Reading Words In and Out of Connected Text: The Impact of Context on Semantic and Orthographic Processing     

Sandra Martin-Chang  Kyle Levesque 《Scientific Studies of Reading》2015,19(5):392-408

The majority of naturalistic reading occurs within passages. Therefore, it is important to understand how reading in context affects the division of labor between semantic and orthographic processing. However, it is difficult to compare the cognitive processes elicited by reading in context and lists because of the perceptual differences that define them. In 2 experiments, undergraduate students read 72 different words divided across three conditions (context, semantic-list, and orthographic-list). Participants then completed a memory task that was used to estimate either the semantic processing (surprise recall; Experiment 1) or orthographic processing (word stem completion; Experiment 2) elicited during reading. In both experiments, memory performance for words read in context more closely resembled words read in the semantic-list condition and differed greatly from those read in the orthographic-list condition. We interpret these results as showing that contextual reading biases the division of labor toward semantic processing and away from orthographic processing.  相似文献   

The Development of Intra-Departmental Stratification and Competition for Resources: A Case Study of a Non-Research Based Higher Education Institution     

Neva E. J. Sanders-Dewey  Kyle Liszewski 《Innovative Higher Education》2017,42(2):145-156

Fluctuations in the financial welfare of institutions of higher education have long been tied to our country’s economic well-being. For many institutions the most recent financial downturns have led to historic revenue and enrollment difficulties that have necessitated the use of cost containment strategies to conserve dwindling resources. Included in these tactics are resource allotment decisions that reflect administrative favor towards some academic departments, leading to the development of a prestige-based stratification system and competition driven funding. A case study of a non-research based institution is used to take a preliminary look at the impact of institutional resource conservation on intra-departmental competition for resources and disparate funding allocations across disciplines in this setting. Special attention is given to the trends in enrollment and the selection of particular academic majors that have occurred across time and in response to the institution’s continued fiscal difficulties.  相似文献   

Toward a mature discipline of science education     

William C. Kyle  Sandra K. Abell  Wolff-Michael Roth  James J. Gallagher 《科学教学研究杂志》1992,29(9):1015-1018

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Effective compiler error message enhancement for novice programming students     

Brett A. Becker  Graham Glanville  Ricardo Iwashima  Claire McDonnell  Kyle Goslin  Catherine Mooney 《Computer Science Education》2016,26(2-3):148-175

Programming is an essential skill that many computing students are expected to master. However, programming can be difficult to learn. Successfully interpreting compiler error messages (CEMs) is crucial for correcting errors and progressing toward success in programming. Yet these messages are often difficult to understand and pose a barrier to progress for many novices, with struggling students often exhibiting high frequencies of errors, particularly repeated errors. This paper presents a control/intervention study on the effectiveness of enhancing Java CEMs. Results show that the intervention group experienced reductions in the number of overall errors, errors per student, and several repeated error metrics. These results are important as the effectiveness of CEM enhancement has been recently debated. Further, generalizing these results should be possible at least in part, as the control group is shown to be comparable to those in several studies using Java and other languages.  相似文献   

An Approach to Improving Science Knowledge About Energy Balance and Nutrition Among Elementary- and Middle-School Students          下载免费PDF全文

Nancy P. Moreno  James P. Denk  J. Kyle Roberts  Barbara Z. Tharp  Michelle Bost  William A. Thomson 《CBE life sciences education》2004,3(2):122-130

Unhealthy diets, lack of fitness, and obesity are serious problems in the United States. The Centers for Disease Control, Surgeon General, and Department of Health and Human Services are calling for action to address these problems. Scientists and educators at Baylor College of Medicine and the National Space Biomedical Research Institute teamed to produce an instructional unit, “Food and Fitness,” and evaluated it with students in grades 3–7 in Houston, Texas. A field-test group (447 students) completed all unit activities under the guidance of their teachers. This group and a comparison group (343 students) completed pre and postassessments measuring knowledge of concepts covered in the unit. Outcomes indicate that the unit significantly increased students'' knowledge and awareness of science concepts related to energy in living systems, metabolism, nutrients, and diet. Pre-assessment results suggest that most students understand concepts related to calories in food, exercise and energy use, and matching food intake to energy use. Students'' prior knowledge was found to be much lower on topics related to healthy portion sizes, foods that supply the most energy, essential nutrients, what “diet” actually means, and the relationship between body size and basal metabolic rate.  相似文献   

