Supplemental Material for Reducing the Language Content in ToM Tests: A Developmental Scale

2017 ◽  
Keyword(s):  
Developmental Scale ◽  
Language Content

Reducing the language content in ToM tests: A developmental scale.

2018 ◽  
Vol 54 (2) ◽  
pp. 293-307 ◽  
Author(s):  
Morgane Burnel ◽  
Marcela Perrone-Bertolotti ◽  
Anne Reboul ◽  
Monica Baciu ◽  
Stephanie Durrleman
Keyword(s):  
Developmental Scale ◽  
Language Content

New Car, Same Principles: Using Language Development Theories to Drive the Design of Supportive Augmentative and Alternative Communication System Interfaces

2017 ◽  
Vol 2 (12) ◽  
pp. 40-54
Author(s):  
Jamie B. Boster ◽  
Joann P. Benigno ◽  
John W. McCarthy
Keyword(s):  
Language Development ◽  
Augmentative And Alternative Communication ◽  
Developmental Theory ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Communication Devices ◽  
Development Of Language ◽  
Communication Needs ◽  
System Interfaces ◽  
Language Content

Innovations in technology have resulted in increased use of tablets, mobile devices, and applications as augmentative and alternative communication (AAC) systems for children with complex communication needs (CCN). Although research has been conducted on the specific characteristics of AAC technologies, many interfaces remain replications of prior communication devices with little consideration of the features of newer platforms. A greater concern is that these interfaces may not be based on empirical evidence or derived from key developmental language theories. As such, these interfaces may place additional demands on children with CCN instead of supporting their development of language content, form, and use. The purpose of this paper is to discuss potential interface supports for AAC systems that capitalize on current technologies and draw upon key tenets of developmental theory.

¿Comprenderán Mis Amigos y La Familia? Analyzing Spanish Translations of Admission Materials for Latina/o Students Applying to 4-Year Institutions in the United States

2018 ◽  
Vol 19 (2) ◽  
pp. 195-209 ◽  
Author(s):  
Zachary W. Taylor
Keyword(s):  
English Language ◽  
The United States ◽  
Reading Level ◽  
Spanish Language ◽  
First Year ◽  
Linguistic Capital ◽  
Undergraduate Admissions ◽  
Research And Practice ◽  
Grade Reading Level ◽  
Language Content

This study examines first-year undergraduate admissions materials from 325 bachelor-degree granting U.S. institutions, closely analyzing the English-language readability and Spanish-language readability and translation of these materials. Via Yosso’s linguistic capital, the results reveal 4.9% of first-year undergraduate admissions materials had been translated into Spanish, 4% of institutional admissions websites embed translation widgets, and the average readability of English-language content is above the 13th-grade reading level. Implications for research and practice are discussed.

Personality‐relevant attribute‐nouns: a taxonomic study in the Italian language

2005 ◽  
Vol 19 (7) ◽  
pp. 537-557 ◽  
Author(s):  
Lisa Di Blas
Keyword(s):  
Big Five ◽  
Large Set ◽  
Factor Solution ◽  
Italian Language ◽  
Quantitative Indices ◽  
Component Solution ◽  
Personality Attribute ◽  
Relevant Attribute ◽  
Big Six ◽  
Language Content

The present study was based on psycholexical approach premises and explored the structure of a large set of personality attribute‐nouns in the Italian language. Content inspection (based on Big Five categories) and quantitative indices were used to interpret the attribute‐noun dimensions. Results showed (a) a stable three‐component solution which replicated the Big Three; (b) an unstable five‐factor solution which did not reproduce the Big Five; (c) an unstable six‐factor solution which represented deviations from the Big Five system, which have been found in most psycholexical studies conducted in the Italian language. The six lexical dimensions were interpreted as follows: Conscientiousness (replicating the III of the Big Five); Self‐Assurance (combining the Big Five I assertiveness and IV fearfulness subcategories); Sociability (defined by the Big Five I sociableness and I impulse expression subcategories); Placidity (combining the Big Five II peacefulness, II unassertiveness, and IV irritableness subcategories); Honesty and Humility (comprising the Big Five II modesty and II helpfulness subcategories plus integrity values); Cleverness and Sophistication (defined by the Big Five V subcategories). The conclusion was that personality word organisation in the Italian language reflects the psycholexical Big Three and Big Six, but not the Big Five. Copyright © 2005 John Wiley & Sons, Ltd.

Chronic cerebellar stimulation and developmental reflexes

1977 ◽  
Vol 46 (4) ◽  
pp. 506-511 ◽  
Author(s):  
Richard D. Penn ◽  
Mary Liz Etzel
Keyword(s):  
Cerebral Palsy ◽  
Anterior Lobe ◽  
Chronic Stimulation ◽  
Content Type ◽  
Motor Disabilities ◽  
Primitive Reflexes ◽  
Developmental Scale ◽  
Motor Retardation ◽  
Fine Print ◽  
Cerebellar Stimulation

✓ The changes in motor function in cerebral palsy patients produced by chronic anterior lobe cerebellar stimulation were documented with the Milani-Comparetti developmental scale, which allows comparison between functional gains and reflex patterns. Two patients with marked motor retardation and primitive reflexes were followed serially over several months of stimulation. Using these measures, the efficiency of chronic stimulation can be assessed, although many years will be needed to evaluate its role in treating motor disabilities.

