The Effect of Structure on the Memory for Procedural Text

2020 ◽  
pp. 003329412094291
Author(s):  
John F. Geiger ◽  
Sarah S. Downen
Keyword(s):  
Past Research ◽  
Narrative Text ◽  
The Other ◽  
Narrative Texts ◽  
Moderate Amount ◽  
Single Reading ◽  
Simple Machines ◽  
Procedural Text ◽  
Effect Of Structure ◽  
Better Than

The present study examined how the structure of procedural texts affected recall of those texts. Past research has found that procedural text is comprehended best when readers expend a moderate amount of effort in processing it; the amount of effort may depend on the structure of the procedural text. Sixty-three participants read six procedural texts describing how to construct simple machines. One group of participants read texts that contained a diagram of the object, whereas the other group read texts with no diagram. Two types of texts were presented: Narrative and list-like procedural texts. Results showed that rereading increased recall of the list-like text, but had little effect for the narrative text. The elaboration hypothesis explains the recall differences after a single reading, but it is still unclear why the list-like texts were recalled better than the narrative texts after a second reading.

scholarly journals PROCESS TYPES IN STUDENTS� NARRATIVE TEXT

2017 ◽  
Vol 3 (1) ◽  
pp. 69
Author(s):  
Erwin Oktoma
Keyword(s):  
Qualitative Method ◽  
English Education ◽  
Narrative Text ◽  
The Other ◽  
Narrative Texts ◽  
Dominant Type ◽  
Error Process ◽  
Material Process ◽  
Process Material ◽  
Relational Process

This study aims to investigate the process type in students� narrative text. It involves 20 first grader of Department of English Education, University of Kuningan. The title of narrative text given to all respondents is �Rabbit and Twenty Crocodiles.� This study raises two problems: the process types appear in students narrative texts and the errors of the process types occur in students� narrative texts. This research used a descriptive qualitative method to describe the data. As result, by using Derewianka (2002), the process types found in students� narrative texts were material, mental, verbal, and relational process. Material process was the dominant type found in students� narrative texts in which there were 232 material processes from 371 data with percentage 62.53%. It means that, in the text telling about a sequence of happenings and experiences, the characters did many material activities than the other process types. Besides, this research also found three process type errors occurred in students� narrative texts, namely material, verbal, and relational process. Material process is the dominant error occurred in students� narrative texts in which 100 errors occurred in 157 data with percentage 63,7%. In conclusion, considering that students face diffuculties mostly in material process, teacher should deal with its teaching more cautiously. �Keywords: narrative text, transitivity and error, process types

Procedural versus narrative cross-language priming and bilingual children's reading and sentence sequencing of same genre and opposite genre text in the other language

2010 ◽  
Vol 14 (4) ◽  
pp. 547-561
Author(s):  
HEDVA VITAL ◽  
RACHEL KARNIOL
Keyword(s):  
Second Language ◽  
Mental Models ◽  
Priming Effect ◽  
Narrative Text ◽  
The Other ◽  
Bilingual Children ◽  
Main Effect ◽  
Text Reading ◽  
Procedural Text ◽  
Cross Language

How bilingual children represent procedural versus narrative text is important for both pedagogical and theoretical reasons. To examine this issue, bilingual children and children learning English as a Second Language (ESL) read Hebrew sentences comprising either a procedural (i.e., “how to”) or a narrative text (i.e., description of “doing”) and reading times were measured. Half the children were primed with the same text, in English, in either the same genre or the opposite genre. Text sentences were then randomly sequenced and sentence sequencing mistakes and correct sentence sequencing times were assessed. Irrespective of genre, primed children read the Hebrew test text more quickly, and they read it as quickly as the English prime text. The priming effect was only evident on the last five sentences of each task. Primed children made fewer sentence sequencing mistakes than unprimed children, except when they were primed and tested with procedural text. With text reading times covaried, time for correct sequencing of the sentences showed only a main effect for genre. These data indicate that procedural genre material is harder to process than narrative genre material for bilingual children but that they are not aware of this greater difficulty. The data have important implications for our understanding of the way bilinguals construct mental models.

