Vreemde-Talenonderwijs

1998 ◽  
Vol 58 ◽  
pp. 27-29
Author(s):  
Marianne Verhallen-van Ling
Keyword(s):  
Primary Schools ◽  
Word Knowledge ◽  
Age Group ◽  
Word Meanings ◽  
New Words ◽  
Group 6 ◽  
Course Material ◽  
Dutch Language

The most frequently used Dutch language course for primary schools (Taal actief, 'Language actively') was analysed with respect to vocabulary teaching. The analysis was restricted to the materials for 'group 6' (children of about 10 years old). It was shown that vocabulary was part of the curriculum, but only in a limited and non-systematic way. Only about 350 words which seemed adequate for the age group considered were presented in the course material. Furthermore, the words seemed to be randomly selected. Relatively few of the tasks and exercises were directed at the learning of new words or new word meanings. Most tasks had to do with the relation between words, for example providing words with opposite meanings. Generally, the exercises did not aim at the acquisition of new words and meanings, but at the testing of word knowledge.

scholarly journals I don’t believe what you said before: Preschoolers retrospectively discount information from inaccurate speakers

2018 ◽  
Author(s):  
Elena Luchkina ◽  
Kathleen H. Corriveau ◽  
David Sobel
Keyword(s):  
Word Knowledge ◽  
Knowledge Test ◽  
Word Meanings ◽  
New Words ◽  
Inaccurate Information ◽  
The Future ◽  
Label Information ◽  
Novel Objects ◽  
Open Question ◽  
Accuracy Data

Children use speakers’ past accuracy to make inferences about novel word meanings those individuals provide in the future. An open question is whether children can retrospectively re-evaluate information upon learning that the source was inaccurate. We addressed this question in two experiments, in which a speaker first introduced labels for novel objects and then revealed that she is either accurate or inaccurate in naming familiar objects. Experiment 1 showed that 3.5-6.5-year-olds displayed enhanced performance on a word knowledge test when they had learned novel words from a speaker who then showed herself to be an accurate labeler as opposed to an inaccurate one. Experiment 2 replicated this finding, but had a different speaker provide inaccurate label information. This manipulation did not affect learning, suggesting that children discount speakers and are not simply influenced by the demands of processing inaccurate information. Together, these results indicate that 3.5-6.5-year-olds continue to monitor the speakers’ accuracy after learning new words from them, update their beliefs as accuracy data become available, and selectively retain words learned from speakers whom they deem to be epistemically competent.

Learning Orthographic and Semantic Representations Simultaneously During Shared Reading

2021 ◽  
pp. 1-13
Author(s):  
Sharry Shakory ◽  
Xi Chen ◽  
S. Hélène Deacon
Keyword(s):  
Word Reading ◽  
Shared Reading ◽  
The Novel ◽  
Word Meanings ◽  
Standardized Measures ◽  
Semantic Learning ◽  
New Words ◽  
Reading Abilities ◽  
Orthographic Representations ◽  
Nonverbal Reasoning

Purpose The value of shared reading as an opportunity for learning word meanings, or semantics, is well established; it is less clear whether children learn about the orthography, or word spellings, in this context. We tested whether children can learn the spellings and meanings of new words at the same time during a tightly controlled shared reading session. We also examined whether individual differences in either or both of orthographic and semantic learning during shared reading in English were related to word reading in English and French concurrently and 6 months longitudinally in emergent English–French bilinguals. Method Sixty-two Grade 1 children (35 girls; M age = 75.89 months) listened to 12 short stories, each containing four instances of a novel word, while the examiner pointed to the text. Choice measures of the spellings and meanings of the novel words were completed immediately after reading each set of three stories and again 1 week later. Standardized measures of word reading as well as controls for nonverbal reasoning, vocabulary, and phonological awareness were also administered. Results Children scored above chance on both immediate and delayed measures of orthographic and semantic learning. Orthographic learning was related to both English and French word reading at the same time point and 6 months later. In contrast, the relations between semantic learning and word reading were nonsignificant for both languages after including controls. Conclusion Shared reading is a valuable context for learning both word meanings and spellings, and the learning of orthographic representations in particular is related to word reading abilities. Supplemental Material https://doi.org/10.23641/asha.13877999

Programming with Scratch in primary school, indicators related to effectiveness of education process and analysis of these indicators in terms of various variables

