scholarly journals The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension

2021 ◽  
Vol 104 ◽  
pp. 103386
Author(s):  
Janneke van de Pol ◽  
Tamara van Gog ◽  
Keith Thiede
Keyword(s):  
Text Comprehension ◽  
Cue Utilization ◽  
Monitoring Accuracy ◽  
The Relationship

scholarly journals Exploring the relations between teachers’ cue-utilization, monitoring and regulation of students’ text learning

2021 ◽  
Author(s):  
Janneke van de Pol ◽  
Selia N. van den Boom-Muilenburg ◽  
Tamara van Gog
Keyword(s):  
Direct Effect ◽  
Text Learning ◽  
Cue Utilization ◽  
Effective Interventions ◽  
Monitoring Accuracy ◽  
Effect Monitoring ◽  
Within Subjects ◽  
Learning From Texts ◽  
And Performance ◽  
Cue Availability

AbstractThis study investigated teachers’ monitoring and regulation of students’ learning from texts. According to the cue-utilization framework (Koriat, in Journal of Experimental Psychology, 126, 349–370, 1997), monitoring accuracy depends on how predictive the information (or cues) that teachers use to make monitoring judgments actually is for students’ performance. Accurate monitoring of students’ comprehension is considered a precondition for adaptive regulation of students’ learning. However, these assumptions have not yet been directly investigated. We therefore examined teachers’ cue-utilization and how it affects their monitoring and regulation accuracy. In a within-subjects design, 21 secondary education teachers made monitoring judgments and regulation decisions for fifteen students under three cue-availability conditions: 1) only student cues (i.e., student’s name), 2) only performance cues (i.e., diagrams students completed about texts they had read), and 3) both student and performance cues (i.e., student’s name and completed diagram). Teachers’ absolute and relative monitoring accuracy was higher when having student cues available in addition to diagram cues. Teachers’ relative regulation accuracy was higher when having only performance cues available instead of only student cues (as indicated by a direct effect). Monitoring accuracy predicted regulation accuracy and in addition to a direct effect, we also found and indirect effect of cue-availability on regulation accuracy (via monitoring accuracy). These results suggest that accurate regulation can be brought about both indirectly by having accurate monitoring judgments and directly by cue-utilization. The findings of this study can help to refine models of teacher monitoring and regulation and can be useful in designing effective interventions to promote teachers’ monitoring and regulation.

“Experience Isn’t Everything”: How Emotion Affects the Relationship Between Experience and Cue Utilization

2018 ◽  
Vol 60 (5) ◽  
pp. 685-698 ◽  
Author(s):  
Monique Frances Crane ◽  
Sue Brouwers ◽  
Mark William Wiggins ◽  
Thomas Loveday ◽  
Kirsty Forrest ◽  
...  
Keyword(s):  
Clinical Performance ◽  
Experience Level ◽  
Cue Utilization ◽  
Practice Experience ◽  
Negative Arousal ◽  
Range Anxiety ◽  
Research Findings ◽  
Post Hoc ◽  
The Relationship

Objective: This research examined whether negative and positive arousal emotions modify the relationship between experience level and cue utilization among anesthetists. Background: The capacity of a practitioner to form precise associations between clusters of features (e.g., symptoms) and events (e.g., diagnosis) and then act on them is known as cue utilization. A common assumption is that practice experience allows opportunities for cue acquisition and cue utilization. However, this relationship is often not borne out in research findings. This study investigates the role of emotional state in this relationship. Method: An online tool (EXPERTise 2.0) was used to assess practitioner cue utilization for tasks relevant to anesthesia. The experience of positive and negative arousal emotions in the previous three days was measured, and emotion clusters were generated. Experience was measured as the composite of practice years and hours of practice experience. The moderating role of emotion on the relationship between experience and cue utilization was examined. Results: Data on 125 anesthetists (36% female) were included in the analysis. The predicted interaction between arousal emotions and the experience level emerged. In particular, post hoc analyses revealed that anxiety-related emotions facilitated the likelihood of high cue utilization in less experienced practitioners. Conclusion: The findings suggest a role for emotions in cue use and suggest a functional role for normal range anxiety emotions in a simulated work-relevant task. Application: This research illustrates the importance of understanding the potentially functional effects common negative arousal emotions may have on clinical performance, particularly for those with less experience.

The Effects of Cue Utilization and Target-Related Information on Target Detection during a Simulated Drone Search and Rescue Task

2018 ◽  
Vol 62 (1) ◽  
pp. 227-231
Author(s):  
Shaheen Shekh ◽  
Jaime C. Auton ◽  
Mark W. Wiggins
Keyword(s):  
Target Detection ◽  
Undergraduate Students ◽  
Search And Rescue ◽  
Target Information ◽  
Improve Performance ◽  
Cognitive Demands ◽  
Cue Utilization ◽  
Related Information ◽  
Bus Driver ◽  
The Relationship

Remotely piloted vehicles or ‘drones’ have become ubiquitous both privately and commercially. One of the numerous applications for drones involves the search and rescue for specified targets. The use of ‘cues’ during target detection has been shown to improve performance and reduce cognitive demands in many environments. This study examined the relationship between cue utilization and level of target detail during a high-fidelity simulated drone search and rescue task. Seventy-six undergraduate students from an Australian University operated a payload (long range camera) to detect a ‘target’ (a bus driver stranded in the Utah desert) while flying on a pre-programmed flight path. The results indicated that the provision of detailed target information was associated with greater rates of target detection. Further, participants with higher cue utilization were more likely to locate the target. Finally, participants with higher cue utilization, and provided with basic target information, were more likely to locate the target than participants with lower cue utilization. The practical and theoretical implications of the outcomes are discussed.

