scholarly journals Comprehension of atypical literary text and scholastic achievement

2009 ◽  
Vol 41 (1) ◽  
pp. 165-179 ◽  
Author(s):  
Aurel Bozin ◽  
Vuk Milatovic
Keyword(s):  
Text Comprehension ◽  
Fourth Graders ◽  
Literary Text ◽  
Scholastic Achievement ◽  
Partial Correlations ◽  
Orientation Scale ◽  
Primary School Age ◽  
Insight Into ◽  
Gaining Insight ◽  
Current Curriculum

With the aim of gaining insight into literary text comprehension and the linkage between that comprehension and scholastic achievement during the first years of schooling, a research was conducted on the sample of 152 third and fourth grade pupils from one urban and one rural school. After having read silently a selected atypical excerpt from one literary text, interviewed pupils filled out the questionnaire constructed for the purposes of this research starting from the 11 categories of text comprehension singled out based on the theory of comprehension and interpretation of literary text and the current curriculum. In the first part of the research we applied the Children's orientation scale by Malka Margalit, and school marks were used as a measurement of scholastic achievement. Research results point out that, among other things, inferring on the basis of what has been read poses the greatest difficulty for third and fourth graders, that is, that almost three quarters of them are not capable of determining the meaning of some representative sentences from that text. In the positive sense, it was established that almost three quarters of them perceive beautiful poetic expressions and about 80% of them can at least to a certain extent recognize character descriptions, emotional situations and moods, that is, discover significant facts. Answers to the questions regarding the majority of categories of text comprehension are significantly correlated with scholastic achievement. As expected, the highest correlations between the measures on text comprehension categories are with the marks in native (Serbian) language. Partial correlations between the measures on certain categories of text comprehension and measurements of scholastic achievement (excluding the influence of feeling of coherence) are not significantly different from bivariate. Based on the obtained data, authors conclude that the utilized system of categories can be a useful tool for analyzing literary text comprehension at younger primary school age, that is, that separate observation of comprehension of (atypical) literary text can contribute to gaining a better insight into determinates of development of scholastic achievement.

Studying characterization in Arthur Miller’s The Crucible

2018 ◽  
Vol 25 (2) ◽  
pp. 310-336
Author(s):  
Shirin Sheikh-Farshi ◽  
Mahmoud Reza Ghorban-Sabbagh ◽  
Shahla Sharifi
Keyword(s):  
Speech Acts ◽  
Text Comprehension ◽  
Literary Text ◽  
Politeness Theory ◽  
Top Down ◽  
Cooperative Principle ◽  
Cognitive Studies ◽  
Complex Characterization ◽  
The Church ◽  
Insight Into

Abstract Apart from the stylistic and cognitive studies which have already been done separately on Miller’s The Crucible, this paper provides a new insight into the play and its system of characterization by integrating these approaches. To this end, the paper draws on Jonathan Culpeper’s cognitive stylistic theory of top-down and bottom-up processes in literary text comprehension and characterization. Based on this holistic framework, the paper takes advantage of such stylistic tools as speech acts, the Cooperative Principle and politeness theory to examine features of the language used by the characters Proctor and Danforth. In this regard, the article assimilates those linguistic elements with the embedded schemata within the play. Consequently, the study reveals that Proctor’s complex characterization does not coincide with the readers’ schema and thus they form their impression of his character based on piecemeal integration. On the other hand, Danforth’s character reinforces the readers’ schema about a representative of the church discourse and thus they comprehend his character on the basis of confirmatory categorization. The paper concludes that while Proctor and Danforth have a passive existence in the text or in people’s minds, it is only in the interaction between their language and the readers’ minds that they come into existence.

Standing up to the Demos

2018 ◽  
Author(s):  
Andrew Erskine
Keyword(s):  
Athenian Democracy ◽  
Parallel Lives ◽  
Standing Up ◽  
A Minor ◽  
Insight Into ◽  
Gaining Insight ◽  
The Way

Plutarch wrote twenty-three Greek Lives in his series of Parallel Lives—of these, ten were devoted to Athenians. Since Plutarch shared the hostile view of democracy of Polybius and other Hellenistic Greeks, this Athenian preponderance could have been a problem for him. But Plutarch uses these men’s handling of the democracy and especially the demos as a way of gaining insight into the character and capability of his protagonists. This chapter reviews Plutarch’s attitude to Athenian democracy and examines the way a statesman’s character is illuminated by his interaction with the demos. It also considers what it was about Phocion that so appealed to Plutarch, first by looking at his relationship with the democracy and then at the way he evokes the memory of Socrates. For him this was not a minor figure, but a man whose life was representative of the problems of Athenian democracy.

scholarly journals Gaining Insight into Vitiligo Genetics through the Lens of a Large Epidemiologic Study