Closing the GAP—A 5Å Scanning Microscope

1969 ◽  
Vol 27 ◽  
pp. 6-7
Author(s):  
A. V. Crewe
Keyword(s):  
Normal Form ◽  
The Other ◽  
Resolving Power ◽  
Scanning Microscope ◽  
Conventional Microscope ◽  
Other Hand ◽  
Closing The Gap ◽  
Thermal Sources ◽  
Better Than ◽  
Transmission Microscope

We have become accustomed to differentiating between the scanning microscope and the conventional transmission microscope according to the resolving power which the two instruments offer. The conventional microscope is capable of a point resolution of a few angstroms and line resolutions of periodic objects of about 1Å. On the other hand, the scanning microscope, in its normal form, is not ordinarily capable of a point resolution better than 100Å. Upon examining reasons for the 100Å limitation, it becomes clear that this is based more on tradition than reason, and in particular, it is a condition imposed upon the microscope by adherence to thermal sources of electrons.

THE EFFECT OF PERSONAL EXPERIENCES STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXTS

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Anisya Hardiant Daulay ◽  
Sumarsih Sumarsih ◽  
Masitowarni Siregar
Keyword(s):  
Research Design ◽  
Experimental Research ◽  
Group Work ◽  
Random Sampling ◽  
Narrative Text ◽  
Degree Of Freedom ◽  
Control Group ◽  
Narrative Texts ◽  
Personal Experiences ◽  
Experimental Group

This study attempts to discover the effect of applying Personal Experiences Strategy on students’ achievement in writing narrative text. It was conducted by using experimental research design. The population of this research was the tenth (X) grade students of SMA N 6 Padangsidimpuan  which consists of 10 parallel classes with the total number of students is 64. The samples of this research were taken by random sampling through lottery technique. The result was class X1 consisted of 32 students became the experimental group and class X2 consisted of 32 students became the control group. The experimental group was taught by Personal Experiences Strategy while the control group was taught by using Big group work strategy. The instrument was used to collect the data was writing narrative text. After the data were analyzed, it was found that the value of t-observed was 4.25 with the degree of freedom (df) = 62 at the level significance 0.05. it means that t-observed was higher than t-table (4.25 > 1.997. The result of this study showed that teaching narrative text by using personal experiences strategy was higher than that by big group work. Keywords : Using Personal Experiences Strategy. Writing Narrative Text.

THE EFFECT OF PERSONAL EXPERIENCES STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXTS

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Anisya Hardianti Daulay And Sumarsih
Keyword(s):  
Research Design ◽  
Experimental Research ◽  
Group Work ◽  
Random Sampling ◽  
Narrative Text ◽  
Degree Of Freedom ◽  
Control Group ◽  
Narrative Texts ◽  
Personal Experiences ◽  
Experimental Group

This study attempts to discover the effect of applying Personal Experiences Strategy on students’ achievement in writing narrative text. It was conducted by using experimental research design. The population of this research was the tenth (X) grade students of SMA N 6 Padangsidimpuan which consists of 10 parallel classes with the total number of students is 64. The samples of this research were taken by random sampling through lottery technique. The result was class X1 consisted of 32 students became the experimental group and class X2 consisted of 32 students became the control group. The experimental group was taught by Personal Experiences Strategy while the control group was taught by using Big group work strategy. The instrument was used to collect the data was writing narrative text. After the data were analyzed, it was found that the value of t-observed was 4.25 with the degree of freedom (df) = 62 at the level significance 0.05. it means that t-observed was higher than t-table (4.25 > 1.997. The result of this study showed that teaching narrative text by using personal experiences strategy was higher than that by big group work.

