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41.
The world-wide use of digital storage and communications devices is increasing the need to make texts available in multiple languages. In this article we explore the possibility of storing a compressed form of a translated version of a text, taking advantage of the availability of the original text. The original text provides some of the semantic content of the text that is to be compressed, and therefore makes it possible for compression to be more efficient than if that information were not available. We begin with an experiment to evaluate the information content of a text when a parallel translation is available. This is achieved by having human subjects guess texts letter by letter, with and without a parallel translation. The perceived information content of a text can be determined from the way subjects make their guesses. The design and results of this experiment are described. The main conclusion is that while the text is considerably more predictable with the aid of a parallel translation, there is a surprising amount of information introduced by the translation. Insights obtained from this experiment are then applied in the design of a mechanical system for compressing parallel texts. The system stores one translation of a text intact, and then compresses further translations of the text with the aid of the original. The method described is able to compress texts significantly better than is possible without the aid of a parallel text. Aspects of the design are also applicable to future compressors that might take advantage of the semantic content of a text to obtain better compression. 相似文献
42.
Li Jessica Wong Seohyun Claire Yang Xue Bell Allison 《Educational technology research and development : ETR & D》2020,68(1):485-510
Educational technology research and development - How should learner analytics and different media be used to optimize feedback to increase students’ motivation and sense of learning... 相似文献
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Our review of Henry Giroux's Stealing Innocence , Alex Molnar's Giving Kids the Business , and Kenneth Saltman's Collateral Damage describes how these authors assess the problems posed by contemporary corporate influences on public schools and considers the solutions they offer to counter those influences. We also examine Henry Levin's edited collection Privatizing Education , in which various authors address research on privatization in schooling. In our analysis of this book, we highlight the underlying themes of the wide-ranging chapters. Next, we critique all four books, focusing primarily on the books by Giroux, Molnar, and Saltman. We suggest that these three authors provide a somewhat totalized and ahistorical portrait of contemporary corporate influences on schooling and offer a solution that depends on teachers acting as democratic revolutionaries, though there is no realistic possibility that teachers today would take on this role. In contrast, we call for a critical theory and practice that is grounded both in a more complex understanding of the current historical context and also in a dialogical engagement with students, teachers, parents, and other community members. 相似文献
45.
Beverly Bell 《Research in Science Education》1987,17(1):244-252
Summary Science education in New Zealand continues to have a strong research base and now development work has begun that is modelled
on a view of how people learn and which is supported by the curriculum development of the wider Ministerial Review. 相似文献
46.
Steven Bell 《International Journal of Disability, Development & Education》1984,31(3):237-239
Since the passage of PL 94‐142, nearly every professional in public education is required to enrol in a course of educating exceptional children and youth. This paper is addressed to three audiences: 1) the instructors of such courses; 2) individuals responsible for in‐service training; and 3) teachers and parents of exceptional children and youth. In this brief article, a sixty‐minute group exercise designed to demonstrate the deleterious effects of overprotection is described. 相似文献
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The relations between changes in the scalp-recorded electroencephalogram (EEG) and the development of the ability to perform successfully 2 cognitive tasks attributed to frontal lobe functioning were examined in 13 infants from 7 to 12 months of age. Infants successful in performing the A-not-B task with increasingly longer delays across the second half of the first year of life showed changes in power in scalp-recorded brain electrical activity in the frontal region and an increase in anterior/posterior EEG coherence. Infants with rapid mastery of object retrieval did not differ in frontal EEG development from infants who exhibited the normal developmental progression in object retrieval performance. In a task examining inhibition of reaching to a novel toy, there were no differences in frontal EEG as a function of performance. Results from a cross-sectional sample revealed similar findings. These data confirm work with nonhuman primates on the importance of maturation of frontal cortex in the successful performance on certain tasks (A-not-B), but do not confirm nonhuman primate data on the importance of frontal cortex for other tasks (object retrieval). The data also suggest that the electroencephalogram may be useful as a noninvasive measure of central nervous system development during the first year of life. 相似文献
49.
R. Steve McCallum Shannon Sharp Sherry Mee Bell Thomas George 《Psychology in the schools》2004,41(2):241-246
Seventy‐four students read passages from an individually administered test of reading comprehension (a subtest from the Test of Dyslexia, a test of reading and related abilities currently in development; McCallum & Bell, 2001), and then answered literal and inferential questions. Students were randomly assigned to one of two conditions; 39 students read the passages silently and 35 read orally, with time recorded for each passage read. Comprehension and time were dependent measures for a Multivariate Analysis of Covariance (MANCOVA) and two follow‐up Analyses of Covariance (ANCOVA). After controlling for reading ability, results from the MANCOVA showed a significant combined effect ( p < .05); however, a comparison of mean reading comprehension scores showed no significant difference between silent readers and oral readers ( p > .05). On the other hand, with reading ability controlled, silent readers took significantly less time to complete passages compared to those who read orally ( p < .02). In fact, students took 30% longer to read orally than silently, on average. When test directions do not specify either oral or silent reading and error analysis is not a goal, testing will be more efficient via silent responding with no loss of comprehension. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 241–246, 2004. 相似文献
50.