Children’s Use of Spatial Prepositions in Two- and Three-Dimensional Tasks

1978 ◽  
Vol 21 (1) ◽  
pp. 151-165 ◽  
Author(s):  
Dora S. Washington ◽  
Rita C. Naremore
Keyword(s):  
Neurological Disorders ◽  
Three Dimensional ◽  
Native English Speakers ◽  
English Speakers ◽  
Older Children ◽  
Spatial Prepositions ◽  
Three Dimensional Objects ◽  
Significant Difference ◽  
Semantic Complexity ◽  
Better Than

This study evaluates children’s performance on selected spatial prepositions and determines the age levels these prepositions are acquired in both receptive and expressive language, as revealed in tasks involving both two- and three-dimensional objects. Subjects were 80 children (40 males and 40 females), ranging in age from three years to four years and eleven months. All were native English speakers with no speech, hearing, or neurological disorders, and with normal intelligence. Results indicated a significant difference in test scores according to age (older children perform better than younger), task (comprehension scores higher than production scores), referent (three-dimensional tasks showing higher scores than two-dimensional tasks), and preposition. Children’s use of selected spatial prepositions is dependent on the semantic complexity of the preposition. Prepositions whose meanings can be described in terms of simple topological notions are understood and used with greater facility than those involving dimensional or Euclidean spatial notions. When the prepositional variable interacts with age, dimension, task, age + dimension, age + task, dimension + task, and age + dimension + task, overall differential responses are likely to occur.

scholarly journals Reading Preferences of ESL Students: Electronic Texts vs. Printed

2019 ◽  
Vol 14 (04) ◽  
pp. 169
Author(s):  
Basim Alamri
Keyword(s):  
International Students ◽  
Electronic Devices ◽  
Native English Speakers ◽  
The United States ◽  
English Speakers ◽  
Esl Students ◽  
Electronic Texts ◽  
Significant Difference ◽  
Males And Females ◽  
Better Than

The present study investigated the reading preferences of international students regarding their choices between electronic texts (e-texts) and printed texts (p-texts). The study also explored the influence of reading e-texts and p-texts on comprehending their contents, as well as the purpose of students using these electronic devices (e-devices). The data were collected using a questionnaire completed by non-native English speakers (36 males, 24 females) at a southwestern university in the United States. The findings indicated that the students preferred using p-texts over e-texts. Among these students, there was no gender difference in terms of reading preferences. Moreover, the results indicated a statistically significant difference between males and females regarding understanding the content in the printed format. The females understood the content better than the males when they read p-text. The findings also revealed that students preferred using electronic devices for personal uses rather than academic uses. Such personal uses were web browsing, listening to or watching media, and reading and writing emails. The study suggested several pedagogical implications for students and e-book developers and designers.

scholarly journals Digital Imaging as a Possible Approach in Evaluation of Islet Yield

2003 ◽  
Vol 12 (2) ◽  
pp. 129-133 ◽  
Author(s):  
Peter Girman ◽  
Jan Kříž ◽  
Jozef Friedmanský ◽  
FrantišEk Saudek
Keyword(s):  
Image Analysis ◽  
Digital Image ◽  
Digital Imaging ◽  
Digital Image Analysis ◽  
Three Dimensional ◽  
Two Dimensions ◽  
New Method ◽  
Important Method ◽  
Three Dimensional Objects ◽  
Significant Difference

Digital image analysis (DIA) is a new method in assessment of islet amount, which is expected to provide reliable and consistent results. We compared this method with conventional counting of small numbers of rat islets. Islets were isolated from 8 pancreases and counted in 24 samples in duplicate, first routinely by sizing according to estimated diameters under a calibrated reticule and then by processing of islets pictures taken by camera. As presumed, no significant difference was found in absolute numbers of islets per sample between DIA and conventional assessment. Volumes of islets per sample measured by DIA were on average more than 10% higher than amounts evaluated conventionally, which was statistically significant. DIA has been shown to be an important method to remove operator bias and provide consistent results. Evaluation of only two dimensions of three-dimensional objects still represents a certain limitation of this technique. With lowering of computer prices the system could become easily available for islet laboratories.

scholarly journals Where the action could be: Speakers look at graspable objects and meaningful scene regions when describing potential actions

2019 ◽  
Author(s):  
Gwendolyn L Rehrig ◽  
Candace Elise Peacock ◽  
Taylor Hayes ◽  
Fernanda Ferreira ◽  
John M. Henderson
Keyword(s):  
Visual Attention ◽  
Real World ◽  
Language Production ◽  
Native English Speakers ◽  
English Speakers ◽  
Linguistic Processing ◽  
General Meaning ◽  
New Evidence ◽  
Shed Light ◽  
Better Than