Developing a Pop Up Book Supportive to Narrative-Texts Teaching

2019 ◽  
Vol 1 (2) ◽  
pp. 66
Author(s):  
Khoirunnisa Safitri ◽  
Sudarsono Sudarsono
Keyword(s):  
Narrative Text ◽  
Development Phase ◽  
Design Phase ◽  
Narrative Texts ◽  
Evaluation Result ◽  
Tenth Grade ◽  
Text Reading ◽  
The Media ◽  
Addie Model ◽  
Teaching Learning

This research aims to develop Pop-Up Book as supplementary media to support the teaching of narrative texts and to evaluate whether or not the media are feasible to teach narrative texts to the tenth grade students of SMA Negeri 8 Pontianak. The media consisted of narrative texts with pop-up pictures. They were divided based on the structure of a narrative text. The materials were taken from the students’ textbook that the researcher has simplified. The procedures were adapted from ADDIE Model proposed by Branch and it used three phases, namely, Analyse, Design, and Develop. From analyse phase, it was found that the students needed interesting media that was visually attractive to engage them in the teaching learning process and to support the existing materials. The Design phase covered the aspects, which were the focus of the media, of the materials and the pictures for the media, and the structure of the media. The Development phase concerned the development of the essential parts of the media. According to the evaluation result, the media are considered feasible to be applied by the teachers to teach narrative text reading.

MUNDANE MIRACLES IN AWADH. ENCOUNTERS WITH THE REVEALED AND THE HIDDEN

2020 ◽  
pp. 130-140
Author(s):  
Maxim B. Demchenko ◽  
Keyword(s):  
The Other ◽  
Local People ◽  
Natural Phenomena ◽  
Mughal Empire ◽  
The Public ◽  
British Raj ◽  
The Subject ◽  
Other World ◽  
Better Than

The sphere of the unknown, supernatural and miraculous is one of the most popular subjects for everyday discussions in Ayodhya – the last of the provinces of the Mughal Empire, which entered the British Raj in 1859, and in the distant past – the space of many legendary and mythological events. Mostly they concern encounters with inhabitants of the “other world” – spirits, ghosts, jinns as well as miraculous healings following magic rituals or meetings with the so-called saints of different religions (Hindu sadhus, Sufi dervishes),with incomprehensible and frightening natural phenomena. According to the author’s observations ideas of the unknown in Avadh are codified and structured in Avadh better than in other parts of India. Local people can clearly define if they witness a bhut or a jinn and whether the disease is caused by some witchcraft or other reasons. Perhaps that is due to the presence in the holy town of a persistent tradition of katha, the public presentation of plots from the Ramayana epic in both the narrative and poetic as well as performative forms. But are the events and phenomena in question a miracle for the Avadhvasis, residents of Ayodhya and its environs, or are they so commonplace that they do not surprise or fascinate? That exactly is the subject of the essay, written on the basis of materials collected by the author in Ayodhya during the period of 2010 – 2019. The author would like to express his appreciation to Mr. Alok Sharma (Faizabad) for his advice and cooperation.

Temperature Effects during Endodormancy Induction on Subsequent Anthesis and Growth of Peach Trees

HortScience ◽  
1998 ◽  
Vol 33 (3) ◽  
pp. 452c-452 ◽  
Author(s):  
Schuyler D. Seeley ◽  
Raymundo Rojas-Martinez ◽  
James Frisby
Keyword(s):  
Temperature Effects ◽  
Shoot Length ◽  
The Other ◽  
Nighttime Temperatures ◽  
Peach Trees ◽  
Better Than

Mature peach trees in pots were treated with nighttime temperatures of –3, 6, 12, and 18 °C for 16 h and a daytime temperature of 20 °C for 8 h until the leaves abscised in the colder treatments. The trees were then chilled at 6 °C for 40 to 70 days. Trees were removed from chilling at 40, 50, 60, and 70 days and placed in a 20 °C greenhouse under increasing daylength, spring conditions. Anthesis was faster and shoot length increased with longer chilling treatments. Trees exposed to –3 °C pretreatment flowered and grew best with 40 days of chilling. However, they did not flower faster or grow better than the other treatments with longer chilling times. There was no difference in flowering or growth between the 6 and 12 °C pretreatments. The 18 °C pretreatment resulted in slower flowering and very little growth after 40 and 50 days of chilling, but growth was comparable to other treatments after 70 days of chilling.

