A Proposal of New Reading Text CAPTCHA using Random Dot Patterns

2018 ◽  
Author(s):  
Hisaaki Yamaba ◽  
Shotaro Usuzaki ◽  
Kentaro Aburada ◽  
Masayuki Mukunoki ◽  
Mirang Park ◽  
...  
Keyword(s):  
Reading Text ◽  
Random Dot Patterns

Phenomenon of reading: temporal and praxeological asects

2018 ◽  
pp. 16-23
Author(s):  
S. V. Shevtsov
Keyword(s):  
Primary Memory ◽  
Close Reading ◽  
Human Being ◽  
Reading Text ◽  
New Phase

The creative character of reading is revealed through the elucidation of its temporal constitutions and consideration of some practical aspects of this phenomenon. Reading isn’t intellectual, aesthetical procedure, but co-being between a text and a reader. Reading is one of the ways of becoming and forming in human being specific metaphysical organs. Thanks to them there are some actual conditions of freedom, love, faith, virtue, responsibility etc. Impression as point-wise part of time, orienting on presence and changing with every new phase of reading text is shown. Impression isn’t feeling, but invasion, that includes intensity, completeness of action. That’s why reading text should impress and invade in limits of being of a reader, catch them, hold them by its energy his attention. Retention as primary memory of read text and holding some information during its distancing from the point of impression is researched. Possibilities of using of some technics of reading – reading out loud of dialogues of Plato, reflexive reading, close reading etc.

DEVELOPING READING TEXT MATERIALS FOR VOCATIONAL SCHOOL

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
Femy Septiani And Busmin Gurning
Keyword(s):  
Development Planning ◽  
Vocational School ◽  
Developmental Research ◽  
Teaching Materials ◽  
Need Analysis ◽  
Reading Text ◽  
The Subject ◽  
Development Evaluation ◽  
Planning Development ◽  
Learning English

This study concerns on how reading text materials are developed for vocational school. This study was conducted by using developmental research. The subject of this research was class XII SMK Sandhy Putra 2 Medan consisting of 36 students. Instrumentations for collecting data were questionnaire and interview. After analyzing the data, the writer got the students’ need in learning English in term of vocation that they have. Based on the students’ need analysis, then it was got some basic competences which need to be reached by the students, and based on the basic competences, syllabus can be designed. After syllabus had been designed, developing teaching materials was done. The developed teaching materials were related to the vocation that the students had; it was culinary art. The development of materials followed four stages; those were pre-development/ planning, development, evaluation, and revision.

The meaning and open activity of reading books as reading text

2019 ◽  
Vol 1 (1) ◽  
pp. 165-201
Author(s):  
Jang ho Kim ◽  
A ram Han ◽  
Young seo Kim ◽  
Na Kyung Hwang
Keyword(s):  
Reading Text

Interactions between modulated luminance patterns and random-dot patterns

1994 ◽  
Vol 34 (19) ◽  
pp. 2561-2568 ◽  
Author(s):  
Frans W. Cornelissen ◽  
Aart C. Kooijman
Keyword(s):  
Random Dot Patterns

Does Motion Perception Follow Weber's Law?

Perception ◽  
1995 ◽  
Vol 24 (4) ◽  
pp. 363-372 ◽  
Author(s):  
Johannes M Zanker
Keyword(s):  
Motion Perception ◽  
Stimulus Intensity ◽  
Signal To Noise Ratio ◽  
Weber’S Law ◽  
Noise Levels ◽  
Signal To Noise ◽  
Weber's Law ◽  
The Absolute ◽  
Noise Ratio ◽  
Random Dot Patterns

The subjective strength of a percept often depends on the stimulus intensity in a nonlinear way. Such coding is often reflected by the observation that the just-noticeable difference between two stimulus intensities (JND) is proportional to the absolute stimulus intensity. This behaviour, which is usually referred to as Weber's Law, can be interpreted as a compressive nonlinearity extending the operating range of a sensory system. When the noise superimposed on a motion stimulus is increased along a logarithmic scale (in order to provide linear steps in subjective difference) in motion-coherency measurements, observers often report that the subjective differences between the various noise levels increase together with the absolute level. This observation could indicate a deviation from Weber's Law for variation of motion strength as obtained by changing the signal-to-noise ratio in random-dot kinematograms. Thus JNDs were measured for the superposition of uncorrelated random-dot patterns on static random-dot patterns and three types of motion stimuli realised as random-dot kinematograms, namely large-field and object ‘Fourier’ motion (all or a group of dots move coherently), ‘drift-balanced’ motion (a travelling region of static dots), and paradoxical ‘theta’ motion (the dots on the surface of an object move in opposite direction to the object itself). For all classes of stimuli, the JNDs when expressed as differences in signal-to-noise ratio turned out to increase with the signal-to-noise ratio, whereas the JNDs given as percentage of superimposed noise appear to be similar for all tested noise levels. Thus motion perception is in accordance with Weber's Law when the signal-to-noise ratio is regarded as stimulus intensity, which in turn appears to be coded in a nonlinear fashion. In general the Weber fractions are very large, indicating a poor differential sensitivity in signal-to-noise measurements.

Models for the perception of orientation in random dot patterns

1990 ◽  
Vol 63 (1) ◽  
pp. 71-80 ◽  
Author(s):  
Jiri Mates ◽  
P. Lánsky ◽  
N. Yakimoff
Keyword(s):  
Random Dot Patterns

Teaching Middle School Students With Learning Disabilities to Comprehend Text Using Self-Questioning

2017 ◽  
Vol 53 (5) ◽  
pp. 276-282 ◽  
Author(s):  
Laurice M. Joseph ◽  
Kelsey M. Ross
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Middle School Students ◽  
Evidence Based ◽  
Effective Strategy ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Reading Text ◽  
Progress Monitor

Middle school students with learning disabilities often struggle to gain meaning from text. Engaging in self-questioning is an effective strategy for comprehending text, however, middle school students with learning disabilities often do not naturally engage in self-questioning before, during, or after reading. These students may also have difficulty generating questions to ask themselves while reading text. This article presents evidence-based methods and specific instructional scaffolds for teaching middle school students with learning disabilities to generate questions on their own before, during, and after reading. A discussion of how to progress monitor students’ acquisition of self-questioning will also be provided.

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