Further evidence of poor comprehenders’ difficulty with expressive writing: Exploring the role of inferences

This article presents two studies investigating the role of executive functioning in written text comprehension in children and adolescents. In a first study, the involvement of executive functions in reading comprehension performance was examined in normally developing children in fifth grade. Two aspects of text comprehension were differentiated: literal and inferential processes. The results demonstrated that while three aspects of executive functioning (working memory, planning, and inhibition processes) were significantly predictive of the performance on the inferential questions of the comprehension test, these factors did not predict the scores on the literal tasks of the test. In a second experiment, the linguistic and cognitive profiles of children in third/fifth and seventh/ninth grades with a specific reading comprehension deficit were examined. This analysis revealed that the deficits experienced by the less skilled comprehenders in both the linguistic and the executive domains could evolve over time. As a result, linguistic factors do not make it possible to distinguish between good and poor comprehenders among the group of older children, whereas the difficulties relating to executive processing remain stable over development. These findings are discussed in the context of the need to take account of the executive difficulties that characterize less skilled comprehenders of any age, especially for remediation purposes.

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Design Smart Games with requirements, generate them with a Click, and revise them with a GUIs

ADCAIJ ADVANCES IN DISTRIBUTED COMPUTING AND ARTIFICIAL INTELLIGENCE JOURNAL ◽

10.14201/adcaij20121315568 ◽

2013 ◽

Vol 1 (3) ◽

pp. 55-68 ◽

Cited By ~ 1

Author(s):

Vincenza Cofini ◽

Fernando De La Prieta ◽

Tania Di Mascio ◽

Rosella Gennari ◽

Pierpaolo Vittorini

Keyword(s):

Adaptive Learning ◽

Learning System ◽

Story Comprehension ◽

Learning Material ◽

Generation Process ◽

Inference Making ◽

Automated Generation ◽

Poor Comprehenders ◽

Adaptive Learning System

TERENCE is an FP7 ICT European project that is developing an adaptive learning system for supporting poor comprehenders and their educators. Its learning material are books of stories and games. The games are specialised into smart games, which stimulate inference-making for story comprehension, and relaxing games, which stimulate visual perception and not story comprehension. The paper focuses on smart games. It first describes the TERENCE system architecture, thus delves into the design of smart games starting from the requirements and their automated generation, by highlighting the role of the reasoning module therein. Finally, it outlines the manual revision of the generated smart games, and ends with short conclusions about the planned improvements on the automated generation process.

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Non-Standard Typography Use Over Time: Signs of a Lack of Literacy or Symbolic Capital?

The Journal of Community Informatics ◽

10.15353/joci.v13i1.3294 ◽

2017 ◽

Vol 13 (1) ◽

Cited By ~ 1

Author(s):

Asta Zelenkauskaite ◽

Amy L. Gonzales

Keyword(s):

Expressive Writing ◽

New Technologies ◽

Text Message ◽

Symbolic Capital ◽

Age And Gender ◽

Education Levels ◽

Socio Economic Variables ◽

And Gender ◽

Over Time

New technologies have provoked a debate regarding the role of non-standard typography (e.g. !!!, :-*). Some contend that new technologies undermine literacy while others state that new technologies provide new spaces for expressive writing and signal a form of symbolic capital. While previous research has primarily focused on age and gender to account for non-standard typography, we analyze socio-economic variables – education and income level and the use of NST over time. This study entertains these two competing hypotheses by analyzing non-standard typography in text message exchanges over three and a half months in an underprivileged population: people living in an urban public housing. Data reveal that, within this sample, use of NST increased over time and participants with higher education levels were more likely to use non-standard typography than less educated counterparts. Experience with texting was found to mediate this effect. Findings support a symbolic capital hypothesis of non-standard typography use, suggesting NST is not associated with stigmatizing lack of knowledge or literacy, but rather may signal the knowledge of discourse norms ascribed to texting in a community.

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THE SECOND NOTEBOOK OF THE VOCAL AND CHORAL CYCLE "SICHUAN ELEGIES" BY NIKOLAI SIDELNIKOV: DRAMATURGY AND STYLISTIC FEATURES

Arts education and science ◽

10.36871/hon.202104017 ◽

2021 ◽

Vol 1 (4) ◽

pp. 134-140

Author(s):

Zhao Huaichao ◽

Keyword(s):

Expressive Writing ◽

Du Fu ◽

Choice Of Instruments

The article is devoted to the analysis of the second notebook of the vocal and choral cycle "Sichuan Elegies" by Nikolai Sidelnikov, based on the poems by the VIIIth century Chinese poet Du Fu. The work reveals the stylistic constants of the composer's work. It is emphasized that though N. Sidelnikov does not strive for stylization, the use of special musical means gives the composition a specific Chinese flavor. This is manifested both in the choice of instruments and in the reliance on pentatonics, which consists of two trichordal chants-monograms, sounding in different combinations and becoming the leitintonations of the cycle. It is noted that the expansion of the instrumental composition influenced the increase in the role of episodes without chorus, which was expressed through the introduction of independent instrumental parts, as well as developed introductions and conclusions. In some cases, the composer uses tonal writing, highlighting it with key signs, while some numbers are rather tonic, emphasizing the reliance on the sustained bass pedals. Dramatic episodes are saturated with signs of expressive writing — polytonal overlays, chromaticisms and passages with increased and decreased intervals. The dramaturgy of the composition is formed thanks to thematic roll calls and reprise inclusions that form subcycles.

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The role of expressive writing in ego identity formation.

Developmental Psychology ◽

10.1037/0012-1649.13.3.286 ◽

1977 ◽

Vol 13 (3) ◽

pp. 286-287 ◽

Cited By ~ 11

Author(s):

Alan S. Waterman ◽

Eileen Kohutis ◽

Julie Pulone

Keyword(s):

Identity Formation ◽

Expressive Writing ◽

Ego Identity

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