Nglyc: A Random Forest Method for Prediction of N-Glycosylation Sites in Eukaryotic Protein Sequence

2020 ◽  
Vol 27 (3) ◽  
pp. 178-186 ◽  
Author(s):  
Ganesan Pugalenthi ◽  
Varadharaju Nithya ◽  
Kuo-Chen Chou ◽  
Govindaraju Archunan
Keyword(s):  
Random Forest ◽  
Protein Sequence ◽  
Glycosylation Site ◽  
Computational Method ◽  
The Other ◽  
Eukaryotic Protein ◽  
Random Forest Method ◽  
Glycosylation Sites ◽  
Human And Mouse ◽  
Better Than

Background: N-Glycosylation is one of the most important post-translational mechanisms in eukaryotes. N-glycosylation predominantly occurs in N-X-[S/T] sequon where X is any amino acid other than proline. However, not all N-X-[S/T] sequons in proteins are glycosylated. Therefore, accurate prediction of N-glycosylation sites is essential to understand Nglycosylation mechanism. Objective: In this article, our motivation is to develop a computational method to predict Nglycosylation sites in eukaryotic protein sequences. Methods: In this article, we report a random forest method, Nglyc, to predict N-glycosylation site from protein sequence, using 315 sequence features. The method was trained using a dataset of 600 N-glycosylation sites and 600 non-glycosylation sites and tested on the dataset containing 295 Nglycosylation sites and 253 non-glycosylation sites. Nglyc prediction was compared with NetNGlyc, EnsembleGly and GPP methods. Further, the performance of Nglyc was evaluated using human and mouse N-glycosylation sites. Results: Nglyc method achieved an overall training accuracy of 0.8033 with all 315 features. Performance comparison with NetNGlyc, EnsembleGly and GPP methods shows that Nglyc performs better than the other methods with high sensitivity and specificity rate. Conclusion: Our method achieved an overall accuracy of 0.8248 with 0.8305 sensitivity and 0.8182 specificity. Comparison study shows that our method performs better than the other methods. Applicability and success of our method was further evaluated using human and mouse N-glycosylation sites. Nglyc method is freely available at https://github.com/bioinformaticsML/ Ngly.

pLoc_bal-mEuk: Predict Subcellular Localization of Eukaryotic Proteins by General PseAAC and Quasi-balancing Training Dataset

2019 ◽  
Vol 15 (5) ◽  
pp. 472-485 ◽  
Author(s):  
Kuo-Chen Chou ◽  
Xiang Cheng ◽  
Xuan Xiao
Keyword(s):  
Drug Development ◽  
Subcellular Localization ◽  
Basic Research ◽  
The Other ◽  
Training Dataset ◽  
Sequence Information ◽  
Eukaryotic Proteins ◽  
Validation Tests ◽  
User Friendly ◽  
Better Than

<P>Background/Objective: Information of protein subcellular localization is crucially important for both basic research and drug development. With the explosive growth of protein sequences discovered in the post-genomic age, it is highly demanded to develop powerful bioinformatics tools for timely and effectively identifying their subcellular localization purely based on the sequence information alone. Recently, a predictor called “pLoc-mEuk” was developed for identifying the subcellular localization of eukaryotic proteins. Its performance is overwhelmingly better than that of the other predictors for the same purpose, particularly in dealing with multi-label systems where many proteins, called “multiplex proteins”, may simultaneously occur in two or more subcellular locations. Although it is indeed a very powerful predictor, more efforts are definitely needed to further improve it. This is because pLoc-mEuk was trained by an extremely skewed dataset where some subset was about 200 times the size of the other subsets. Accordingly, it cannot avoid the biased consequence caused by such an uneven training dataset. </P><P> Methods: To alleviate such bias, we have developed a new predictor called pLoc_bal-mEuk by quasi-balancing the training dataset. Cross-validation tests on exactly the same experimentconfirmed dataset have indicated that the proposed new predictor is remarkably superior to pLocmEuk, the existing state-of-the-art predictor in identifying the subcellular localization of eukaryotic proteins. It has not escaped our notice that the quasi-balancing treatment can also be used to deal with many other biological systems. </P><P> Results: To maximize the convenience for most experimental scientists, a user-friendly web-server for the new predictor has been established at http://www.jci-bioinfo.cn/pLoc_bal-mEuk/. </P><P> Conclusion: It is anticipated that the pLoc_bal-Euk predictor holds very high potential to become a useful high throughput tool in identifying the subcellular localization of eukaryotic proteins, particularly for finding multi-target drugs that is currently a very hot trend trend in drug development.</P>

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