2019 ◽  
Vol 35 (3) ◽  
pp. 237-258
Author(s):  
Hatice Yildiz Durak ◽  
Tolga Guyer
Keyword(s):  
21St Century ◽  
Computer Technology ◽  
Primary Schools ◽  
Gifted Students ◽  
Internet Access ◽  
Thinking Skills ◽  
Age Group ◽  
Programming Education ◽  
Individual Project ◽  
Education Process

Since programming processes involve different thinking skills and different fields of knowledge, it is especially important for children to acquire 21st-century skills. Even though the programming education activities are being intensively applied, it can be said that there is a gap in quantitative researches supporting the effort to reveal the direct or indirect effectiveness of the learning–teaching processes for the programming education. This study, which was done to fill this gap, aims to examine the degree to which students learn programming concepts (PC) and to identify effective variables in that process with a developed curriculum for gifted students studying in the second–third–fourth grade in primary schools. For this purpose, a 15-week application was carried out and each student developed an individual project. In the study, a criterion list, observation forms and peer evaluations were used based on PC to examine projects and learning process. The scores obtained from these tools were used to examine the application of each participant, to comment on the effective variables and the adequacy of the teaching process. The evidence from this study intimates that female participants obtained higher scores than male ones in programming education. Those scores are higher in 9 and 10 age group of students than others. Those who haven’t had Internet access, who have never used computer or have had access to Internet as well as who haven’t had any computer courses had lower scores than others. The upshot of this is that previous computer technology experiences of students may have affected the scores obtained programming education process.

Students’ Use of Technology in Learning Course Material

2014 ◽  
Vol 10 (1) ◽  
pp. 35-48 ◽  
Author(s):  
Michele T. Cole ◽  
Louis B. Swartz ◽  
Daniel J. Shelley
Keyword(s):  
Learning Environments ◽  
Real World ◽  
Academic Integrity ◽  
Business Students ◽  
Age Group ◽  
Online Environment ◽  
Use Of Technology ◽  
E Learning ◽  
Course Material

This paper presents the results of a four-year study examining business students’ perceptions of academic integrity and the role of technology in e-learning. This study is an extension of previous research on academic integrity in the online environment (Cole, Shelley & Swartz, 2013; Cole & Swartz, 2013; Shelley, Cole & Swartz, 2010). Of the 553 students who participated in the study, more than a third did not believe that academic integrity applied equally online and in the classroom. Independent-samples t-tests showed statistically significant differences based on gender, but not by age group or level of study. There were 200 responses to what made the two learning environments different. Students pointed to the “real world” where accessing all available resources to solve a problem was the norm, suggesting that instructors should recognize that and adapt their expectations of what is and is not acceptable behavior in the courses they teach.

Using speech and gesture to introduce new objects to young children

Gesture ◽  
2011 ◽  
Vol 11 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Eve V. Clark ◽  
Bruno Estigarribia
Keyword(s):  
Young Children ◽  
Joint Attention ◽  
Supplementary Information ◽  
Word Meanings ◽  
New Words ◽  
Children's Attention ◽  
One Year ◽  
Three Phases

Adults rely on both speech and gesture to provide children with information pertinent to new word meanings. Parents were videotaped introducing new objects to their children (aged 1;6 and 3;0). They introduce these objects in three phases: (1) they establish joint attention on an object; (2) they introduce a label for it; (3) they situate the object conceptually. Parents used labels and gestures to maintain attention on the object; with one-year-olds, they led with gestures to capture the children’s attention. They added supplementary information about objects only after labeling them, again with speech and gesture. They used indicating gestures (point, touch, tap) to identify the objects labeled, their parts, and their properties. They used demonstrating gestures (turning a truck wheel, opening salad tongs) to depict actions and functions they were describing in words. These procedures support children in their construction of meanings for new words.

scholarly journals Word knowledge in six- to nine-month-old Norwegian infants? Not without additional frequency cues

2019 ◽  
Vol 6 (9) ◽  
pp. 180711 ◽  
Author(s):  
Natalia Kartushina ◽  
Julien Mayor
Keyword(s):  
Semantic Knowledge ◽  
Word Knowledge ◽  
English Learning ◽  
Word Comprehension ◽  
Linguistic Differences ◽  
Word Use ◽  
New Words ◽  
The Past ◽  
Gaze Patterns ◽  
Linguistic Cues

