scholarly journals THE RELATIONSHIP BETWEEN COGNITIVE-LINGUISTIC TASK DIFFICULTY AND L1-L2 INTERACTION FOR ACADEMIC LISTENING COMPREHENSION IN TURKISH–DUTCH EMERGENT BILINGUALS

2021 ◽  
pp. 1-25
Author(s):  
Sven Sierens ◽  
Koen Van Gorp ◽  
Stef Slembrouck ◽  
Piet Van Avermaet
Keyword(s):  
Listening Comprehension ◽  
Item Difficulty ◽  
First Grade ◽  
Task Demands ◽  
Assessment Instrument ◽  
Emergent Bilinguals ◽  
Processing Theory ◽  
Cognitive Linguistic ◽  
Strength Of Interaction ◽  
The Relationship

Abstract This study investigated the relationship between the level of cognitive-linguistic difficulty of task input and the size of the cross-linguistic relationship for academic listening comprehension in emergent bilinguals. It was theoretically motivated by task-dependent cross-linguistic interaction frameworks. We hypothesized that task item sets that involve a higher level of cognitive-linguistic difficulty, drawing on a number of sources of item difficulty, would show a smaller strength of interaction than sets involving a lower level. Using a task-based assessment instrument, listening comprehension was measured in 75 Turkish–Dutch bilingual children at first-grade entry (Mage = 6;7). Partial L1-L2 correlations indicated that cognitively more demanding item sets tended to coincide with smaller L1-L2 correlations. This finding was, in part, consistent for cognitive difficulty, yet inconclusive for linguistic difficulty. An explanation is discussed that, in line with information-processing theory, highlights a trade-off between cognitive-linguistic task demands and cross-linguistic influence.

Unpacking the Relationship Between Preschool Social Skills and First Grade Academic Competence

2008 ◽  
Author(s):  
Brittany L. Rhoades ◽  
Heather Kiernan Warren ◽  
Mark T. Greenberg ◽  
Celene E. Domitrovich
Keyword(s):  
Social Skills ◽  
First Grade ◽  
Academic Competence ◽  
The Relationship

CORRELATION OF DIFFICULTY INDEX AND DISCRIMINATING INDEX IN MEDICAL STUDENT’S ASSESSMENT.

2021 ◽  
pp. 9-10
Author(s):  
Bhoomika R. Chauhan ◽  
Jayesh Vaza ◽  
Girish R. Chauhan ◽  
Pradip R. Chauhan
Keyword(s):  
Medical Students ◽  
Formative Assessment ◽  
Item Difficulty ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Discriminating Power ◽  
Good Discriminator ◽  
Difficulty Index ◽  
The Relationship

Multiple choice questions are nowadays used in competitive examination and formative assessment to assess the student's eligibility and certification.Item analysis is the process of collecting,summarizing and using information from students' responses to assess the quality of test items.Goal of the study was to identify the relationship between the item difficulty index and item discriminating index in medical student's assessment. 400 final year medical students from various medical colleges responded 200 items constructed for the study.The responses were assessed and analysed for item difficulty index and item discriminating power. Item difficulty index an item discriminating power were analysed by statical methods to identify correlation.The discriminating power of the items with difficulty index in 40%-50% was the highest. Summary and Conclusion:Items with good difficulty index in range of 30%-70% are good discriminator.

The role of supervisors on employees’ voice behavior

2019 ◽  
Vol 40 (1) ◽  
pp. 85-96 ◽  
Author(s):  
SuJin Son
Keyword(s):  
Social Information Processing ◽  
Employee Voice ◽  
Hierarchical Regression ◽  
Voice Behavior ◽  
Content Type ◽  
Social Information Processing Theory ◽  
Processing Theory ◽  
Moderating Factors ◽  
The Relationship

PurposeDrawing on social learning theory and social information processing theory, the purpose of this study is to examine how perceived supervisor’s voice behavior relates to employees’ own voice behavior both directly and indirectly through trust in supervisor. In particular, this study also investigates the moderating role of gender in the relationship between trust in supervisor and employee voice behavior. Further, this study proposes that gender moderates the indirect effect of perceived supervisor’s voice behavior on employee voice behavior via trust in supervisor.Design/methodology/approachThe proposed hypothesis was tested by using hierarchical regression analyses and Hayes’ PROCESS macro.FindingsThe results show that perceived supervisor’s voice behavior is positively related to an employee’s own voice behavior and trust in supervisors. In particular, trust in supervisors mediates the relationship between perceived supervisor’s voice behavior and employee’s own voice behavior. Additionally, the relationship between trust in supervisor and employees’ voice behavior was stronger for female employees.Originality/valueThe current study investigates employees’ perception of immediate supervisor’s voice behavior that encourages employees to speak up, thereby providing a more nuanced understanding of the factors that facilitate employee voice behavior. In particular, this study advances the understanding of how and why employees’ perception of supervisors’ voice behavior relates to employees’ voice behavior by examining the mediating and moderating factors.

scholarly journals The Assessment Instrument of Mathematics Learning Outcomes Based on HOTS Toward Two-Dimensional Geometry Topic

2020 ◽  
Vol 3 (1) ◽  
pp. 19
Author(s):  
I Gede Wahyu Suwela Antara ◽  
I Komang Sudarma ◽  
I.Ketut Dibia
Keyword(s):  
Item Difficulty ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Mathematics Assessment ◽  
Assessment Instrument ◽  
Higher Order Thinking Skills ◽  
High Order Thinking Skill ◽  
Essay Test ◽  
High Order Thinking

