De Herkenbaarheid Van (Engels-Nederlandse) "Cognates" Tijdens Visuele Woordherkenning in Het Engels.

1981 ◽  
Vol 11 ◽  
pp. 210-226
Author(s):  
Gerard Nas
Keyword(s):  
Word Recognition ◽  
University Students ◽  
Lexical Decision ◽  
Visual Word Recognition ◽  
Language Teaching ◽  
The Other ◽  
Reading Process ◽  
First Year ◽  
Dutch Version ◽  
First Year University

Word recognition is an important part of the reading process. During word recognition a Dutch reader of English will regularly process English words wich in different ways resemble Dutch words. Many of them are cognate words. Some examples are: block, dance, beer, bath. If it could be shown that the meaning of such English words need not be learned but becomes available to a reader in the same way as it becomes available when their Dutch counterparts are processed in a Dutch context language teaching could benefit from that insight. Using a lexical decision paradigm with pseudo-cognates as stimuli (3 to 5 letter words) it was shown that the following types of cognates were recognised as such during visual word recognition in English by Dutch subjects (first year university students not specializing in English): 1. Dutch cognate words that had kept their spelling in an English context. 2. Dutch cognate words that in an English context were still homophonous with their Dutch version and differed in the spelling of only one phoneme from their Dutch counterparts (cf. the Dutch-English cognate pair TEKST-TEXT). Of all other types of cognate words, also those that were homophonous with their counterparts in the other language but differed in the spelling of two or more phonemes, the cognate status was not recognised. Applications of the results are discussed.

Phonology and Orthography in Visual Word Recognition: Evidence from Masked Non-Word Priming

1992 ◽  
Vol 45 (3) ◽  
pp. 353-372 ◽  
Author(s):  
Ludovic Ferrand ◽  
Jonathan Grainger
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Target Word ◽  
Word Frequency ◽  
Visual Word Recognition ◽  
Time Course ◽  
Target Recognition ◽  
The Other ◽  
Prime Duration ◽  
Word Priming

Three lexical decision experiments in French investigated the effects of briefly presented forward-masked non-word primes on latencies to phonologically and/or orthographically related targets. At 64-msec prime presentation durations, primes that are pseudohomophones of the target produced facilitatory effects compared to orthographic controls, but these orthographically similar non-word primes did not facilitate target recognition compared to unrelated controls. These results were obtained independently of target word frequency and independently of the presence or absence of pseudohomophone targets in the experimental lists. With a 32-msec prime duration, on the other hand, pseudohomophone and orthographic primes had similar effects on target recognition, both producing facilitation relative to unrelated controls. The results are discussed in terms of the time course of phonological and orthographic code activation in the processing of pronounceable strings of letters.

scholarly journals Prospective study of pain and psychological symptoms of first-year university students

2021 ◽  
Vol 5 (1) ◽  
pp. 001-004
Author(s):  
Oksanen Airi ◽  
Laimi Katri ◽  
Löyttyniemi Eliisa ◽  
Kunttu Kristina
Keyword(s):  
University Students ◽  
Cohort Studies ◽  
Prospective Study ◽  
Psychological Symptoms ◽  
The Other ◽  
First Year ◽  
First Year Students ◽  
Almost All ◽  
First Year University

Background: Even if pain and psychological symptoms experienced by university students are common, the prognosis of these symptoms is unknown. Objective: To examine the incidence and the outcome of frequent musculoskeletal and psychological symptoms in a 4-year follow-up of first-year university students. Methods: In 2008, a national random sample (N=2750) of Finnish university students completed a questionnaire concerning pain and psychological symptoms. Of the 416 first-year students, 123 responded to the same questionnaire also in their fourth study year in 2012. Results: Of the first-year university students with frequent pain or psychological symptoms, ­one half (47% - 65%) reported frequent symptoms also four years later. Almost all (78% – 95%) of the symptom-free first-year students were symptom-free also in their fourth study year. Conclusion: Our findings indicate that pain and psychological symptoms in university students are rather persistent during the first four study years. On the other hand, as half of those with frequent symptoms become symptomless and as the prognosis of symptom-free students is favourable, there is still need for further cohort studies on this issue.