The world is visually complex, yet we can efficiently describe it by extracting the information that is most relevant to convey. How do the properties of real-world scenes help us decide where to look and what to say? Image salience has been the dominant explanation for what drives visual attention and production as we describe displays, but new evidence shows scene meaning predicts attention better than image salience. Here we investigated the relevance of one aspect of meaning, graspability (the grasping interactions objects in the scene afford), given that affordances have been implicated in both visual and linguistic processing. We quantified image salience, meaning, and graspability for real-world scenes. In three eyetracking experiments, native English speakers described possible actions that could be carried out in a scene. We hypothesized that graspability would preferentially guide attention due to its task-relevance. In two experiments using stimuli from a previous study, meaning explained visual attention better than graspability or salience did, and graspability explained attention better than salience. In a third experiment we quantified image salience, meaning, graspability, and reach-weighted graspability for scenes that depicted reachable spaces containing graspable objects. Graspability and meaning explained attention equally well in the third experiment, and both explained attention better than salience. We conclude that speakers use object graspability to allocate attention to plan descriptions when scenes depict graspable objects within reach, and otherwise rely more on general meaning. The results shed light on what aspects of meaning guide attention during scene viewing in language production tasks.

scholarly journals The Realization of Complaint Strategies among Iranian Female EFL Learners and Female Native English Speakers: A Politeness Perspective

2016 ◽  
Vol 6 (2) ◽  
pp. 9
Author(s):  
Atefeh Eshraghi ◽  
Mohsen Shahrokhi
Keyword(s):  
Speech Acts ◽  
Social Power ◽  
Great Influence ◽  
Native English Speakers ◽  
English Speakers ◽  
Placement Test ◽  
Contextual Variables ◽  
Efl Learners ◽  
Significant Difference ◽  
Completion Test

<p>Speech acts are interesting areas of research and there has been much research on speech acts. Complaint is a type of speech act and how to use it in interaction is important to EFL learners. The complaint strategies employed by Iranian female EFL learners and female English native speakers were compared in this study. Also, the effects of contextual variables (Social distance and Social power) on the choice of complaint strategies by Iranian female EFL learners and female native English speakers were studied in this research. Thirty Iranian female EFL learners and thirty female native English speakers participated in this study. The two instruments which were used in this study included Oxford Placement Test (OPT) and Discourse Completion Test (DCT). The (DCT), as an open-ended questionnaire was administrated to them to elicit complaint speech acts. Then, the collected data were analyzed according to a modified taxonomy of complaint strategies proposed by Trosoborg (1995). The results indicated that there was a significant difference between Iranian female EFL learners and female native English speakers in terms of using complaint strategies. Iranian female EFL learners used indirect complaint, while female native English speakers used the direct complaint more frequently; and contextual variables had a great influence on complaint strategy choice by participants of two groups.</p>

scholarly journals THE BASIC SPECIFICITY OF THE ABILITY OF VARIED ENGLISH LANGUAGE CURRICULUMS TO ENHANCE ENGLISH LEARNERS’ CAPACITY TO DEVELOP NECESSARY SKILLS TO COMMUNICATE USING THE ENGLISH LANGUAGE

2017 ◽  
Vol 5 (4) ◽  
pp. 24-33
Author(s):  
Michael Wayne Hendershot ◽  
Nutprapha K. Dennis ◽  
Suchada Chaiwiwattrakul ◽  
Ratirot Phiphitphakdee
Keyword(s):  
Secondary School ◽  
English Learners ◽  
Primary Schools ◽  
English Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Daily Lives ◽  
Grade Levels ◽  
Significant Difference ◽  
Effective Use

Inasmuch as the goal of teaching English to non-native English speakers should be focused on enhancing English learners’ ability to develop skills necessary for efficient and effective use of the English language in communication within their daily lives as well as within the context of educational, employment, governmental, and business related issues, the materials and resources used by the teacher to provide said English learners with enhanced ability to develop necessary skills for the use of the English language for efficient and effective communication are of paramount importance. This study was designed as a comparison of English language curriculums between select schools in an effort to determine the effectiveness of the curriculum to enhance students’ abilities to develop skills to be able to effectively and efficiently communicate using the English language. Participants in the study were presented with questions relating to activities of daily life, and conversation thereof, using the English language. The resultant responses to the questions were assessed as to an indication of the participants’ ability to effectively and efficiently communicate using the English language. The comparison involved six grade levels of students from two primary schools and one secondary school. The tabulated results indicated a significant difference in the abilities of the participants to effectively and efficiently communicate using the English language related to curriculums used in schools in which the participants were enrolled at the time of the study.

