Effects of Written and Auditory Language Processing Skills on Written Passage Comprehension in Middle and High School

2014 ◽  
Author(s):  
Gloria Waters ◽  
David Caplan ◽  
Julie Bertram ◽  
Karolyn Howland ◽  
Adam Ostrowski ◽  
...  
Keyword(s):  
High School ◽  
Language Processing

scholarly journals Lessons Learned from Teaching Machine Learning and Natural Language Processing to High School Students

2020 ◽  
Vol 34 (09) ◽  
pp. 13397-13403
Author(s):  
Narges Norouzi ◽  
Snigdha Chaturvedi ◽  
Matthew Rutledge
Keyword(s):  
Machine Learning ◽  
High School ◽  
High School Students ◽  
Natural Language Processing ◽  
Natural Language ◽  
Language Processing ◽  
Teaching Machine ◽  
Lessons Learned ◽  
School Students ◽  
Gender Discrepancies

This paper describes an experience in teaching Machine Learning (ML) and Natural Language Processing (NLP) to a group of high school students over an intense one-month period. In this work, we provide an outline of an AI course curriculum we designed for high school students and then evaluate its effectiveness by analyzing student's feedback and student outcomes. After closely observing students, evaluating their responses to our surveys, and analyzing their contribution to the course project, we identified some possible impediments in teaching AI to high school students and propose some measures to avoid them. These measures include employing a combination of objectivist and constructivist pedagogies, reviewing/introducing basic programming concepts at the beginning of the course, and addressing gender discrepancies throughout the course.

Maximizing ANLP Evaluation

2012 ◽  
pp. 438-456
Author(s):  
Adam Renner ◽  
Philip M. McCarthy ◽  
Chutima Boonthum-Denecke ◽  
Danielle S. McNamara
Keyword(s):  
High School ◽  
High School Students ◽  
Natural Language Processing ◽  
Language Processing ◽  
Learning Systems ◽  
School Students ◽  
Computational Approaches ◽  
Tutoring Systems ◽  
User Input ◽  
Controlled Natural Language

A continuing problem for ANLP (compared with NLP) is that language tends to be more natural in ANLP than that examined in more controlled natural language processing (NLP) studies. Specifically, ineffective or misleading feedback can result from faulty assessment of misspelled words. This chapter describes the Harmonizer system for addressing the problem of user input irregularities (e.g., typos). The Harmonizer is specifically designed for Intelligence Tutoring Systems (ITSs) that use NLP to provide assessment and feedback based on the typed input of the user. Our approach is to “harmonize” similar words to the same form in the benchmark, rather than correcting them to dictionary entries. This chapter describes the Harmonizer, and evaluates its performance using various computational approaches on unedited input from high school students in the context of an ITS (i.e., iSTART). Our results indicate that various metric approaches to NLP (such as word-overlap cohesion scores) are moderately affected when student errors are filtered by the Harmonizer. Given the prevalence of typing errors in the sample, the study substantiates the need to “clean” typed input in comparable NLP-based learning systems. The Harmonizer provides such ability and is easy to implement with light processing requirements.

How Much Knowledge Is Too Little? When a Lack of Knowledge Becomes a Barrier to Comprehension

2019 ◽  
Vol 30 (9) ◽  
pp. 1344-1351 ◽  
Author(s):  
Tenaha O’Reilly ◽  
Zuowei Wang ◽  
John Sabatini
Keyword(s):  
High School ◽  
High School Students ◽  
Natural Language Processing ◽  
Language Processing ◽  
Positive Relation ◽  
Specific Topic ◽  
School Students ◽  
Knowledge Test ◽  
Processing Techniques ◽  
The Relationship

Have you ever found it difficult to read something because you lack knowledge on the topic? We investigated this phenomenon with a sample of 3,534 high school students who took a background-knowledge test before working on a reading-comprehension test on the topic of ecology. Broken-line regression revealed a knowledge threshold: Below the threshold, the relationship between comprehension and knowledge was weak (β = 0.18), but above the threshold, a strong and positive relation emerged (β = 0.81). Further analyses indicated that certain topically relevant words (e.g., ecosystem, habitat) were more important to know than others when predicting the threshold, and these keywords could be identified using natural-language-processing techniques. Collectively, these results may help identify who is likely to have a problem comprehending information on a specific topic and, to some extent, what knowledge is likely required to comprehend information on that topic.

Language processing is not a race against time

2016 ◽  
Vol 39 ◽  
Author(s):  
Giosuè Baggio ◽  
Carmelo M. Vicario
Keyword(s):  
Information Processing ◽  
Human Brain ◽  
Language Processing ◽  
Cognitive Functions ◽  
Memory Systems ◽  
Language System ◽  
Moderating Factors

AbstractWe agree with Christiansen & Chater (C&C) that language processing and acquisition are tightly constrained by the limits of sensory and memory systems. However, the human brain supports a range of cognitive functions that mitigate the effects of information processing bottlenecks. The language system is partly organised around these moderating factors, not just around restrictions on storage and computation.

Cosmetology treatments on human hair: An SEM study

1996 ◽  
Vol 54 ◽  
pp. 940-941
Author(s):  
D.F. Bowling
Keyword(s):  
High School ◽  
High Resolution ◽  
Human Hair ◽  
Optical Microscope ◽  
Convincing Evidence ◽  
Brightness Contrast ◽  
Sem Study

High school cosmetology students study the methods and effects of various human hair treatments, including permanents, straightening, conditioning, coloring and cutting. Although they are provided with textbook examples of overtreatment and numerous hair disorders and diseases, a view of an individual hair at the high resolution offered by an SEM provides convincing evidence of the hair‘s altered structure. Magnifications up to 2000X provide dramatic differences in perspective. A good quality classroom optical microscope can be very informative at lower resolutions.Students in a cosmetology class are initially split into two groups. One group is taught basic controls on the SEM (focus, magnification, brightness, contrast, specimen X, Y, and Z axis movements). A healthy, untreated piece of hair is initially examined on the SEM The second group cements a piece of their own hair on a stub. The samples are dryed quickly using heat or vacuum while the groups trade places and activities.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

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