Nonsampling error in vegetation surveys: understanding error types and recommendations for reducing their occurrence

Plant Ecology ◽  
2021 ◽  
Author(s):  
Lloyd W. Morrison
Keyword(s):  
Vegetation Surveys ◽  
Nonsampling Error ◽  
Error Types

scholarly journals Coconuts and curtain cakes: The production of wh-questions in ASD

2021 ◽  
Vol 6 ◽  
pp. 239694152098295
Author(s):  
Nufar Sukenik ◽  
Eléonore Morin ◽  
Naama Friedmann ◽  
Philippe Prevost ◽  
Laurice Tuller
Keyword(s):  
Error Analysis ◽  
Language Disorder ◽  
Syntactic Structure ◽  
Autism Spectrum ◽  
Production Rates ◽  
Fine Grained ◽  
Depth Analysis ◽  
Wh Questions ◽  
Analysis Of Error ◽  
Error Types

Background and aims Children with autism spectrum disorders (ASD) have been found to exhibit difficulties in wh-question production. It is unclear whether these difficulties are pragmatic or syntactic in nature. The current study used a question elicitation task to assess the production of subject and object wh-questions of children with ASD in two different languages (Hebrew and French) wherein the syntactic structure of wh-questions is different, a fact that may contribute to better understanding of the underlying deficits affecting wh-question production. Crucially, beyond the general correct/error rate we also performed an in-depth analysis of error types, comparing syntactic to pragmatic errors and comparing the distribution of errors in the ASD group to that of children with typical development (TD) and children with Developmental Language Disorder (DLD). Results Correct production rates were found to be similar for the ASD and DLD groups, but error analysis revealed important differences between the ASD groups in the two languages and the DLD group. The Hebrew- and French ASD groups were found to produce pragmatic errors, which were not found in children with DLD. The pragmatic errors were similar in the two ASD groups. Syntactic errors were affected by the structure of each language. Conclusions Our results have shown that although the two ASD groups come from different countries and speak different languages, the correct production rates and more importantly, the error types were very similar in the two ASD groups, and very different compared to TD children and children with DLD. Implications: Our results highlight the importance of creating research tasks that test different linguistic functions independently and strengthen the need for conducting fine-grained error analysis to differentiate between groups and gain insights into the deficits underlying each of them.

Accuracy development in L2 writing: Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course

ReCALL ◽  
2021 ◽  
pp. 1-17
Author(s):  
Cédric Brudermann ◽  
Muriel Grosbois ◽  
Cédric Sarré
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Computer Assisted ◽  
Mathematics Students ◽  
Language Teacher Education ◽  
Writing Accuracy ◽  
Data Yield ◽  
And Mathematics ◽  
The Impact ◽  
Error Types

Abstract In a previous study (Sarré, Grosbois & Brudermann, 2019), we explored the effects of various corrective feedback (CF) strategies on interlanguage development for the online component of a blended English as a foreign language (EFL) course we had designed and implemented. Our results showed that unfocused indirect CF (feedback on all error types through the provision of metalinguistic comments on the nature of the errors made) combined with extra computer-mediated micro-tasks was the most efficient CF type to foster writing accuracy development in our context. Following up on this study, this paper further explores the effects of this specific CF type on learners’ written accuracy development in an online EFL course designed for freshmen STEM (science, technology, engineering, and mathematics) students. In the online course under study, this specific CF type was experimented with different cohorts of STEM learners (N = 1,150) over a five-year period (from 2014 to 2019) and was computer-assisted: CF provision online by a human tutor was combined with predetermined CF comments. The aim of this paper is to investigate the impact of this specific CF strategy on error types. In this respect, the data yield encouraging results in terms of writing accuracy development when learners benefit from this computer-assisted specific CF. This study thus helps to gain a better understanding of the role that CF plays in shaping students’ revision processes and could inform language (teacher) education regarding the use of digital tools for the development of foreign language accuracy and the issues related to online CF provision.

scholarly journals Bilingual advantage in early EFL pronunciation accuracy of German 4th-graders

2021 ◽  
pp. 136700692199681
Author(s):  
Teresa Kieseier
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
Social Background ◽  
Target Language ◽  
Error Sources ◽  
Common Error ◽  
Language Background ◽  
Background Factors ◽  
Language Groups ◽  
Error Types

Aims and Objectives: We compared speech accuracy and pronunciation patterns between early learners of English as a foreign language (EFL) with different language backgrounds. We asked (1) whether linguistic background predicts pronunciation outcomes, and (2) if error sources and substitution patterns differ between monolinguals and heterogeneous bilinguals. Methodology: Monolingual and bilingual 4th-graders ( N = 183) at German public primary schools participated in an English picture-naming task. We further collected linguistic, cognitive and social background measures to control for individual differences. Data and Analysis: Productions were transcribed and rated for accuracy and error types by three independent raters. We compared monolingual and bilingual pronunciation accuracy in a linear mixed-effects regression analysis controlling for background factors at the individual and institutional level. We further categorized all error types and compared their relative frequency as well as substitution patterns between different language groups. Findings: After background factors were controlled for, bilinguals (irrespective of specific L1) significantly outperformed their monolingual peers on overall pronunciation accuracy. Irrespective of language background, the most frequent error sources overlapped, affecting English sounds which are considered marked, are absent from the German phoneme inventory, or differ phonetically from a German equivalent. Originality: This study extends previous work on bilingual advantages in other domains of EFL to less researched phonological skills. It focuses on overall productive skills in young FL learners with limited proficiency and provides an overview over the most common error sources and substitution patterns in connection to language background. Significance/Implications: The study highlights that bilingual learners may deploy additional resources in the acquisition of target language phonology that should be addressed in the foreign language classroom.

Nature of motor imitation problems in school-aged males with autism: how congruent are the error types?

2006 ◽  
Vol 49 (1) ◽  
pp. 6-12 ◽  
Author(s):  
Marleen Vanvuchelen ◽  
Herbert Roeyers ◽  
Willy De Weerdt
Keyword(s):  
Motor Imitation ◽  
Error Types

Short-term memory for serial order in schizophrenia: A detailed examination of error types.

2001 ◽  
Vol 15 (1) ◽  
pp. 128-135 ◽  
Author(s):  
Brita Elvevåg ◽  
Daniel R. Weinberger ◽  
Terry E. Goldberg
Keyword(s):  
Short Term Memory ◽  
Serial Order ◽  
Detailed Examination ◽  
Short Term ◽  
Term Memory ◽  
Error Types

WAIS Error Types in Schizophrenics and Organics

1965 ◽  
Vol 16 (2) ◽  
pp. 527-530 ◽  
Author(s):  
Charles G. Watson
Keyword(s):  
Diagnostic Tools ◽  
Length Of Hospitalization ◽  
Error Types

The differences in the frequencies with which four WAIS error types appeared in the protocols of hospitalized schizophrenic and brain-damaged patients were analyzed at two length-of-hospitalization levels. At the low-hospitalization level, Inadequate Attempts were more frequent among organics while No Attempts were more common to schizophrenics. However, there were no differences at the high-hospitalization level. The hospitalization length-diagnosis interaction made the usefulness of the error types as convenient diagnostic tools questionable. Several theoretical implications were considered.

scholarly journals Is the Error-related Negativity Amplitude Related to Error Detectability? Evidence from Effects of Different Error Types

2008 ◽  
Vol Early Access (Early Access) ◽  
pp. 090305100629001-11
Author(s):  
Martin Maier ◽  
Marco Steinhauser ◽  
Ronald Hübner
Keyword(s):  
Error Related Negativity ◽  
Error Types
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