scholarly journals Novel three-dimensional imaging system may facilitate gastric endoscopic submucosal dissection procedure: an ex vivo animal study

2018 ◽  
Vol 06 (12) ◽  
pp. E1431-E1435 ◽  
Author(s):  
Naoki Akizue ◽  
Tomoaki Matsumura ◽  
Daisuke Maruoka ◽  
Kentaro Ishikawa ◽  
Dao Hang ◽  
...  
Keyword(s):  
Endoscopic Submucosal Dissection ◽  
Depth Perception ◽  
Imaging System ◽  
Ex Vivo ◽  
Three Dimensional ◽  
3D Image ◽  
En Bloc ◽  
Submucosal Dissection ◽  
Significant Difference ◽  
Better Than

Abstract Background and study aims Endoscopic submucosal dissection (ESD) requires advanced skills to perform safely without complications. The current study evaluated the usefulness of a novel three-dimensional (3D) imaging system in ESD using porcine stomachs. Methods Four endoscopists (two trainees and two experts) performed eight ESD procedures using both 3D and 2D images. The usefulness of 3D image versus 2D image was evaluated by visibility and procedure time. In addition, occurrence of eyestrain and dizziness in 3D image was assessed. Results En bloc resection was successfully achieved, without perforation, in all cases. The evaluation score in the 3D image group was better than that in the 2D image group, particularly depth perception was statistically significantly good. No significant difference was found in the working speed between the 2D and 3D image groups. Two examiners experienced eyestrain and dizziness while using the 3D image. Conclusions All the ESD procedures were performed safely. Depth perception using the 3D image was better than with the 2D image. A novel 3D image system may facilitate ESD.

scholarly journals Cocultures of Adult and Juvenile Chondrocytes Compared With Adult and Juvenile Chondral Fragments

2011 ◽  
Vol 39 (11) ◽  
pp. 2355-2361 ◽  
Author(s):  
Davide Edoardo Bonasia ◽  
James A. Martin ◽  
Antongiulio Marmotti ◽  
Richard L. Amendola ◽  
Joseph A. Buckwalter ◽  
...  
Keyword(s):  
Three Dimensional ◽  
Mixed Cultures ◽  
Positive Interaction ◽  
3 Dimensional ◽  
Significant Difference ◽  
Matrix Production ◽  
Underlying Mechanisms ◽  
New Research ◽  
Safranin O ◽  
Better Than

Background: The use of allogenic juvenile chondrocytes or autologous chondral fragments has shown promising laboratory results for the repair of chondral lesions. Hypothesis: Juvenile chondrocytes would not affect matrix production when mixed with adult chondrocytes or cartilage fragments. Study Design: Controlled laboratory study. Methods: Cartilage sources consisted of 3 adult and 3 juvenile (human) donors. In part 1, per each donor, juvenile chondrocytes were mixed with adult chondrocytes in 5 different proportions: 100%, 50%, 25%, 12.5%, and 0%. Three-dimensional cultures in low-melt agarose were performed. At 6 weeks, biochemical and histologic analyses were performed. In part 2, isolated adult, isolated juvenile, and mixed 3-dimensional cultures (1:1) were performed with chondral fragments (<1 mm), both with low-melt agarose and a hyaluronic acid scaffold. At 2 and 6 weeks, cultures were evaluated with biochemical and histologic analyses. Results: Part 1: Biochemical and histologic analyses showed that isolated juvenile cultures performed significantly better than mixed and isolated adult cultures. No significant differences were noted between mixed cultures (1:1) and isolated adult cultures. Part 2: Biochemical and histologic results at 6 weeks showed that mixed cartilage fragment cultures performed better than isolated adult cultures in terms of proteoglycans/DNA ratio ( P = .014), percentage of safranin O–positive cells ( P = .012), Bern score ( P = .001), and collagen type II. No statistically significant difference was noted between juvenile and mixed cultures. Conclusion: Extracellular matrix production of juvenile chondrocytes is inhibited by adult chondrocytes. The addition of juvenile cartilage fragments to adult fragments improves matrix production, with a positive interaction between the 2 sources. Clinical Relevance: Even if the underlying mechanisms are still unknown, this study describes the behavior of juvenile/adult cocultures using both chondrocytes and cartilage fragments, with potential for new research and clinical applications.

scholarly journals Impoliteness in the Realization of Complaint Speech Acts: A Comparative Study of Iranian EFL Learners and Native English Speakers