Intelligence, parental depression, and behavior adaptability in deaf children being considered for cochlear implantation     

Kushalnagar P  Krull K  Hannay J  Mehta P  Caudle S  Oghalai J 《Journal of deaf studies and deaf education》2007,12(3):335-349

Cognitive ability and behavioral adaptability are distinct, yet related, constructs that can impact childhood development. Both are often reduced in deaf children of hearing parents who do not provide sufficient language and communication access. Additionally, parental depression is commonly observed due to parent-child communication difficulties that can lead to parents' feelings of inadequacy and frustration. We sought to assess whether adaptive behavior in deaf children was associated with nonverbal intelligence and parental depression. Parents of precochlear implant patients seen for neuropsychological assessment were administered the Parenting Stress Index and Vineland Behavior Adaptive Scales to obtain measures of parental distress and child's behavioral adaptability. Precochlear implant patients' cognitive functioning was assessed via the Mullen Scales of Early Learning or the Leiter International Performance Scale-Revised, depending on the child's age at the time of testing. Regardless of age or neurological status, the deaf child's adaptive behavior consistently showed a strong relationship with intelligence. Moderate correlation between parental depression and the child's adaptive behavior was observed only in the younger group. The relationship between parental depression and communication subscale was moderated by intelligence for deaf children without neurological complications. The findings provide important implications for promoting family-centered interventions with early communication and language development.  相似文献   

Sustainable Procurement: Integrating Classroom Learning with University Sustainability Programs     

Kyle Goldschmidt  Terry Harrison  Matthew Holtry  Jeremy Reeh 《Decision Sciences Journal of Innovative Education》2013,11(3):279-294

Organizations are facing increased pressure from various stakeholders to address issues of sustainability, resulting in a growing demand for sustainability education and training. Procurement groups remain the key drivers of many sustainability‐related strategies, placing pressure on universities to integrate sustainability concepts into the business curriculum. This article describes a replicable educational model that allows students to learn about sustainable procurement while concurrently promoting sustainability within the university community.  相似文献   

Athletes and archaeologists: some recent works on the sites and significance of ancient Greek sport     

Donald G. Kyle 《国际体育史杂志》2013,30(2):270-283

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Kinematic and kinetic differences between left-and right-handed professional baseball pitchers     

Alek Z. Diffendaffer  Glenn S. Fleisig  Brett Ivey  Kyle T. Aune 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(4):448-455

While 10% of the general population is left-handed, 27% of professional baseball pitchers are left-handed. Biomechanical differences between left- and right-handed college pitchers have been previously reported, but these differences have yet to be examined at the professional level. Therefore, the purpose of this study was to compare pitching biomechanics between left- and right-handed professional pitchers. It was hypothesised that there would be significant kinematic and kinetic differences between these two groups. Pitching biomechanics were collected on 96 left-handed pitchers and a group of 96 right-handed pitchers matched for age, height, mass and ball velocity. Student t-tests were used to identify kinematic and kinetic differences (p < 0.05). Of the 31 variables tested, only four were found to be significantly different between the groups. Landing position of the stride foot, trunk separation at foot contact, maximum shoulder external rotation and trunk forward tilt at ball release were all significantly greater in right-handed pitchers. The magnitude of the statistical differences found were small and not consistent with differences in the two previous, smaller studies. Thus, the differences found may be of minimal practical significance and mechanics can be taught the same to all pitchers, regardless of throwing hand.  相似文献   

Editorial: What are the implications of shifting the focus of education from teaching to access,equity, learning,and technology?     

William C. Kyle   《科学教学研究杂志》1997,34(8):769-771

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