On Teaching the Gerund and Gerundive in Latin

1941 ◽  
Vol 10 (29) ◽  
pp. 74-78
Author(s):  
W. S. Maguinness
Keyword(s):  
University Students ◽  
Direct Method ◽  
The Other ◽  
First Year ◽  
Left Behind ◽  
Initial Effort ◽  
The Difference ◽  
First Year University

The task of elucidating the nature and use of the gerund and gerundive is notoriously one of the most difficult which the teacher of Latin has to face. He can draw no analogy between these forms and those used for the same purposes in English or in the other modern languages studied by his pupils; and the twofold antithesis between these two parts of the verb and between the uses of each in the nominative and in the oblique cases constitutes a puzzle whose adequate clarification by the usual methods must inevitably demand more time than can easily be devoted to a single construction. My fairly long experience of teaching first-year university students and of assessing S.C. and H.S.C. candidates certainly indicates that the gerund and gerundive have often been left behind ungrasped. And yet to hammer away at these constructions until, if ever, they are understood would be an obnoxious example of that ‘grind of grammar’ so justly condemned by most enlightened teachers. The fact is that we have here a usage which must be learnt gradually, not indeed by Direct Method or by the unaided impressions received in the reading of texts. A vigorous initial effort is necessary to grasp in general the essential character of the two forms, the difference between them, and their quite different behaviour in different circumstances, but, instead of overburdening the pupil's memory, whether he be a junior or a comparatively advanced pupil, and overtaxing his brain-power with the attempt to digest the complicated and conflicting details once and for all, I suggest that the system of gradual assimilation, based on a mnemonic table, may be as helpful to others' pupils as it seems to have been to mine. I have found it especially useful in ‘refresher’ lessons for pupils with a confused knowledge, rather than ignorance, of the construction.

scholarly journals Factors associated with depressive episode among first year University students in Serbia

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Čanković ◽  
D Čanković ◽  
I Radić ◽  
D Rakić ◽  
S Ukropina ◽  
...  
Keyword(s):  
Mental Health ◽  
Logistic Regression ◽  
Depressive Symptoms ◽  
University Students ◽  
Depressive Episode ◽  
Social Health ◽  
Support Network ◽  
First Year ◽  
Behavioral Factors ◽  
First Year University

Abstract Background Some findings indicate that university students are at higher risk of depression despite being a socially advantaged population, showing that 15 to 25% of them develop some type of mental disorder during graduation, and depression is one of the most prevalent. The aim of this study was to investigate the prevalence of depressive symptoms and its association with gender, material status, social health, and behavioral factors among university students. Methods The research represents a cross-sectional study conducted at the University of Novi Sad, Serbia. The research involved 455 first-year students. The average age of participants was 19.3 years (72.1% girls and 27.9% boys). Patient Health Questionnaire (PHQ-9) was used to measure depressive symptoms (cut point for depressive episode ≥10). Additional questions were focused on self-assessed material status, social health, and behavioral factors (smoking and alcohol use). The binary logistic regression model was used to estimate the association between depression and observed independent variables. Results The prevalence of moderate to severe depressive episode among students was 18.0%, with no gender differences. Out of the total, 11.0% of students had suicidal thoughts or thoughts of hurting themselves. Multivariable logistic regression showed that self-assessed poor material status (OR = 2.04; 95%CI: 1.06-3.89), self-assessed poor social health (OR = 8.9; 95%CI:4.87-16.42) and smoking (OR = 2.18; 95%CI: 1.09-4.39) were significant predictors of depression among first-year university students. Conclusions High prevalence of depressive episode among university students call for the action for the promotion of mental health, particularly among those of lower socioeconomic status, and points out the importance of social health and social network in the prevention of mental disorders. Key messages Students on the first year of University should be screened for depressive symptoms. It is important to educate students on how to create a strong support network and to implement intervention programs for improving mental health through fostering healthy lifestyles change.

Group Projects for First-year University Students: an evaluation

1995 ◽  
Vol 20 (3) ◽  
pp. 273-288 ◽  
Author(s):  
J. W. Garvin ◽  
A. C. Butcher ◽  
L. A. J. Stefani ◽  
V. N. Tariq ◽  
M. H. R. Lewis ◽  
...  
Keyword(s):  
University Students ◽  
First Year ◽  
Group Projects ◽  
First Year University

Visual recognition of cognates and interlingual homographs in two non-native languages

2018 ◽  
Vol 10 (4) ◽  
pp. 441-470 ◽  
Author(s):  
Yanjiao Zhu ◽  
Peggy Pik Ki Mok
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Response Time ◽  
Visual Word Recognition ◽  
Visual Recognition ◽  
Lexical Processing ◽  
Facilitation Effect ◽  
Native Languages ◽  
Asian Populations ◽  
Interlingual Homographs

Abstract Previous studies on bilingual visual word recognition have been mainly based on European participants, while less is understood about Asian populations. In this study, the recognition of German-English cognates and interlingual homographs in lexical decision tasks was examined in the two non-native languages of Cantonese-English-German trilinguals. In the L2 English task, cognates were reacted to faster and more accurately than their matched non-cognates, while in the equivalent L3 German task, no cognate facilitation effect was found. However, cognate facilitation effects on response time and accuracy were observed in another L3 German task including cognates and interlingual homographs. The study suggests that Asian trilinguals access L2 and L3 in a language non-selective manner, despite their low proficiency in the recently acquired L3. Meanwhile, lexical processing in a non-proficient L3 is to a great extent affected by multiple contextual factors.

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