scholarly journals Intermodal synchrony as a form of maternal responsiveness

2014 ◽  
Vol 5 (1) ◽  
pp. 117-136 ◽  
Author(s):  
Katharina J. Rohlfing ◽  
Iris Nomikou
Keyword(s):  
Pilot Study ◽  
Social Learning ◽  
Language Acquisition ◽  
Maternal Responsiveness ◽  
Switching Model ◽  
Fine Grained ◽  
Research Findings ◽  
Early Interaction

Research findings indicate that synchrony between events in two different modalities is a key concept in early social learning. Our longitudinal pilot study with 14 mother–child dyads is the first to support the idea that synchrony between action and language as a form of responsive behaviour in mothers relates to later language acquisition in their children. We conducted a fine-grained coding of multimodal behaviour within the dyad during an everyday diapering activity when the children were three and six months old. When the children attained 24 months, their mothers completed language surveys; this data was then related to the dyadic measures in early interaction. We propose a ‘role-switching’ model according to which it is important for three-month-olds to be exposed to multimodal input for a great deal of time, whereas for six-month-old infants, the mother should respond to the infant’s attention and provide multimodal input when her child is gazing at her.

Research meets practice

2016 ◽  
Vol 51 (3) ◽  
pp. 236-251 ◽  
Author(s):  
ZhaoHong Han
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
The Other ◽  
Research And Teaching ◽  
Research Findings ◽  
Instruction And Learning ◽  
The Relationship

At the recent CLTA-S2 conference, a spirited debate occurred between critics of second language acquisition (SLA) research and researchers who embraced it. Fascinating as it was, neither camp appeared to have convinced the other, but, more important, the debate left much of the audience flummoxed. In this paper, I intend to provide a follow-up, attempting to clarify a) the relationship between research and teaching in the context of Chinese as a second language (CSL), b) misunderstandings on the part of critics over research findings, and c) potential pitfalls in interpreting the SLA literature. My goal is to encourage, as well as contribute to, further communication between the two camps, for the ultimate good of CSL instruction and learning.

Second Language Acquisition Research and Language Pedagogy: A Critical View

2015 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Mohammad Reza Talebinejad ◽  
Aasa Moattarian
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching Practice ◽  
Structured Interview ◽  
Language Teachers ◽  
Language Pedagogy ◽  
Language Research ◽  
Class 1 ◽  
Research Findings

<p class="1"><span lang="X-NONE">Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers’ views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a useful tool for their professional development; they do not usually consult bodies of research in their every day teaching practice. They report problems in applying second language research in their practice due to problems with practicality, particularity, and possibility. The findings suggest that language teachers need to be exposed to insight from SLA research and practice.</span></p>

scholarly journals The effect of preregistration on trust in empirical research findings: results of a registered report

2020 ◽  
Vol 7 (4) ◽  
pp. 181351 ◽  
Author(s):  
Sarahanne M. Field ◽  
E.-J. Wagenmakers ◽  
Henk A. L. Kiers ◽  
Rink Hoekstra ◽  
Anja F. Ernst ◽  
...  
Keyword(s):  
Pilot Study ◽  
Empirical Evidence ◽  
Empirical Research ◽  
Strong Evidence ◽  
Bayes Factors ◽  
Research Practices ◽  
Questionable Research Practices ◽  
Research Findings ◽  
Research Questions ◽  
Research Initiatives

The crisis of confidence has undermined the trust that researchers place in the findings of their peers. In order to increase trust in research, initiatives such as preregistration have been suggested, which aim to prevent various questionable research practices. As it stands, however, no empirical evidence exists that preregistration does increase perceptions of trust. The picture may be complicated by a researcher's familiarity with the author of the study, regardless of the preregistration status of the research. This registered report presents an empirical assessment of the extent to which preregistration increases the trust of 209 active academics in the reported outcomes, and how familiarity with another researcher influences that trust. Contrary to our expectations, we report ambiguous Bayes factors and conclude that we do not have strong evidence towards answering our research questions. Our findings are presented along with evidence that our manipulations were ineffective for many participants, leading to the exclusion of 68% of complete datasets, and an underpowered design as a consequence. We discuss other limitations and confounds which may explain why the findings of the study deviate from a previously conducted pilot study. We reflect on the benefits of using the registered report submission format in light of our results. The OSF page for this registered report and its pilot can be found here: http://dx.doi.org/10.17605/OSF.IO/B3K75 .

