Orthographic–phonological links in the lexicon: When lexical and sublexical information conflict     

Kim  Jeesun  Taft  Marcus  Davis  Chris 《Reading and writing》2004,17(1-2):187-218

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Do black women still come first? Examining Essence magazine post Time Warner     

Marcus A. Hill 《Critical Studies in Media Communication》2016,33(4):366-380

Essence magazine is the longest operating magazine catering to a predominately African-American women audience in the US. In 2000, media conglomerate Time Warner purchased 49% of Essence parent company Essence Communications Inc. In 2005, Time Warner purchased the remaining 51% of the black-owned company. As a media conglomerate, Time Warner owns major publishing houses, film, and television production companies, including 130 magazines, New Line Cinema, CNN, and HBO. Essence states it is “the voice and soul of Black women” Collins [Collins, P. H. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. New York, NY: Routledge] argues that black women must speak in their own voices in order to reject prevailing stereotypes operating on the bodies of black women. The mission statement of Essence aligns itself in what Collins calls “safe spaces” for black women to self-define themselves and articulate their lived realties. A critical theoretical framework allows uneven power relations to be examined and offers emancipatory perspectives. The goal of this study is to examine if Time Warner’s purchase of Essence has caused a shift in the voice and content of this magazine.  相似文献   

Using an inoculation message approach to promote public confidence in protective agencies     

Bobi Ivanov  William J. Burns  Timothy L. Sellnow  Elizabeth L. Petrun Sayers  Shari R. Veil  Marcus W. Mayorga 《Journal of Applied Communication Research》2016,44(4):381-398

This investigation tested the effectiveness of inoculation as a pre-crisis strategy in combating the effects of politically motivated violent acts. A four-phase experiment was conducted involving 355 national consumer panel participants. The findings indicate that inoculation can be an effective pre-crisis message strategy as it was successful in enhancing public beliefs in the ability of government agencies to prevent, and minimize the effects of, violent acts. This strategy also created a ‘blanket of protection’ that extended beyond the focal politically motivated attack event as it enhanced the confidence in government agencies to manage national crises in general. Inoculation was also effective in lowering the intensity of experienced fear evoked by the threat of violent attacks and it enhanced the ability of individuals to cope with the aftermath of a crisis.  相似文献   

Syllabic Strategy as Opposed to Coda Optimization in the Segmentation of Spanish Letter-Strings Using Word Spotting     

Carlos J. Álvarez  Marcus Taft  Juan A. Hernández-Cabrera 《Scientific Studies of Reading》2017,21(2):99-108

A word-spotting task is used in Spanish to test the way in which polysyllabic letter-strings are parsed in this language. Monosyllabic words (e.g., bar) embedded at the beginning of a pseudoword were immediately followed by either a coda-forming consonant (e.g., barto) or a vowel (e.g., baros). In the former case, the embedded word corresponds to the first spoken syllable, whereas it cuts across the syllable boundary in the latter case. Unlike a previous study in English using the same methodology (Taft & Álvarez, 2014), the embedded word was found to be easier to detect when followed by a consonant than a vowel, at least for low-frequency words. It was concluded that phonological recoding is more important in the parsing of Spanish words than English words, where maximization of the coda dominates instead.  相似文献   

Effectiveness of a “Grass Roots” Statewide Enrichment Program for Gifted Elementary School Children     

Jessika Golle  Ingo Zettler  Norman Rose  Ulrich Trautwein  Marcus Hasselhorn  Benjamin Nagengast 《Journal of research on educational effectiveness》2018,11(3):375-408

Enrichment programs provide learning opportunities for a broader or deeper examination of curricular or extracurricular topics and are popular in gifted education. Herein, we investigated the effectiveness of a statewide extracurricular enrichment program for gifted elementary school children in Germany. The program implemented a ”grass roots“ strategy by which local units developed and offered the enrichment courses, which spanned a broad array of topics. The courses targeted different outcomes, including students' cognitive abilities, school achievement, interests, creativity, self-control, self-concept, and social competencies. We compared third-grade students attending the enrichment program (N =423) with nonattending third-grade students (N = 2,328) by means of a propensity score analysis. Specifically, we controlled for potential selection effects and estimated the average causal effect of the enrichment program for children attending the program. The findings revealed positive program effects on academic achievement but not on the other targeted outcomes.  相似文献   

Overregularization in language acquisition.     

