Influence of capitalisation and presence of an article in noun phrase recognition in German: Evidence from eye-tracking     

Margreet Vogelzang  Nanna Fuhrhop  Tobias Mundhenk  Esther Ruigendijk 《Journal of Research in Reading》2023,46(3):294-311

Background

German is exceptional in its use of noun capitalisation. It has been suggested that sentence-internal capitalisation as in German may benefit processing by specifically marking a noun and thus a noun phrase (NP). However, other cues, such as a determiner, can also indicate an NP. The influence of capitalisation on processing may thus be context-dependent, that is, dependent on other cues. Precisely this context dependency is investigated in the current study: Is there an effect of capitalisation on reading and is this affected by the presence of other cues such as a determiner (specifically, an article)?

Methods

We ran an eye-tracking study with 30 German-speaking adults, measuring fixations during sentence reading. Critical NPs either contained correctly capitalised nouns or not and were presented either with or without a determiner.

Results

The results show that both the presence of capitalisation on the noun and the presence of a determiner led to faster reading. When no determiner was present to signal the NP, the presence of noun capitalisation aided reading most.

Conclusions

From these results, we conclude that the influence of capitalisation is indeed context dependent: Capitalisation aids processing most when no other cue is present. Thus, different cues play a role in NP recognition. Based on these findings, we argue that noun capitalisation should not be studied in isolation. We argue that a better understanding of capitalisation as a reading aid is relevant for teaching reading strategies.  相似文献   

Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers     

Bastian  Anton  Kaiser  Gabriele  Meyer  Dennis  Schwarz  Bj&#;rn  K&#;nig  Johannes 《Educational Studies in Mathematics》2022,109(2):205-236

Educational Studies in Mathematics - Mathematical modelling competencies have become a prominent construct in research on the teaching and learning of mathematical modelling and its applications in...  相似文献   

The Future of Our Field – A STEEP Perspective     

Johannes C. Cronje 《TechTrends》2016,60(1):5-10

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Assessment of competencies     

Andreas Frey  Johannes Hartig 《Studies in Educational Evaluation》2009,35(2-3):55-56

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Analysing the Presentation of the 1976 Soweto Uprising in Grade 9 History Textbooks     

Johannes Seroto 《Africa Education Review》2018,15(4):1-19

The Soweto Uprising comprised a series of protests led by secondary school students in South Africa that began on 16 June 1976. Historians and political analysts concur that the Soweto Uprising was a watershed in the national liberation struggle and ushered in the demise of the apartheid system. This article examines the presentation of the Soweto Uprising and related events in five purposefully selected South African secondary school history textbooks for Grade 9 learners using the four dimensions of Morgan and Henning's textbook analytical model. The aim of the study was to identify the omission/inclusion of certain historical facts and the implications for the development of learners’ critical thinking skills. The findings indicated that the omission of historical facts concerning the causes of the Soweto Uprising limits learners’ opportunity to make evidence-based, reasoned judgments about the topic; the use of primary and secondary sources to mediate the affective aspects of the Soweto Uprising is inadequate; the textual community that the history textbooks depicts lacks multiple voices and perspectives; and the narratives do not fully engage learners in complex and contested issues. It is recommended that history textbook authors adopt a multiple text approach to encourage critical thinking and to enable learners to assess historical claims and assertions independently.  相似文献   

Professioneller Fußball in Deutschland     

Johannes Erning  Gregor Enderle 《Sportwissenschaft》2002,32(3):327-329

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Erratum to: Professional competencies of (prospective) mathematics teachers - cognitive versus situated approaches     

Gabriele Kaiser  Sigrid Blömeke  Johannes König  Andreas Busse  Martina Döhrmann  Jessica Hoth 《Educational Studies in Mathematics》2017,94(2):183-184

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Insights from industry: a quantitative analysis of engineers' perceptions of empathy and care within their practice     

Justin L. Hess  Johannes Strobel  Rui Pan  Carrie A. Wachter Morris 《European Journal of Engineering Education》2017,42(6):1128-1153

This study focuses on two seldom-investigated skills or dispositions aligned with engineering habits of mind – empathy and care. In order to conduct quantitative research, we designed, explored the underlying structure of, validated, and tested the reliability of the Empathy and Care Questionnaire (ECQ), a new psychometric instrument. In the second part, we used the ECQ to explore the perceptions of empathy and care of alumni/ae of an internationally ranked US institution, along with how perceptions differed by work experience and gender. Results show that participants perceived empathy and care to be important in multiple respects, most notably in relational aspects of engineering practice. Engineers with more engineering experience were more likely to perceive empathy and care as existing in engineering practice and as important to their work. While these phenomena are sometimes depicted as feminine qualities, we found no gender differences among our respondents.  相似文献   

Executive functions as predictors of math learning disabilities     

Toll SW  Van der Ven SH  Kroesbergen EH  Van Luit JE 《Journal of learning disabilities》2011,44(6):521-532

In the past years, an increasing number of studies have investigated executive functions as predictors of individual differences in mathematical abilities. The present longitudinal study was designed to investigate whether the executive functions shifting, inhibition, and working memory differ between low achieving and typically achieving children and whether these executive functions can be seen as precursors to math learning disabilities in children. Furthermore, the predictive value of working memory ability compared to preparatory mathematical abilities was examined. Two classifications were made based on (persistent) mathematical ability in first and second grade. Repeated measures analyses and discriminant analyses were used to investigate which functions predicted group membership best. Group differences in performance were found on one inhibition and three working memory tasks. The working memory tasks predicted math learning disabilities, even over and above the predictive value of preparatory mathematical abilities.  相似文献   

The subjective well-being of first-year tertiary students during an induction programme     

Shingairai Chigeza  Johannes H. de Kock  Vera Roos  Marie P. Wissing 《Africa Education Review》2017,14(3-4):20-35

This article describes the perceptions of first-year students’ subjective appraisal of ttheir wellbeing before, during and after participation in an induction programme at a higher education institution (HEI). Twenty-two first-year students participated in focus group discussions (FGDs) and semi-structured individual interviews. Thematic and interpretative analyses suggested shifts in the students’ levels of well-being: high before, low during, and increased after the induction programme. Low levels of well-being were linked to experiences of fear, feeling disrespected, and disillusionment with university life, leaders, and a perceived loss of autonomy, independency and social-relatedness. An increase in well-being was associated with social integration, support, the ability for self-reflection and perspective taking. Wellbeing is a relational and collective matter which is embedded in broader contexts. Therefore, historical legacies of oppression and inequality should be challenged through constructive debate, involving previously neglected voices intentionally; and creating opportunities for the expression of students’ needs and growth potential  相似文献