The effects of simultaneous communication on production and perception of speech     

Schiavetti N  Whitehead RL  Metz DE 《Journal of deaf studies and deaf education》2004,9(3):286-304

This article reviews experiments completed over the past decade at the National Technical Institute for the Deaf and the State University of New York at Geneseo concerning speech produced during simultaneous communication (SC) and synthesizes the empirical evidence concerning the acoustical and perceptual characteristics of speech in SC. Comparisons are drawn between SC and other modes of rate-altered speech that have been used successfully to enhance communication effectiveness. Of particular importance are conclusions regarding the appropriateness of speech produced during SC for communication between hearing and hearing-impaired speakers and listeners and the appropriateness of SC use by parents and teachers for speech development of children with hearing impairment. This program of systematic basic research adds value to the discussion about the use of SC by focusing on the specific implications of empirical results regarding speech production and perception.  相似文献   

Anatomical Sciences Education vol.3, issue 4, 2010 cover image     

Evan Goldman 《Anatomical sciences education》2010,3(4)

Students use a new gross anatomy laboratory facility at Philadelphia University that used to be a lecture room . The details of this efficient and effective conversion are described in the article by Goldman in the current issue of ASE  相似文献   

The Longitudinal Relationship Between Conversational Turn-Taking and Vocabulary Growth in Early Language Development     

Seamus Donnelly  Evan Kidd 《Child development》2021,92(2):609-625

Children acquire language embedded within the rich social context of interaction. This paper reports on a longitudinal study investigating the developmental relationship between conversational turn-taking and vocabulary growth in English-acquiring children (N = 122) followed between 9 and 24 months. Daylong audio recordings obtained every 3 months provided several indices of the language environment, including the number of adult words children heard in their environment and their number of conversational turns. Vocabulary was measured independently via parental report. Growth curve analyses revealed a bidirectional relationship between conversational turns and vocabulary growth, controlling for the amount of words in children’s environments. The results are consistent with theoretical approaches that identify social interaction as a core component of early language acquisition.  相似文献   

Conspiracy: How the paranoid style flourishes and where it comes from: by Daniel Pipes, New York: Free Press, 1997. xii, 258 pp. $25.00 (cloth). ISBN 0-6848313-17.     

Evan McKenzie 《Government Information Quarterly》1998,15(4):445-447

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Meeting the child: approaches to observation and assessment in Steiner kindergartens     

Evan Kidd 《Early Years: An International Journal of Research and Development》2011,31(1):98-100

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An attention-modulated associative network     

Justin A. Harris  Evan J. Livesey 《Learning & behavior》2010,38(1):1-26

We present an elemental model of associative learning that describes interactions between stimulus elements as a process of competitive normalization. Building on the assumptions laid out in Harris (2006), stimuli are represented as an array of elements that compete for attention according to the strength of their input. Elements form associations among each other according to temporal correlations in their activation but restricted by their connectivity. The model moves beyond its predecessor by specifying excitatory, inhibitory, and attention processes for each element in real time and describing their interaction as a form of suppressive gain control. Attention is formalized in this model as a network of mutually inhibitory units that moderate the activation of stimulus elements by controlling the level to which the elements are suppressed by their own inhibitory processes. The model is applied to a range of complex discriminations and related phenomena that have been taken as evidence for configural-learning processes.  相似文献   

Do important inventions benefit from knowledge originating in other technological domains?     

Gregory F. Nemet  Evan Johnson 《Research Policy》2012,41(1):190-200

A frequently made claim in the innovation literature is that important inventions involve the transfer of new knowledge from one technological domain to another. This study uses U.S. patents granted from 1976 to 2006 to identify the role of knowledge acquired from outside each patent's technological domain. Our results do not seem to support the claim above. Increasing citations to external prior art is a significantly less important predictor of forward citation frequency than citing prior art that is technologically closer. This result is robust across several model specifications and ways of defining whether each flow of knowledge is external. The result is even stronger in the most highly cited technology categories. We discuss possible explanations for this apparently negative impact of external knowledge—including both measurement issues and challenges associated with assimilating disparate knowledge.  相似文献   

Race salience and essentialist thinking in racial stereotype development     

Pauker K  Ambady N  Apfelbaum EP 《Child development》2010,81(6):1799-1813

The authors explored the emergence and antecedents of racial stereotyping in 89 children ages 3-10 years. Children completed a number of matching and sorting tasks, including a measure designed to assess their knowledge and application of both positive and negative in-group and out-group stereotypes. Results indicate that children start to apply stereotypes to the out-group starting around 6 years of age. Controlling for a number of factors, 2 predictors contributed significantly toward uniquely explaining the use of these stereotypes: race salience (i.e., seeing and organizing by race) and essentialist thinking (i.e., believing that race cannot change). These results provide insight into how and when real-world interventions aimed at altering the acquisition of racial stereotypes may be implemented.  相似文献   

KNOWLEDGE IN THE POSTMODERN UNIVERSITY     

Evan Simpson 《Educational theory》2000,50(2):157-177

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The effect of encoding conditions on learning in the prototype distortion task     

Jessica C. Lee  Evan J. Livesey 《Learning & behavior》2017,45(2):164-183

The prototype distortion task demonstrates that it is possible to learn about a category of physically similar stimuli through mere observation. However, there have been few attempts to test whether different encoding conditions affect learning in this task. This study compared prototypicality gradients produced under incidental learning conditions in which participants performed a visual search task, with those produced under intentional learning conditions in which participants were required to memorize the stimuli. Experiment 1 showed that similar prototypicality gradients could be obtained for category endorsement and familiarity ratings, but also found (weaker) prototypicality gradients in the absence of exposure. In Experiments 2 and 3, memorization was found to strengthen prototypicality gradients in familiarity ratings in comparison to visual search, but there were no group differences in participants’ ability to discriminate between novel and presented exemplars. Although the Search groups in Experiments 2 and 3 produced prototypicality gradients, they were no different in magnitude to those produced in the absence of stimulus exposure in Experiment 1, suggesting that incidental learning during visual search was not conducive to producing prototypicality gradients. This study suggests that learning in the prototype distortion task is not implicit in the sense of resulting automatically from exposure, is affected by the nature of encoding, and should be considered in light of potential learning-at-test effects.  相似文献