The past 5 years have witnessed claims that infants as young as six months of age understand the meaning of several words. To reach this conclusion, researchers presented infants with pairs of pictures from distinct semantic domains and observed longer looks at an object upon hearing its name as compared with the name of the other object. However, these gaze patterns might indicate infants' sensibility to the word frequency and/or its contextual relatedness to the object regardless of a firm semantic understanding of this word. The current study attempted, first, to replicate, in Norwegian language, the results of recent studies showing that six- to nine-month-old English-learning infants understand the meaning of many common words. Second, it assessed the robustness of a ‘comprehension’ interpretation by dissociating semantic knowledge from confounded extra-linguistic cues via the manipulation of the contingency between words and objects. Our planned analyses revealed that Norwegian six- to nine-month-old infants did not understand the meaning of the words used in the study. Our exploratory analyses showed evidence of word comprehension at eight to nine months of age—rather than from six to seven months of age for English-learning infants—suggesting that there are cross-linguistic differences in the onset of word comprehension. In addition, our study revealed that eight- to nine-month-old infants cannot rely exclusively on single extra-linguistic cues to disambiguate between two items, thus suggesting the existence of early word-object mappings. However, these mappings are weak, as infants need additional cues (such as an imbalance in frequency of word use) to reveal word recognition. Our results suggest that the very onset of word comprehension is not based on the infants' knowledge of words per se . Rather, infants use a converging set of cues to identify referents, among which frequency is a robust (pre-semantic) cue that infants exploit to guide object disambiguation and, in turn, learn new words.

Effect of Age and Season on the Seminal Traits of Pure HF Bulls Under Tropical Condition

2020 ◽  
Author(s):  
S H Sontakke ◽  
V H Shende ◽  
Ajeet Singh ◽  
J R Khadse ◽  
V V Potdar ◽  
...  
Keyword(s):  
Age Groups ◽  
Winter Season ◽  
Summer Season ◽  
Age Group ◽  
Tropical Condition ◽  
Standard Procedures ◽  
Group 6 ◽  
Significant Change ◽  
Effect Of Age ◽  
Intensive System

The study was conducted to assess the effect of age and season on seminal traits of pure HF bulls under tropical condition. A total of 30 HF bulls of age group up to 3, 4-5, 6-7, 8 and above 8 years were selected and divided into 3 seasons viz rainy, summer and winter. The breeding bulls were kept under intensive system of rearing as per MSP guidelines of India. Semen was collected, evaluated and data analyzed by using standard procedures. The overall production and all the seminal traits viz volume, initial motility and post thaw motility was found to be better in summer season as compare to rainy and winter season. However, there was no significant change in concentration due to season. Among all the age groups, 8 years and above were found to produce highest volume, post thaw motility and eventually more production. Highest percentage of initial motility was recorded among the youngest group of bulls and concentration was significantly (plessthan0.01) high in the age group 6-7years followed by 8 and above 8 years of age. The study revealed that age and season have highly significant (plessthan0.01) effect on all the seminal traits and production.

Promoting Low-Income Preschoolers' Vocabulary Learning From Educational Media: Does Repetition Support Memory for Learned Word Knowledge?

2019 ◽  
Vol 18 (2) ◽  
pp. 160-173 ◽  
Author(s):  
Preeti G. Samudra ◽  
Kevin M. Wong ◽  
Susan B. Neuman
Keyword(s):  
Low Income ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Educational Media ◽  
New Words ◽  
Diverse Backgrounds ◽  
Vocabulary Assessment ◽  
Spaced Repetition

Children from diverse backgrounds are able to learn new words from educational media. However, learning is often partial and fragile, leaving much room for uncovering strategies that can increase the efficacy of educational media in supporting children's vocabulary knowledge. The present study investigated one such strategy—repeated viewing of educational media—in a sample of low-income preschoolers. One hundred thirty one preschoolers were randomly assigned to view an educational media clip teaching three vocabulary words in one of three conditions: (a) once, (b) three times in immediate succession (massed repetition), or (c) three times with views spaced 1 hour apart (spaced repetition). Children completed a target vocabulary assessment both immediately after the final view and 1 week later. Results indicate that certain types of word knowledge were supported by repetition, particularly spaced repetition. Children also effectively retained the vocabulary knowledge they acquired from educational media over a 1-week period in all conditions. This suggests that educational media is a strong platform for teaching low-income preschoolers new words, and that spaced repetition might further support low-income preschoolers' vocabulary learning.

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