Orosensory Perception, Speech Production, and Deafness

1973 ◽  
Vol 16 (2) ◽  
pp. 257-266 ◽  
Author(s):  
Milo E. Bishop ◽  
Robert L. Ringel ◽  
Arthur S. House
Keyword(s):  
High School ◽  
Speech Production ◽  
Poor Performance ◽  
Normal Hearing ◽  
The Other ◽  
Functional Disorders ◽  
Form Discrimination ◽  
School Subjects ◽  
Oral Form ◽  
Similarities And Differences

The oral form-discrimination abilities of 18 orally educated and oriented deaf high school subjects were determined and compared to those of manually educated and oriented deaf subjects and normal-hearing subjects. The similarities and differences among the responses of the three groups were discussed and then compared to responses elicited from subjects with functional disorders of articulation. In general, the discrimination scores separated the manual deaf from the other two groups, particularly when differences in form shapes were involved in the test. The implications of the results for theories relating orosensory-discrimination abilities are discussed. It is postulated that, while a failure in oroperceptual functioning may lead to disorders of articulation, a failure to use the oral mechanism for speech activities, even in persons with normal orosensory capabilities, may result in poor performance on oroperceptual tasks.

scholarly journals Feeling emotions for others that they don’t feel: Agency appraisals and vicarious anger

2020 ◽  
Author(s):  
Joshua Daniel Wondra
Keyword(s):  
High School ◽  
High School Student ◽  
The Other ◽  
Emotional Experiences ◽  
School Subjects ◽  
The Difference

How do people feel emotions for someone else? This has been studied asempathy—feeling the same emotion that someone else feels. But people also feel emotions for someone else that the other person doesn’t feel, such as feeling angry for someone who is sad. We use appraisal theories to predict that people feel an emotion for someone else when they appraise that person’s situation differently. According to appraisal theories, people react to misfortunes with anger if they are caused by another person, but not if the cause is impersonal, and we predicted that this would also be true in feeling emotions for another person, regardless of what the other person feels. In two studies, subjects learned about a disadvantaged high school student who applied to college and was rejected from every school. Subjects felt angrier when they learned that the student’s friend caused the bad outcome than when the student made a well-intentioned mistake, but they did not think the student felt angry. The difference in subjects’ anger was mediated by changes in appraisals of agency. The student believed the rejections were caused by bad circumstances and felt sad in both conditions. The results extend research on empathy and other vicarious emotional experiences by supporting appraisal as a process that is involved in feeling emotions for other people.

On My Mind: “Algebra for All”—Increasing Students' Access to Algebraic Ideas, Not Just Algebra Courses

1997 ◽  
Vol 2 (4) ◽  
pp. 204-207
Author(s):  
Edward A. Silver
Keyword(s):  
High School ◽  
High School Graduates ◽  
Remedial Mathematics ◽  
Poor Performance ◽  
National Assessment ◽  
Algebra For All ◽  
School Study ◽  
School Subjects ◽  
Crucial Component ◽  
American Students

Algebra has long been viewed as being a crucial component of American students' mathematics education. In fact, it has been called a “gatekeeper” because the successful completion of an algebra course is a prerequisite not only to further study in mathematics and other school subjects but also to many jobs and later opportunities. Because of the perceived importance of algebra, most American students, who complete high school, study algebra for two years. Nevertheless, the poor performance of twelfthgrade students on many algebra related tasks on the National Assessment of Educational Progress (NAEP) suggests that enrollment in these courses does not ensure that students acquire mastery of fundamental algebraic ideas (Mullis et al. 1991). Moreover, a lack of algebraic competence among even fairly successful high school graduates is evinced by the large number of remedial mathematics courses offered by the nation's colleges.

The Learner-Lead Curriculum in Aboriginal Schools

1992 ◽  
Vol 20 (5) ◽  
pp. 3-13
Author(s):  
Tamsin Roberts
Keyword(s):  
High School ◽  
Primary School ◽  
Primary Education ◽  
Life Style ◽  
Informed Decision ◽  
The Other ◽  
Remote Communities ◽  
Aboriginal Community ◽  
Australian Society ◽  
School Subjects

My students live in three remote Aboriginal community. It is my job to teach them English and the other Primary school subjects. My aim is to produce bi-lingual and bi-cultural individuals. By giving them the ways and means to access white Australian society, they are more able to make an informed decision about the life-style they want and feel confident to interact with white Australia. Many students rarely do more than one or two years at the high school in Alice Springs so there primary education is very important. Students from remote communities rarely do well academically.

The Relationship of Grade Placement to Programming Aptitude and Fortran Programming Achievement

1971 ◽  
Vol 2 (1) ◽  
pp. 44-48
Author(s):  
John W. Alspaugh
Keyword(s):  
High School ◽  
Test Scores ◽  
The Other ◽  
Instruction Time ◽  
High School Juniors ◽  
School Subjects ◽  
Significant Difference ◽  
Grade Placement ◽  
Relationship Of ◽  
The Relationship

This investigation to assess the influence of grade placement upon programming aptitude and FORTRAN programming achievement employed 2 groups of subjects equated on their high school Ohio Psychological Test scores. 1 group consisted of high school juniors and seniors, and the other group contained college juniors and seniors. A t-test revealed a significant difference in the IBM Programmer Aptitude Test scores for the 2 groups. By giving the high school subjects twice as much instruction time as the college students the anticipated difference in programming achievement was considerably reduced.