Rational Compounds of Low-Strength Concrete with Improved Coefficient of Efficiency of Cement Use

2019 ◽  
Vol 968 ◽  
pp. 26-34
Author(s):  
Andriy M. Netesa ◽  
Nykolay I. Netesa ◽  
Anatoliy Valentinovitch Radkevich ◽  
Sergiy O. Yakovlev
Keyword(s):  
Compressive Strength ◽  
Concrete Mixture ◽  
Unit Mass ◽  
Mathematical Planning ◽  
Strength Concrete ◽  
Fine Grained ◽  
Concrete Mix ◽  
Research Findings ◽  
Low Strength ◽  
Low Strength Concrete

The purpose of the research findings, given in article, is aimed to determine the rational compounds of concrete with an average cubic compressive strength less than 20 MPa with minimum required expenditures of cement. To reach the goal, mathematical planning of the experiment was used with variability of cement consumption from 90 to 190 kg / m3 in the compositions of the concrete mixture, and for the fine-grained filler from tails of processed ores, the consumption was like at 100 to 400 kg / m3. The result of processing experiments has shown us the dependences of the change in strength and coefficient of efficiency of the use of cement of the factors involved. Optimized values increase most intensively with minimum cement consumption and a change in the consumption of fine filler within the limits of the study. The highest coefficient of efficiency of use of cement is expressed by the ratio of the achieved strength per unit mass of used cement in the concrete mix and it was obtained at a cement consumption of 90 kg / m3 and a filler of 400 kg / m3. Using the obtained dependences of optimized values on the factors under study, the composition of concrete may be predicted with a strength up to 20 MPa with the required amount of filler.

Language acquisition research and the language teacher

1981 ◽  
Vol 4 (1) ◽  
pp. 60-69 ◽  
Author(s):  
Barbara J. Gadalla
Keyword(s):  
Language Acquisition ◽  
Developmental Model ◽  
Older Children ◽  
Teaching Sequence ◽  
Empirical Basis ◽  
Age Related ◽  
Order Constraint ◽  
Research Findings ◽  
Classroom Presentation ◽  
Order Of Presentation

Selected language acquisition research findings are examined in light of the language teacher's daily needs. Research results are reported that provide an empirical basis for selecting and grading materials, determining skills to be taught and their order of presentation, deciding on classroom presentation and procedures, and formulating evaluation instruments. Acquisition ordering relationships are shown to have a bearing on teaching sequence; that such a sequence should provide for a number of grammatical, semantic, and length constraints and a skills order constraint. In addition, the research provides support for a developmental model of learning, stressing the need for a variety of approaches and supporting a cognitively-based orientation for older children and adults. Other age-related variables are considered and their pedagogical consequences are reviewed.

Forestry and Black-tailed Deer: Conflicts, Crises, or Cooperation

1985 ◽  
Vol 61 (2) ◽  
pp. 180-184 ◽  
Author(s):  
F. W. Bunnell
Keyword(s):  
Timber Harvesting ◽  
Old Growth ◽  
Winter Habitat ◽  
Fine Grained ◽  
Functional Relationships ◽  
Forestry Practices ◽  
Old Growth Forests ◽  
Research Findings ◽  
Growth Features ◽  
Initial Research

Prior to 1970, research on the relationships between black-tailed deer and forestry practices was largely restricted to areas of low snowfall. Findings suggested that deer populations responded positively to the increased forage generated by timber harvesting practices, and forestry was assumed to be beneficial to black-tailed deer. The first research in areas of high snowfall obtained contrary results; in fact, old-growth forests were found to be valuable habitats for deer. Subsequent research documented that there were four major reasons why old-growth forests provided ideal winter habitat: reduced costs of locomotion in snow, lower rates of food burial, provision of arboreal lichen, and a more heterogeneous, fine-grained environment. Initial research findings encouraged harvesting guidelines that temporarily reserved tracts of old growth as winter ranges. The guidelines were enacted while research, would eventually suggest alternative approaches, continued to examine functional relationships. Current solutions to the conflict include intensive, specific silvicultural practices to mimic old-growth features in managed stands. Review of the conflict provides several lessons of broader applicability.

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