This study aims to (1) developing a mathematics assessment instrument based on Higher Order Thinking Skills (HOTS); and describe the quality of the instrument. This study was a research and development study adapting 4D model from Thiagarajan. The model including the following steps : (1) define, (2) design, (3) develop, and (4) desseminate. Due to limited of time, this research was only carried out until the developing step.The result shows that the instrument that consists of 18 essay test item are valid and appropriate to be used. The instrumen’s reliability coefficients are 0.659 (High). The instrument has the average of item discrimination  0.44 (Very Good) and the average of item difficulty of the instrument are 0.584 (Medium). The conclusion is the assessment instrument is feasibel being as an assessment instrumen to measure the high order thinking skill toward two-dimentional geometry topic.

scholarly journals The Trickle-Down Effect of Territorial Behavior: A Moderated Mediation Model

2021 ◽  
Vol 12 ◽  
Author(s):  
Yi Li ◽  
Haolin Weng ◽  
Ting Zhu ◽  
Na Li
Keyword(s):  
Social Information Processing ◽  
Negative Relationship ◽  
Territorial Behavior ◽  
Chinese Enterprises ◽  
Social Information Processing Theory ◽  
Moderated Mediation Model ◽  
Processing Theory ◽  
Perceived Insider Status ◽  
The Relationship ◽  
Trickle Down

The present research seeks to explore how and when leader territorial behavior trickles down to the follower. Relying on social information processing theory, we hypothesize that territorial behavior has a trickle-down effect from leader to follower, and perceived insider status mediates the relationship between leader territorial behavior and follower territorial behavior. Competition climate is supposed to strengthen the effect of leader territorial behavior on perceived insider status. Two hundred and fifty-two dyads data of supervisor–subordinate in Chinese enterprises provided support for our hypotheses. The results suggest that leader territorial behavior is positively related to follower territorial behavior and that follower perceived insider status significantly mediates the relationship. Moreover, competition climate strengthens the negative relationship between leader territorial behavior and perceived insider status as well as the indirect effect of leader territorial behavior on follower territorial behavior via perceived insider status. Theoretical and practical implications are further discussed.

Macrostructure in the narratives of Indonesian-Dutch bilinguals

2021 ◽  
Author(s):  
Elena Tribushinina ◽  
Mila Irmawati ◽  
Pim Mak
Keyword(s):  
Internal State ◽  
Assessment Instrument ◽  
Input Current ◽  
Home Language ◽  
Story Structure ◽  
Narrative Skills ◽  
Language Exposure ◽  
Cross Lingual ◽  
Cross Language ◽  
The Relationship

Abstract There is no agreement regarding the relationship between narrative abilities in the two languages of a bilingual child. In this paper, we test the hypothesis that such cross-language relationships depend on age and language exposure by studying the narrative skills of 32 Indonesian-Dutch bilinguals (mean age: 8;5, range: 5;0–11;9). The narratives were elicited by means of the Multilingual Assessment Instrument for Narratives (MAIN) and analysed for story structure, episodic complexity and use of internal state terms (ISTs) in the home language (Indonesian) and majority language (Dutch). The results demonstrate that story structure scores in the home language (but not in the majority language) were positively related to age. Exposure measures (current Dutch/Indonesian input, current richness of Dutch/Indonesian input, and length of exposure to Dutch) did not predict the macrostructure scores. There was a significant positive cross-language relationship in story structure and episodic complexity, and this relationship became stronger as a function of length of exposure to Dutch. There was also a positive cross-lingual relation in IST use, but it became weaker with age. The results support the idea that narrative skills are transferable between languages and suggest that cross-language relationships may interact with age and exposure factors in differential ways.

The Relationship Between Oral Language and Reading in English-Only, Proficient Bilingual, and Emergent Bilingual Adolescents

2019 ◽  
pp. 112-132 ◽  
Author(s):  
Becky H. Huang
Keyword(s):  
Language Proficiency ◽  
Oral Language ◽  
English Language ◽  
English Language Proficiency ◽  
Emergent Bilinguals ◽  
English Only ◽  
Adolescent Groups ◽  
Language Assessments ◽  
Reading Measures ◽  
The Relationship

The chapter examined the English language and reading outcomes and the relationship between language and reading for two bilingual adolescent groups (Proficient Bilinguals and Emergent Bilinguals) and their English-only peers (n = 78 total). Participants completed a variety of English language assessments, and their scores from a standardized accountability reading assessment were collected from their teachers. Results from the study showed that Proficient Bilinguals performed comparably to their English-only peers in all language and reading measures, suggesting that simply being bilingual does not detract from adolescents' English language proficiency. Furthermore, the relationships between oral language and reading differed as a function of participants' English language proficiency. Oral language skills correlated with reading for both bilinguals and English-only adolescents, but the relationships were more robust for bilinguals than for English-only adolescents. Finally, the relationship between speech production and reading was significantly only for Emergent Bilinguals and not for Proficient Bilinguals.

The relationship between non-functioning distractors and item difficulty of multiple choice questions: A descriptive analysis

2014 ◽  
Vol 2 (4) ◽  
pp. 148 ◽  
Author(s):  
HamzaMohammad Abdulghani ◽  
Farah Ahmad ◽  
Abdulmajeed Aldrees ◽  
MahmoudS Khalil ◽  
GomindaG Ponnamperuma
Keyword(s):  
Item Difficulty ◽  
Descriptive Analysis ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
The Relationship
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