Dual Modality Effects on College Students’ Comprehension of Short Texts during a Simulated Self-Study Session

2021 ◽  
pp. 1-10
Author(s):  
Omer Ari ◽  
Brendan Calandra
Keyword(s):  
College Students ◽  
Dual Modality ◽  
Modality Effects ◽  
Study Session ◽  
Self Study

Comparing two equivalence‐based instruction protocols and self‐study for teaching logical fallacies to college students

2021 ◽  
Vol 36 (2) ◽  
pp. 434-456
Author(s):  
Emily E. Gallant ◽  
Kenneth F. Reeve ◽  
Sharon A. Reeve ◽  
Jason C. Vladescu ◽  
April N. Kisamore
Keyword(s):  
College Students ◽  
Self Study ◽  
Based Instruction ◽  
Logical Fallacies

scholarly journals Students’ Attitude Towards Self-Study: A Case of College Study Programmes in Social Sciences

2015 ◽  
Vol 12 (1) ◽  
pp. 2-10 ◽  
Author(s):  
Jūratė Klizaitė ◽  
Renata Arlauskienė
Keyword(s):  
Social Sciences ◽  
College Students ◽  
Student Thinking ◽  
Professional Activity ◽  
Student Survey ◽  
Sources Of Information ◽  
Self Study ◽  
Generic Competences ◽  
Independent Work ◽  
Educational Paradigms

Abstract In recent years, the significance of quality in higher education has been emphasised, with special emphasis placed on the opinion of students. The present paper analyses the attitude of college students towards self-study assignments as a factor essential for the development of generic competences, presently related to the widely discussed educational paradigms, such as student-oriented learning, metacognitive study strategies, and holistic personality development. The changes in the educational paradigms and recent fundamental and applied research reveal the importance of student independent work in the study process and the development of abilities necessary for learning, the enhancing of motivation, and the promotion of reflection and critical thinking. A new attitude towards the development of student thinking and the enhancing of their activity has been formed. Students‘ generic abilities necessary for independent work and relevant for the solution of the problems arising in their professional activity in the future (monitoring, organisation, communication, work in a team, etc.), as well as their learning motivation, are different. Student selfstudy activity is a major integral part of college studies, and it has to be appropriately organised, monitored, assessed, and provided with the most important sources of information and technologies. The research aim is to identify the views of college students on self-study assignments in the process of implementation of study programmes in social sciences. The analysis of the outcomes of the student survey and of the research of other authors is expected to lead to the identification of the weaknesses in the organisation of self-study activities and to contribute to the forecasting of the improvement trends and the development of generic competences that integrate individual knowledge, abilities, and attitudes into a whole and and consciously channel them in the chosen direction.

scholarly journals Research on Constructing “Parallel Contrast Corpus of Grammatical Errors”

2020 ◽  
Vol 11 (5) ◽  
pp. 756
Author(s):  
Jiayi Yao ◽  
Hui Chen ◽  
Yuan Liu
Keyword(s):  
College Students ◽  
Big Data ◽  
Second Language Acquisition ◽  
Error Analysis ◽  
Native English Speakers ◽  
English Speakers ◽  
Chinese College Students ◽  
Self Study ◽  
Grammatical Errors ◽  
Chinese Learning

Error analysis and interlanguage are two cores in second language acquisition research. Researchers have conducted studies and established corpora from various perspectives based on Big Data. However, most of the existing interlanguage corpora provide no feedback for students, which resulted in the barrier of improving self-study efficiency. Additionally, interlanguage systems are influenced by nationalities, while there is a vacancy on the construction of divisional interlanguage corpora. Based on previous studies and error analysis of BNU-Cardiff Chinese College students, this study proposes an idea and model of “Parallel Contrast Corpus of Grammatical Errors” for native English speakers in Chinese learning.

The advantages of self-study CPR

1989 ◽  
Vol 53 (2) ◽  
pp. 139-141
Author(s):  
RE Watson ◽  
J Hollway ◽  
TB Fast
Keyword(s):  
Self Study

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Effects of Physical Training on Stuttering

1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Physical Training ◽  
Cardiovascular Response ◽  
Training Group ◽  
Physical Stress ◽  
Submaximal Exercise ◽  
Endurance Running ◽  
Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

The Effects of a Neutral Stimulus (Buzzer) on Motor Responses and Disfluencies in Normal Speakers

1969 ◽  
Vol 12 (1) ◽  
pp. 179-184 ◽  
Author(s):  
Richard R. Martin ◽  
Gerald M. Siegel
Keyword(s):  
College Students ◽  
Neutral Stimulus ◽  
Motor Responses ◽  
Control Subjects ◽  
And Control ◽  
Speaking Task

Seventy-two college students were divided into three groups: Button Push-Speech (BP-S), Speech-Button Push (S-BP), and Control. BP-S subjects pushed one of two buttons on signal for 8 min. During the last 4 min, depression of the criterion button caused a buzzer to sound. After the button-push task, subjects spoke spontaneously for 30 min. During the last 20 min, the buzzer was presented contingent upon each disfluency. S-BP subjects were run under the same procedures, but the order of button-push and speech tasks was reversed. Control subjects followed the same procedures as S-BP subjects, but no buzzer signal was presented at any time. Both S-BP and BP-S subjects emitted significantly fewer disfluencies during the last 20 min (Conditioning) than during the first 10 min (Baserate) of the speaking task. The frequency of disfluencies for Control subjects did not change significantly from Baserate to Conditioning. In none of the three groups did the frequency of pushes on the criterion button change significantly from minute to minute throughout the 8-min button-push session.

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