulary knowledge in terms of diversity and sophistication in order to chart growth in the lexical repertoire of 90 participants. Data analysis showed that the participants displayed different levels of vocabulary knowledge. In terms of lexical diversity, second-year students’ vocabulary was as diverse as third-year students but it was not as sophisticated. Nonetheless, sophistication did not differentiate first- and second-year students but it did differentiate between second- and third-year students. Additionally, diversity and sophistication were both good markers of difference between first- and second-year students. The implications of the findings will be discussed.

  10. Text-Based Vocabulary Intervention Training Study: Supporting Fourth Graders with Low Reading Comprehension and Learning Disabilities

    Science.gov (United States)

    Solís, Michael; Scammacca, Nancy; Barth, Amy E.; Roberts, Garrett J.

    2017-01-01

    This experimental study examined the effectiveness of a text-based reading and vocabulary intervention with self-regulatory supports for 4th graders with low reading comprehension. Students with standard scores on the Gates MacGinitie Reading Test between 1.0 standard deviation (SD) and 0.5 SD below the normative sample were included (N=44) and…

  11. International Benchmark based on Pressurised Water Reactor Sub-channel and Bundle Tests. Volume III: Departure from Nucleate Boiling

    International Nuclear Information System (INIS)

    Rubin, Adam; Avramova, Maria; Velazquez-Lozada, Alexander

    2016-03-01

    This report summarised the second phase of the Nuclear Energy Agency (NEA) and the Nuclear Regulatory Commission (NRC) Benchmark Based on NUPEC PWR Sub-channel and Bundle Tests (PSBT), which was intended to provide data for the verification of Departure from Nucleate Boiling (DNB) prediction in existing thermal-hydraulics codes and provide direction in the development of future methods. This phase was composed of three exercises; Exercise 1: fluid temperature benchmark, Exercise 2: steady-state rod bundle benchmark and Exercise 3: transient rod bundle benchmark. The experimental data provided to the participants of this benchmark is from a series of void measurement tests using full-size mock-up tests for both BWRs and PWRs. These tests were performed from 1987 to 1995 by the Nuclear Power Engineering Corporation (NUPEC) in Japan and made available by the Japan Nuclear Energy Safety Organisation (JNES) for the purposes of this benchmark, which was organised by Pennsylvania State University. Nine institutions from seven countries participated in this benchmark. Nine different computer codes were used in Exercise 1, 2 and 3. Among the computer codes were porous media, sub-channel and systems thermal-hydraulic code. The improvement between FLICA-OVAP (sub-channel) and FLICA (sub-channel) was noticeable. The main difference between the two was that FLICA-OVAP implicitly assigned flow regime based on drift flux, while FLICA assumes single phase flows. In Exercises 2 and 3, the codes were generally able to predict the Departure from Nucleate Boiling (DNB) power as well as the axial location of the onset of DNB (for the steady-state cases) and the time of DNB (for the transient cases). It was noted that the codes that used the Electric-Power-Research- Institute (EPRI) Critical-Heat-Flux (CHF) correlation had the lowest mean error in Exercise 2 for the predicted DNB power

  12. Preliminary temperature Accelerated Life Test (ALT) on III-V commercial concentrator triple-junction solar cells

    OpenAIRE

    Espinet González, Pilar; Algora del Valle, Carlos; Orlando Carrillo, Vincenzo; Nuñez Mendoza, Neftali; Vázquez López, Manuel; Bautista Villares, Jesus; Xiugang, He; Barrutia Poncela, Laura; Rey-Stolle Prado, Ignacio; Araki, Kenji

    2012-01-01

    A quantitative temperature accelerated life test on sixty GaInP/GaInAs/Ge triple-junction commercial concentrator solar cells is being carried out. The final objective of this experiment is to evaluate the reliability, warranty period, and failure mechanism of high concentration solar cells in a moderate period of time. The acceleration of the degradation is realized by subjecting the solar cells at temperatures markedly higher than the nominal working temperature under a concentrator Three e...

  13. Trilingual vocabulary of nuclear waste management

    International Nuclear Information System (INIS)

    Jacob, H.