Understanding CLIL from an ELF perspective: language in Taiwanese primary bilingual education

2021 ◽  
Vol 10 (2) ◽  
pp. 209-233
Author(s):  
Inmaculada Pineda ◽  
Wenli Tsou
Keyword(s):  
Bilingual Education ◽  
Teaching And Learning ◽  
L2 Proficiency ◽  
Related Language ◽  
Class Management ◽  
Academic Communication ◽  
Teachers Training ◽  
L1 And L2 ◽  
Linguistic Backgrounds ◽  
Language Content

Abstract Recent global developments have intensified the use of English as a lingua franca (ELF), the principal means of communication employed among speakers of different linguistic backgrounds to interact worldwide. Consequently, there has been a growing interest in the pedagogical implications and applications of ELF in language teaching and learning. Few works, though, have investigated the influence of ELF in bilingual education such as in Content and Language Integrated Learning (CLIL). The current paper describes the design and implementation of a CLIL + ELF observation tool that was used to study a pilot CLIL program in Taiwan and to anticipate CLIL teachers’ training needs. The data collected from the rubric were contrasted with several unstructured interviews. The rubric contains 10 criteria developed from previous CLIL and ELF studies including: learners’ L1 and L2 proficiency; teachers’ L2 proficiency; teachers’ ability to reflect upon their practice; their familiarity with CLIL and ELF methodologies; and the school’s commitment to bilingual education and language policy considerations. Using these criteria, the researchers identified many positive results such as teachers’ growing familiarity with CLIL and their use of class management language, content-related language, and academic communication. The study also suggests areas for improvement such as the need for teacher training regarding ELF.

Using Kahoot! to Gamify Learning in the Language Classroom

RELC Journal ◽  
2021 ◽  
pp. 003368822110402
Author(s):  
Lucas Kohnke ◽  
Benjamin Luke Moorhouse
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Language Teachers ◽  
Student Response ◽  
Student Response System ◽  
Clear Understanding ◽  
Classroom Dynamics ◽  
Language Classroom ◽  
User Friendly ◽  
Language Content

Technology is increasingly being used to foster engagement, enhance classroom dynamics, promote autonomy and improve the student learning experience in language learning environments. Many teachers have begun to employ digital apps and tools (e.g. Mentimeter and GoSoapBox) as a more interactive alternative to traditional activities. One product that has been particularly popular due to its user-friendly interface and focus on motivation, enjoyment and competition is Kahoot! ( https://kahoot.com ) – a game-based student response system in which the teacher takes on the role of a game show host with the students as contenders. Kahoot! can enhance the language classroom by making the introduction of new content (e.g. definitions, tenses or collocations) and the consolidation of knowledge more interactive and visible, helping learners reach mastery of the language content. Although Kahoot! has been a popular platform since its launch in 2013, its utility in the language classroom has yet to be fully explored. Furthermore, to be used effectively, teachers need a clear understanding of its subject-specific affordance and limitations. Therefore, this review explores how language teachers can use Kahoot! to improve student engagement – and potentially academic performance – by gamifying learning. Notably, only the free version of Kahoot! is examined.

The Efficacy of Computer-Provided Reading Treatment for Chronic Aphasic Adults

1997 ◽  
Vol 40 (3) ◽  
pp. 493-507 ◽  
Author(s):  
Richard C. Katz ◽  
Robert T. Wertz
Keyword(s):  
Treatment Group ◽  
Cognitive Rehabilitation ◽  
Language Performance ◽  
Communicative Ability ◽  
Visual Matching ◽  
Language Measure ◽  
Language Measures ◽  
Reading Activities ◽  
Language Content ◽  
Stimulation Group

We examined the effects of computer-provided reading activities on language performance in chronic aphasic patients. Fifty-five aphasic adults were assigned randomly to one of three conditions: computer reading treatment, computer stimulation, or no treatment. Subjects in the computer groups used computers 3 hours each week for 26 weeks. Computer reading treatment software consisted of visual matching and reading comprehension tasks. Computer stimulation software consisted of nonverbal games and cognitive rehabilitation tasks. Language measures were administered to all subjects at entry and after 3 and 6 months. Significant improvement over the 26 weeks occurred on five language measures for the computer reading treatment group, on one language measure for the computer stimulation group, and on none of the language measures for the notreatment group. The computer reading treatment group displayed significantly more improvement on the Porch Index of Communicative Ability “Overall” and “Verbal” modality percentiles and on the Western Aphasia Battery Aphasia “Quotient” and “Repetition” subtest than the other two groups. The results suggest that (a) computerized reading treatment can be administered with minimal assistance from a clinician, (b) improvement on the computerized reading treatment tasks generalized to non-computer language performance, (c) improvement resulted from the language content of the software and not stimulation provided by a computer, and (d) the computerized reading treatment we provided to chronic aphasic patients was efficacious.

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