2017 ◽  
Vol 7 (2) ◽  
pp. 32 ◽  
Author(s):  
Atefeh Nikoobin ◽  
Mohsen Shahrokhi
Keyword(s):  
Social Distance ◽  
Speech Acts ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Placement Test ◽  
Efl Learners ◽  
Significant Difference ◽  
Common Strategy ◽  
Native Speakers Of English

This study was conducted to investigate the impolite complaint strategies that are used by Iranian EFL learners and native speakers in relation to social distance. This study also aimed at determining if there were significant differences among the strategies used by each group and if there was a significant difference between Iranian native speakers of English. To this end, 40 Iranian EFL learners and 20 Americans who were native speakers of English participated in this study. To make sure about the homogeneity of Iranian participants the Oxford Placement Test (OPT) was conducted. A questionnaire containing 12 different situations was designed by the researchers and was given to the participants to express their complaints for each situation. The results revealed that there were significant differences among the strategies used by each group; the most common strategy that was used by both groups of participants was positive impoliteness and the least common one was bald-on-record. Although the most and least common strategies used by both groups were the same, Iranians had a stronger tendency for using sarcasm in low social distance situations while natives had a stronger tendency for using bald-on-record in high social distance contexts. This study has implications for EFL curriculum designing in Iran and can make Iranian EFL instructors familiar with the importance of impoliteness as an indispensable part of language.

scholarly journals “You don’t seem to know how to work”

Pragmatics ◽  
2012 ◽  
Vol 22 (3) ◽  
pp. 391-416 ◽  
Author(s):  
Debbie G.E. Ho ◽  
Alex Henry ◽  
Sharifah N.H. Alkaff
Keyword(s):  
Detailed Analysis ◽  
Speech Act ◽  
Native English Speakers ◽  
English Speakers ◽  
Oral Discourse ◽  
Know How ◽  
Completion Task ◽  
Significant Difference ◽  
Similarities And Differences ◽  
The Relationship

This study aims firstly to compare the complaints of local native-Malay speakers and expatriate native-English speakers in Brunei in terms of move structure and levels of directness combined with the frequency of modality markers; and secondly, it attempts to address the relationship between polite behaviour and its effectiveness in eliciting the appropriate response from the hearer. Data from an oral discourse completion task show interesting similarities and differences in the complaint move structure between the two groups of speakers. Superficially, there appears to be no significant difference between the two sets of complaints in terms of levels of directness, but a detailed analysis shows each group employing different mitigating strategies to minimise the force of a complaint. Furthermore, responses from an acceptability judgement questionnaire indicate that being indirect, and therefore polite, may not be effective in eliciting the appropriate response to a request for action in a complaint speech act.

scholarly journals Is the Understanding Dementia Massive Open Online Course Accessible and Effective for Everyone? Native Versus Non-Native English Speakers

2021 ◽  
Vol 22 (3) ◽  
pp. 19-33
Author(s):  
Sarang Kim ◽  
Aidan Bindoff ◽  
Maree Farrow ◽  
Fran McInerney ◽  
Jay Borchard ◽  
...  
Keyword(s):  
English Language ◽  
Online Courses ◽  
Native English Speakers ◽  
English Speakers ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Significant Difference ◽  
Before And After ◽  
English Speaking ◽  
Age Range

Most massive open online courses (MOOCs) are offered in English, including those offered by non-English speaking universities. The study investigated an identified English language dementia MOOC’s accessibility and effectiveness in improving the dementia knowledge of non-native English speaker participants. A total of 6,389 enrolees (age range 18–82 years; 88.4% female) from 67 countries was included in analyses. Dementia knowledge was measured by the Dementia Knowledge Assessment Scale (DKAS) before and after the MOOC completion. Rates of completion were also compared. Native English speakers (n = 5,320) were older, more likely to be female, less likely to be employed, and had lower educational attainment than non-native English speakers (n = 1025). Native English speakers were also more likely to care for or have cared for a family member or friend living with dementia than were non-native English speakers. Native English speakers had a significantly higher DKAS score both pre- (M = 33.0, SD = 9.3) and post-MOOC (M = 44.2, SD = 5.5) than did non-native English speakers (M = 31.7, SD = 9.1; and M = 40.7, SD = 7.7 for pre- and post-MOOC, respectively). Non-native English speakers with low pre-MOOC dementia knowledge scores gained significantly less dementia knowledge following course completion than did native English speakers (p <.001, adjusted for age and education). There was no significant difference between the two groups in their likelihood of completing the MOOC. Our findings suggest that non-native English speakers are motivated and able to complete the MOOC at similar rates to native English speakers, but the MOOC is a more effective educational intervention for native English speakers with low dementia knowledge.

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