Promoting idea production by novice writers through the use of discourse-related prompts

1996 ◽  
Vol 17 (4) ◽  
pp. 385-400 ◽  
Author(s):  
Boris Bakunas
Keyword(s):  
High School ◽  
The Other ◽  
Discourse Structure ◽  
Problem Solution ◽  
School Subjects ◽  
Topic Interest ◽  
Different Types ◽  
Novice Writers ◽  
Achievement Levels

ABSTRACTThis study asked whether exposure to discourse elements affects idea production in novice writers. Different types of prompts were given to 127 high school subjects following the cessation of production. One prompt, termed contentless, was purely motivational; the other, a discourse prompt, conveyed a motivational message as well as information about the discourse structure of the problem/solution text. Subjects given discourse prompts generated significantly more idea units than those given the purely motivational variety. Also, subjects in the discourse-prompting condition spent more time generating ideas. The results held across topic interest and achievement levels, suggesting that instruction in discourse elements may prove beneficial.

Tourists’ and Residents’ Impressions of A Heritage Tourism Site: The Case of Kampong Taman Sari, Indonesia

2014 ◽  
Vol 8 (3) ◽  
pp. 181 ◽  
Author(s):  
Jenny Ernawati ◽  
Gary T. Moore
Keyword(s):  
Heritage Tourism ◽  
Semantic Differential ◽  
The Other ◽  
Measuring Instrument ◽  
Built Heritage ◽  
Other Hand ◽  
Similarities And Differences

The interface between tourism and built heritage is complicated because much built heritage is located in the middle of living communities. Questions arise about how to achieve a balance between the expectations of tourists and the community. To study this question, this paper reports on tourists’ and residents’ impressions of an international heritage tourism site, the Kampong Taman Sari in Indonesia. Using a linear-numeric semantic differential as the measuring instrument and nine consensus photographs of the site as stimuli, the study investigated similarities and differences in impressions between three groups: tourists (international and domestic) and residents. Three principal dimensions were found to underlie impressions of the site: Attractiveness, Organisation, and Novelty. Significant differences were found among all three groups in their impressions of Attractiveness. In terms of impressions of the Organisation of the site, international and domestic tourists have similar impressions but these differ significantly from the impressions of residents. On the other hand, domestic tourists and residents have similar impressions of the Novelty of the site, which is evaluated differently by international tourists.

scholarly journals Why Words Are Hard for Adults With Developmental Language Impairments

2013 ◽  
Vol 56 (6) ◽  
pp. 1845-1856 ◽  
Author(s):  
Karla K. McGregor ◽  
Ulla Licandro ◽  
Richard Arenas ◽  
Nichole Eden ◽  
Derek Stiles ◽  
...  
Keyword(s):  
Language Impairment ◽  
Normal Development ◽  
Declarative Memory ◽  
Poor Performance ◽  
Language Impairments ◽  
Learning Problems ◽  
Word Form ◽  
Word Meanings ◽  
Word Forms ◽  
Similarities And Differences

Purpose To determine whether word learning problems associated with developmental language impairment (LI) reflect deficits in encoding or subsequent remembering of forms and meanings. Method Sixty-nine 18- to 25-year-olds with LI or without (the normal development [ND] group) took tests to measure learning of 16 word forms and meanings immediately after training (encoding) and 12 hr, 24 hr, and 1 week later (remembering). Half of the participants trained in the morning, and half trained in the evening. Results At immediate posttest, participants with LI performed more poorly on form and meaning than those with ND. Poor performance was more likely among those with more severe LI. The LI–ND gap for word form recall widened over 1 week. In contrast, the LI and ND groups demonstrated no difference in remembering word meanings over the week. In both groups, participants who trained in the evening, and therefore slept shortly after training, demonstrated greater gains in meaning recall than those who trained in the morning. Conclusions Some adults with LI have encoding deficits that limit the addition of word forms and meanings to the lexicon. Similarities and differences in patterns of remembering in the LI and ND groups motivate the hypothesis that consolidation of declarative memory is a strength for adults with LI.

scholarly journals The immunological characterization of several human ribonucleases by using primary binding tests

1977 ◽  
Vol 163 (3) ◽  
pp. 419-426 ◽  
Author(s):  
E A Neuwelt ◽  
M Schmukler ◽  
M S Niziak ◽  
P B Jewett ◽  
C C Levy
Keyword(s):  
Human Plasma ◽  
Cross Reaction ◽  
The Other ◽  
Human Pancreas ◽  
Human Tissues ◽  
Antigenic Difference ◽  
Immunological Characterization ◽  
Similarities And Differences

RNAases (ribonucleases), purified from four human tissues, as well as bovine pancreatic RNAase (RNAase A), were studied by immunodiffusion methods and by two different primary binding tests. The enzymes fell into two groups immunologically, those purified from plasma and pancreas in one and those from spleen and liver in the other. No antigenic cross-reaction between the two groups was detected by any of the immunoassays used. There was a slight antigenic cross-reaction between the human and bovine pancreatic RNAases. The liver and spleen RNAases were immunologically identical by all criteria used, whereas a small but consistent antigenic difference between the human plasma and human pancreas enzymes was detected. The significance of this difference between the human plasma and pancreas RNAases is discussed in relation to similarities and differences in their properties.

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