TECHNOLOGY OF MULTILEVEL TEXT COMPREHENSION AS A FORM OF PHILOLOGICAL TEACHER’S TRAINING

2018 ◽  
pp. 7-13
Author(s):  
Galina Mikhaylovna PERVOVA
Keyword(s):  
Text Comprehension ◽  
Complex Analysis ◽  
Russian Language ◽  
Integrative Approach ◽  
Primary School Teachers ◽  
Language And Literature ◽  
Level Of Training ◽  
The University ◽  
The Relationship

Philological training of primary school teachers and teachers of the Russian language and literature involves the integration of knowledge from several disciplines: Studies of Literature, Linguistics, Teaching Methods, courses on speech culture, workshop on expressive reading and others. The task of training future teachers at the university is to combine these subjects in the process of forming the competence of a comprehensive analysis of the text. This problem is the subject of our research. School and university types of literary text analysis are considered, the role of the integrative approach to the text in the preparation of the teacher for the lessons of literary reading at school is shown. The complex analysis of the work of art, perceived as a teaching material, requires the teacher of literary characteristics of the components of content and form in the relationship, linguistic examination of the text on the availability of the language of the work to modern students, performance analysis to establish the norms of expressive reading of the work, methodical analysis, selection of types, methods and techniques of working with the text, taking into account its literary specificity, finally, the complex analysis of the proposed reader’s interpretation of the text, which can offer students a certain class and level of training in the classroom. In connection with this set of analytical, intellectual skills of the teacher complex analysis is an important form of professional development of the future and the novice teacher.

A longitudinal study of idiom and text comprehension

2007 ◽  
Vol 34 (3) ◽  
pp. 473-494 ◽  
Author(s):  
M. CHIARA LEVORATO ◽  
MAJA ROCH ◽  
BARBARA NESI
Keyword(s):  
Text Comprehension ◽  
Sentence Comprehension ◽  
First Graders ◽  
Idiom Comprehension ◽  
Follow Up Study ◽  
Comprehension Skills ◽  
Elaboration Model ◽  
The Relationship ◽  
Different Levels

ABSTRACTThe relation between text and idiom comprehension in children with poor text comprehension skills was investigated longitudinally. In the first phase of the study, six-year-old first graders with different levels of text comprehension were compared in an idiom and sentence comprehension task. Text comprehension was shown to be more closely related to idiom comprehension than sentence comprehension. The follow-up study, carried out eight months later on less-skilled text comprehenders, investigated whether an improvement in text comprehension was paralleled by an improvement in idiom comprehension. The development of sentence comprehension was also taken into account. Children who improved in text comprehension also improved in idiom comprehension; this improvement was, instead, weakly related to an improvement in sentence comprehension. The relationship between text and idiom comprehension is discussed in the light of the Global Elaboration Model (Levorato & Cacciari, 1995).

scholarly journals STUDYING THE RELATIONSHIP BETWEEN TEXT COMPREHENSION ABILITY AND GRADE TEN STUDENTS’ VOVABULARY ACQUISITION IN NARRATIVE TEXT

Lingua ◽  
2018 ◽  
Vol 1 (02) ◽  
pp. 56-69
Author(s):  
Agus Gunawan ◽  
Annisa Septiani
Keyword(s):  
Text Comprehension ◽  
Vocabulary Acquisition ◽  
Critical Value ◽  
Narrative Text ◽  
Correlational Research ◽  
Ex Post ◽  
Comprehension Ability ◽  
Ex Post Facto ◽  
The Relationship ◽  
Cluster Random Sampling

This research entitled “Studying the Relationship between Text Comprehension Ability and Grade Ten Students’ Vocabulary Acquisition in Narrative Text at SMK BHAKTI PERASADA, Bekasi” principally aims to investigate whether or not relationship between Text Comprehension Ability and grade ten Students’ Vocabulary acquisition in Narrative Text. The research samples were taken using cluster random sampling, with the total number of samples being 36 students. The location of this research was SMK BHAKTI PERSADA, Bekasi, conducted from 15th to 22nd November 2016. The research methodology adopted was the quantitative, correlational research. With the research design being ex post facto(after the fact).To collect data, the students were given objective test, numbering 68 items. The research data were analyzed descriptively and inferentially. The findings indicated that there was significant relationship between text comprehension ability and grade ten students’ vocabulary acquisition in narrative text at SMK BHAKTI PERSADA, Bekasi. It can be seen from the data analysis using Pearson’s Product Momentthat showed tobserved (4.93), which was higher than the critical value of ttable(at the significant level of 0.05 and df = 1/35), namely 2.03. It means that text comprehension ability has significant correlation with vocabulary acquisition in narrative text.

scholarly journals Multivariate Approach to Reading Comprehension and Sight-Reading

2021 ◽  
Author(s):  
Michel Cara
Keyword(s):  
Text Comprehension ◽  
Strong Association ◽  
Music Performance ◽  
Principal Component ◽  
Sight Reading ◽  
Multivariate Approach ◽  
Music Reading ◽  
Relevant Factor ◽  
Performance Variables ◽  
The Relationship

This chapter focuses on the study of the relationship between reading of music and verbal texts and it seeks to define an ecological music reading task that allows comparison of musical and verbal domains. Participants were preservice music students who performed different music reading tasks correlated with a verbal text comprehension test. A Principal Component Analysis (PCA), was performed, explaining 91,5% of the variance. The following two axes were defined: one related to reading compression and the other to music performance variables. The relationship between the selected variables in the factorial plane, particularly the strong association between sight-reading and literal comprehension, suggest that sight-reading is a relevant factor with regards to the study of musical and verbal domains.

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