    1996-01-01

    This reference document is produced in cooperation with partners in the Union Latine, an international organization dedicated to promoting the Romance languages. In 1992 acting on a request submitted by the Montreal Environment Section of the Translation Bureau, the Terminology and Standardization Directorate published an in-house glossary containing 2500 entries on nuclear waste management. The glossary was produced by scanning bilingual terms in the reports submitted to Atomic Energy of Canada Limited by the Siting Process Task Force on Low-Level Radioactive Waste Disposal. Because the scale of the nuclear waste management problem has grown considerably since then, the glossary needed to be expanded and revised. The Vocabulary contains some 1000 concepts for a total of approximately 3000 terms in each of the three languages, english, french and spanish. Special attention has been given to defining basic physical concepts, waste classifications and disposal methods

  14. Enterprise vocabulary management; A lexicographic view

    Directory of Open Access Journals (Sweden)

    Jan Voskuil

    2015-07-01

    Full Text Available The central theme in this paper is the problem of shifting from natural language descriptions, as in traditional dictionaries and thesauri, to working IT (Information Technology systems that support people carrying out their administrative tasks. An explicit description of the specific language used in an organization is necessary to guarantee properly working IT systems and a healthy flow of information. Traditionally, there are different ways of capturing such a vocabulary. Different options are considered, arguing that the general form of a thesaurus offers the optimal solution for a broad range of cases. Various requirements for such a thesaurus are examined. A real world example is discussed in some detail. Finally, the paper examines how modern Web technology can help optimizing the creation, management and use of enterprise thesauri. Using these technologies, the enterprise thesaurus can take up new roles in managing the information household of an organization.

  15. Orthographic facilitation in oral vocabulary acquisition.

    Science.gov (United States)

    Ricketts, Jessie; Bishop, Dorothy V M; Nation, Kate

    2009-10-01

    An experiment investigated whether exposure to orthography facilitates oral vocabulary learning. A total of 58 typically developing children aged 8-9 years were taught 12 nonwords. Children were trained to associate novel phonological forms with pictures of novel objects. Pictures were used as referents to represent novel word meanings. For half of the nonwords children were additionally exposed to orthography, although they were not alerted to its presence, nor were they instructed to use it. After this training phase a nonword-picture matching posttest was used to assess learning of nonword meaning, and a spelling posttest was used to assess learning of nonword orthography. Children showed robust learning for novel spelling patterns after incidental exposure to orthography. Further, we observed stronger learning for nonword-referent pairings trained with orthography. The degree of orthographic facilitation observed in posttests was related to children's reading levels, with more advanced readers showing more benefit from the presence of orthography.

  16. Trilingual vocabulary of nuclear waste management

    Energy Technology Data Exchange (ETDEWEB)

    Jacob, H

    1997-12-31

    This reference document is produced in cooperation with partners in the Union Latine, an international organization dedicated to promoting the Romance languages. In 1992 acting on a request submitted by the Montreal Environment Section of the Translation Bureau, the Terminology and Standardization Directorate published an in-house glossary containing 2500 entries on nuclear waste management. The glossary was produced by scanning bilingual terms in the reports submitted to Atomic Energy of Canada Limited by the Siting Process Task Force on Low-Level Radioactive Waste Disposal. Because the scale of the nuclear waste management problem has grown considerably since then, the glossary needed to be expanded and revised. The Vocabulary contains some 1000 concepts for a total of approximately 3000 terms in each of the three languages, english, french and spanish. Special attention has been given to defining basic physical concepts, waste classifications and disposal methods.

  17. Components for Maintaining and Publishing Earth Science Vocabularies

    Science.gov (United States)

    Cox, S. J. D.; Yu, J.

