Onset Entropy Matters – Letter-to-phoneme Mappings in Seven Languages     

Susanne?R.?BorgwaldtEmail author  Frauke?M.?Hellwig  Annette?M.?B?De?Groot 《Reading and writing》2005,18(3):211-229

Alphabetic orthographies vary in the (in)consistency of the relations between spelling and sound patterns. In transparent orthographies, like Italian, the pronunciation can be predicted from the spelling, in contrast to opaque orthographies such as English, where spelling–sound correspondences are often inconsistent. The pronunciation of English vowel letters is in particular very ambiguous. In this paper, we provide a cross-linguistic investigation of orthographic transparency at the word-initial letter–phoneme level, resulting in ranked metrics for the seven languages investigated- Dutch, English, French, German, Hungarian, Italian, and Portuguese, expressed as entropy values. We focus on the contributions of vowels and consonants towards the overall orthographic transparency and provide evidence that deviations from consistent word-initial 1:1 mappings between letters and phonemes influence reaction times in naming tasks. Implications for theories of visual word recognition and speech production will be discussed.  相似文献   

Exploring the use of multiple analogical models when teaching and learning chemical equilibrium     

Allan G. Harrison  Onno De Jong 《科学教学研究杂志》2005,42(10):1135-1159

This study describes the multiple analogical models used to introduce and teach Grade 12 chemical equilibrium. We examine the teacher's reasons for using models, explain each model's development during the lessons, and analyze the understandings students derived from the models. A case study approach was used and the data were drawn from the observation of three consecutive Grade 12 lessons on chemical equilibrium, pre‐ and post‐lesson interviews, and delayed student interviews. The key analogical models used in teaching were: the “school dance”; the “sugar in a teacup”; the “pot of curry”; and the “busy highway.” The lesson and interview data were subject to multiple, independent analyses and yielded the following outcomes: The teacher planned to use the students' prior knowledge wherever possible and he responded to student questions with stories and extended and enriched analogies. He planned to discuss where each analogy broke down but did not. The students enjoyed the teaching but built variable mental models of equilibrium and some of their analogical mappings were unreliable. A female student disliked masculine analogies, other students tended to see elements of the multiple models in isolation, and some did not recognize all the analogical mappings embedded in the teaching plan. Most students learned that equilibrium reactions are dynamic, occur in closed systems, and the forward and reverse reactions are balanced. We recommend the use of multiple analogies like these and insist that teachers always show where the analogy breaks down and carefully negotiate the conceptual outcomes. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1135–1159, 2005  相似文献   

The Contribution of a Response-Production Component to a Free-Response Synonym Task     

Rianne Janssen  Paul De  Boeck 《Journal of Educational Measurement》1996,33(4):417-432

A cognitive approach to the study of format differences is illustrated using synonym tasks. By means of a multiple regression analysis with latent variables, it is shown that both a response-production component and an evaluation component are involved in answering a free-response synonym task. Given the results of Janssen, De Boeck, and Vander Steene (1996), the format differences between the multiple-choice evaluation task and the free-response synonym task can be explained in terms of the kinds of verbal abilities measured. The evaluation task is a pure measure of verbal comprehension, while the free-response synonym task is affected by verbal comprehension and verbal fluency, as well. The design used to study format differences controls both for content effects and for the effects of repeating item stems across formats.  相似文献   

Latent Markov Factor Analysis for Exploring Measurement Model Changes in Time-Intensive Longitudinal Studies     

Leonie V. D. E. Vogelsmeier  Jeroen K. Vermunt  Eeske van Roekel  Kim De Roover 《Structural equation modeling》2019,26(4):557-575

When time-intensive longitudinal data are used to study daily-life dynamics of psychological constructs (e.g., well-being) within persons over time (e.g., by means of experience sampling methodology), the measurement model (MM)—indicating which constructs are measured by which items—can be affected by time- or situation-specific artifacts (e.g., response styles and altered item interpretation). If not captured, these changes might lead to invalid inferences about the constructs. Existing methodology can only test for a priori hypotheses on MM changes, which are often absent or incomplete. Therefore, we present the exploratory method “latent Markov factor analysis” (LMFA), wherein a latent Markov chain captures MM changes by clustering observations per subject into a few states. Specifically, each state gathers validly comparable observations, and state-specific factor analyses reveal what the MMs look like. LMFA performs well in recovering parameters under a wide range of simulated conditions, and its empirical value is illustrated with an example.  相似文献   

The intra-active production of normativity and difference     

Elisabeth De Schauwer  Inge Van de Putte  Inge G.E. Blockmans  Bronwyn Davies 《Gender and education》2018,30(5):607-622

Drawing on memory stories told in a collective biography workshop about children’s encounters with schooling, this paper experiments with re-imagining the child-student-subject as an ‘emergent intracorporeal multiplicity’ [Fritsch, K. 2015. “Desiring Disability Differently: Neoliberalism, Heterotopic Imagination and Intra-Corporeal Configurations.” Foucault Studies 19: 43–66, 51]. From the feminist new materialist perspective that the authors work with, the child is configured not as an entity prior to, or separate from, encounters with education systems, but emergent with-in them. This paper focuses on difference in human relations, and in particular on the intersections of disability and gender. It does so not in terms of essential characteristics of individuals, but as emergent, in-the-moment, with others. In focussing on the detail of lives-in-their-making, the authors ask, with Barad [2007. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham: Duke University Press], if we are interested in justice, how we are to ‘understand our role in helping constitute who and what come to matter?’  相似文献   

Impact of the Good Behavior Game on special education teachers     

Juliette A. B. Hopman  Pol A. C. van Lier  Jan van der Ende  Chris Struiksma  Theo Wubbels  Frank C. Verhulst 《Teachers and Teaching》2018,24(4):350-368

This study tested effects of a program that offers teachers universal classroom management strategies, on teachers’ burnout symptoms and self-efficacy, and their teaching behaviors. Data were collected from 147 teachers (mean age = 38.4 years, SD = 10.8) in 15 special secondary education schools for students with emotional and behavioral problems, at the start and end of the school year. Schools were randomly assigned to the experimental condition or a care-as-usual condition. Results show that the program impacted beneficially on self-reported levels of emotional exhaustion, and self-efficacy in engaging students and in classroom management, but not on teaching behaviors. Implications of this study for the professional development of teachers in special education and research are discussed.  相似文献   

Investigating the enactment of social presence in blended adult education     

Katie Goeman  Luc De Grez  Eline van den Muijsenberg  Jan Elen 《Educational research; a review for teachers and all concerned with progress in education》2020,62(3):340-356

ABSTRACT