G F Marcus  S Pinker  M Ullman  M Hollander  T J Rosen  F Xu 《Monographs of the Society for Research in Child Development》1992,57(4):1-182

Children extend regular grammatical patterns to irregular words, resulting in overregularizations like comed, often after a period of correct performance ("U-shaped development"). The errors seem paradigmatic of rule use, hence bear on central issues in the psychology of rules: how creative rule application interacts with memorized exceptions in development, how overgeneral rules are unlearned in the absence of parental feedback, and whether cognitive processes involve explicit rules or parallel distributed processing (connectionist) networks. We remedy the lack of quantitative data on overregularization by analyzing 11,521 irregular past tense utterances in the spontaneous speech of 83 children. Our findings are as follows. (1) Overregularization errors are relatively rare (median 2.5% of irregular past tense forms), suggesting that there is no qualitative defect in children's grammars that must be unlearned. (2) Overregularization occurs at a roughly constant low rate from the 2s into the school-age years, affecting most irregular verbs. (3) Although overregularization errors never predominate, one aspect of their purported U-shaped development was confirmed quantitatively: an extended period of correct performance precedes the first error. (4) Overregularization does not correlate with increases in the number or proportion of regular verbs in parental speech, children's speech, or children's vocabularies. Thus, the traditional account in which memory operates before rules cannot be replaced by a connectionist alternative in which a single network displays rotelike or rulelike behavior in response to changes in input statistics. (5) Overregularizations first appear when children begin to mark regular verbs for tense reliably (i.e., when they stop saying Yesterday I walk). (6) The more often a parent uses an irregular form, the less often the child overregularizes it. (7) Verbs are protected from overregularization by similar-sounding irregulars, but they are not attracted to overregularization by similar-sounding regulars, suggesting that irregular patterns are stored in an associative memory with connectionist properties, but that regulars are not. We propose a simple explanation. Children, like adults, mark tense using memory (for irregulars) and an affixation rule that can generate a regular past tense form for any verb. Retrieval of an irregular blocks the rule, but children's memory traces are not strong enough to guarantee perfect retrieval. When retrieval fails, the rule is applied, and overregularization results.  相似文献   

Orthographic knowledge predicts reading and spelling skills over and above general intelligence and phonological awareness     

Zarić  Jelena  Hasselhorn  Marcus  Nagler  Telse 《European Journal of Psychology of Education - EJPE》2021,36(1):21-43

It is widely accepted that general intelligence and phonological awareness contribute to children’s acquisition of reading and spelling skills. A further candidate in this regard is orthographic knowledge (i.e., the knowledge about permissible letter patterns). It consists of two components, word-specific (i.e., the knowledge of the spelling of specific words) and general orthographic knowledge (i.e., the knowledge about legal letter patterns of a writing system). Among German students, previous studies have shown that word-specific orthographic knowledge contributes to both reading and spelling. The results regarding general orthographic knowledge and its contribution to reading and spelling are inconsistent. The major goal of the present study was to determine the incremental predictive value of orthographic knowledge for reading and spelling skills among German elementary-school children (N = 66), over and above the contribution of general intelligence and phonological awareness. The second goal was to examine whether there is a difference between the two subtypes of orthographic knowledge in the amount of their respective contribution to reading and spelling performance. The results show that word-specific as well as general orthographic knowledge contribute to both reading and spelling performance, over and above intelligence and phonological awareness. Furthermore, it reveals that both word-specific and general orthographic knowledge explain more variance of spelling compared to reading. Possible explanations for these results, limitations, and implications of the study are being discussed.

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An experimental comparison of the effectiveness of computers and humans as search intermediaries.     

R S Marcus 《Journal of the American Society for Information Science》1983,34(6):381-404

An experimental computer intermediary system, CONIT, that assists users in accessing and searching heterogeneous retrieval systems has been enhanced with various search aids. Controlled experiments have been conducted to compare the effectiveness of the enhanced CONIT intermediary with that of human expert intermediary search specialists. Some 16 end users, none of whom had previously operated either CONIT or any of the four connected retrieval systems, performed searches on 20 different topics using CONIT with no assistance other than that provided by CONIT itself (except to recover from computer/software bugs). These same users also performed searches on the same topics with the help of human expert intermediaries who searched using the retrieval systems directly. Sometimes CONIT and sometimes the human expert were clearly superior in terms of such parameters as recall and search time. In general, however, users searching alone with CONIT achieved somewhat higher online recall at the expense of longer session times. We conclude that advanced experimental intermediary techniques are now capable of providing search assistance whose effectiveness at least approximates that of human intermediaries in some contexts. Also analyzed is the cost effectiveness of current intermediary systems. Finally, consideration is given to the prospects for much more advanced systems which would perform such functions as automatic data-base selection and the simulation of human experts, and thereby make information retrieval more effective for all classes of users.  相似文献   

Verwaltungsgerichthof     

Marcus Vogeler 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2011,10(3):110-113

Rechtssprechung

Verwaltungsgerichthof  相似文献   

Simulating variation in order to learn classroom management     

Eva L. Ragnemalm  Marcus Samuelsson 《Educational Media International》2016,53(4):274-284

Classroom management is an important part of learning to be a teacher. The variation theory of learning provides the insight that it is important to vary the critical aspects of any task or subject that is to be learned. Simulation technology is useful in order to provide a controlled environment for that variation, and text as a medium gives the opportunity to control exactly what aspects are presented to the learner. This study shows that text-based simulation has the potential to help the learner discern critical aspects of classroom management.  相似文献