    2014-12-01

    Shared vocabularies are an important aid to geoscience data interoperability. Many organizations maintain useful vocabularies, with Geologic Surveys having a particularly long history of vocabulary and lexicon development. However, the mode of publication is heterogeneous, ranging from PDFs and HTML web pages, spreadsheets and CSV, through various user-interfaces and APIs. Update and maintenance ranges from tightly-governed and externally opaque, through various community processes, all the way to crowd-sourcing ('folksonomies'). A general expectation, however, is for greater harmonization and vocabulary re-use. In order to be successful this requires (a) standardized content formalization and APIs (b) transparent content maintenance and versioning. We have been trialling a combination of software dealing with registration, search and linking. SKOS is designed for formalizing multi-lingual, hierarchical vocabularies, and has been widely adopted in earth and environmental sciences. SKOS is an RDF vocabulary, for which SPARQL is the standard low-level API. However, for interoperability between SKOS vocabulary sources, a SKOS-based API (i.e. based on the SKOS predicates prefLabel, broader, narrower, etc) is required. We have developed SISSvoc for this purpose, and used it to deploy a number of vocabularies on behalf of the IUGS, ICS, NERC, OGC, the Australian Government, and CSIRO projects. SISSvoc Search provides simple search UI on top of one or more SISSvoc sources. Content maintenance is composed of many elements, including content-formalization, definition-update, and mappings to related vocabularies. Typically there is a degree of expert judgement required. In order to provide confidence in users, two requirements are paramount: (i) once published, a URI that denotes a vocabulary item must remain dereferenceable; (ii) the history and status of the content denoted by a URI must be available. These requirements match the standard 'registration' paradigm which is

  18. Analysis of the effect of specific vocabulary instruction on high school chemistry students' knowledge and understanding

    Science.gov (United States)

    Labrosse, Peggy

    . The vocabulary knowledge was examined by means of multiple-choice pre- and post-tests which were administered to all student participants. The choices included a scientific synonym, an everyday synonym, and a synonym based on a common misconception related to the term. Student understanding of the chemistry content was examined using chemistry content understanding pre- and post-tests comprised of four probes based on the National Science Education Standards (National Research Council, 1996) and linked to common student misconceptions which were administered to all student participants. Vocabulary knowledge effect scores were compared between the TG and CG using a t-test. Only a slight gain in vocabulary knowledge mean effect scores was found in the TG compared to the CG; however, it was not statistically significant. Chemistry content understanding effect scores were compared between the TG and CG using Chi-square analysis. The results of the chemistry content understanding effect scores in the TG compared to the CG showed that the student participants in the CG did significantly better. Chemistry content understanding effect scores and vocabulary knowledge effect scores were compared using a t-test. Chapter V provides explanations for the results which do not corroborate those found by other researchers. The researcher contends that the use of the Frayer model for specific terms in content across the curriculum is worth further study.

  19. PENGEMBANGAN TEKNIK PENILAIAN CATEGORIZING GRID UNTUK MELATIHKAN KECAKAPAN MENGANALIS PADA MATAKULIAH VOCABULARY I

    Directory of Open Access Journals (Sweden)

    Siti Azizah

    2015-12-01

    Full Text Available Analysis skill is advance cognitive skill that the students must have in their learning, including in Vocabulary I. It studies how the assessment forms of categorizing grid technique which can practice students’ skill in analyzing. After researched, tested definite sample, revised based on expert’s suggestion, as well as the implementation, there is a finding that the technique of assessment is valid and good technique. Assessment technique develop to support learning activity in Vocabulary I in “compound nouns” topic using categorizing grid to train students’ skill in analyzing is acceptable. The proofs are: the assessment running well, there are solutions for the obstacles during the assessment activity, students’ activity running well, students give positive response. 

  20. Incidental acquisition of foreign language vocabulary through brief multi-modal exposure.

    Science.gov (United States)

    Bisson, Marie-Josée; van Heuven, Walter J B; Conklin, Kathy; Tunney, Richard J

    2013-01-01

    First language acquisition requires relatively little effort compared to foreign language acquisition and happens more naturally through informal learning. Informal exposure can also benefit foreign language learning, although evidence for this has been limited to speech perception and production. An important question is whether informal exposure to spoken foreign language also leads to vocabulary learning through the creation of form-meaning links. Here we tested the impact of exposure to foreign language words presented with pictures in an incidental learning phase on subsequent explicit foreign language learning. In the explicit learning phase, we asked adults to learn translation equivalents of foreign language words, some of which had appeared in the incidental learning phase. Results revealed rapid learning of the foreign language words in the incidental learning phase showing that informal exposure to multi-modal foreign language leads to foreign language vocabulary acquisition. The creation of form-meaning links during the incidental learning phase is discussed.