2021 ◽  
Vol 141 (4) ◽  
pp. 718-721
Author(s):  
Ken Okamura ◽  
Manuel Garber ◽  
John E. Harris
Keyword(s):  
Epidemiologic Study ◽  
Insight Into ◽  
Gaining Insight

scholarly journals Comparing metacognitive monitoring between native and non-native speaking primary school students

2021 ◽  
Author(s):  
Florian J. Buehler ◽  
Mariëtte H. van Loon ◽  
Natalie S. Bayard ◽  
Martina Steiner ◽  
Claudia M. Roebers
Keyword(s):  
Academic Performance ◽  
Text Comprehension ◽  
Native Speakers ◽  
Fourth Graders ◽  
Primary Source ◽  
Metacognitive Monitoring ◽  
School Students ◽  
Paired Associates ◽  
Performance Differences ◽  
Language Competencies

AbstractMetacognitive monitoring is a significant predictor of academic achievement and is assumed to be related to language competencies. Hence, it may explain academic performance differences between native and non-native speaking students. We compared metacognitive monitoring (in terms of resolution) between native and non-native speaking fourth graders (~ 10 year olds) in two studies. In Study 1, we matched 30 native and 30 non-native speakers and assessed their monitoring in the context of a paired-associates task, including a recognition test and confidence judgements. Study 1 revealed that recognition and monitoring did not differ between native and non-native speaking children. In Study 2, we matched 36 native and 36 non-native speakers and assessed their monitoring with the same paired-associates task. Additionally, we included a text comprehension task with open-ended questions and confidence judgments. We replicated the findings of Study 1, suggesting that recognition and monitoring do not necessarily differ between native and non-native speakers. However, native speaking students answered more open-ended questions correctly than non-native speaking students did. Nevertheless, the two groups did not differ in monitoring their answers to open-ended questions. Our results indicate that native and non-native speaking children may monitor their metacognitive resolution equally, independent of task performance and characteristics. In conclusion, metacognitive monitoring deficits may not be the primary source of the academic performance differences between native and non-native speaking students.

New Ramesside Copy of the Teaching of Amenemhat

2021 ◽  
Vol 57 (1) ◽  
Author(s):  
Hana Navratilova
Keyword(s):  
Literary Text ◽  
Educational Practices ◽  
New Kingdom ◽  
Administrative Roles ◽  
Egyptian Culture ◽  
Operational Phase ◽  
The Temple ◽  
Insight Into

A newly excavated ostracon from Abydos bearing the concluding chapter of “The Instruction (a.k.a. Teaching) of King Amenemhat” opens up an interesting enquiry. An ostracon found in the immediate vicinity of a New Kingdom royal memorial temple and carrying an excerpt from a major literary text is an important find, as it develops our insight into New Kingdom educational practices and intellectual quests. The range of ostraca types and text genres appearing in the area of the temple of Ramesses II points to a fully functional temple organization with a building phase and an operational phase, with supplies and literate personnel on site, potentially in different administrative roles. Studies in educational and intellectual pursuits, in turn, are key to expanding our comprehension of the functions—and enjoyment—of Egyptian culture.

scholarly journals Zebrafish Models of Human Disease: Gaining Insight into Human Disease at ZFIN

ILAR Journal ◽  
2017 ◽  
Vol 58 (1) ◽  
pp. 4-16 ◽  
Author(s):  
Yvonne M. Bradford ◽  
Sabrina Toro ◽  
Sridhar Ramachandran ◽  
Leyla Ruzicka ◽  
Douglas G. Howe ◽  
...  
Keyword(s):  
Human Disease ◽  
Insight Into ◽  
Gaining Insight

Gaining insight into obesity

2017 ◽  
Vol 32 (1) ◽  
pp. 34-34
Author(s):  
Julie Anderson
Keyword(s):  
Insight Into ◽  
Gaining Insight

Fruit developmental biology and endosperm rumination in Elaeocarpus ruminatus (Elaeocarpaceae), and its taxonomic significance

2018 ◽  
Author(s):  
Janet N. Gagul ◽  
David Y. P. Tng ◽  
Darren M. Crayn
Keyword(s):  
Developmental Biology ◽  
Adaptive Significance ◽  
Evolutionary Significance ◽  
Phylogenetic Distribution ◽  
Taxonomic Significance ◽  
The Family ◽  
Developmental Phases ◽  
Trees And Shrubs ◽  
Insight Into ◽  
Gaining Insight

The genus Elaeocarpus is the largest genus in the family Elaeocarpaceae, comprising more than 350 species of trees and shrubs with a mainly Indo-Pacific distribution. Approximately 28 species in the genus, including nine species from Australia, are known to possess ruminate endosperm. To provide a basis for understanding fruit development and endosperm rumination in the genus and, therefore, its taxonomic and evolutionary significance, we studied the fruit anatomy of Elaeocarpus ruminatus F.Muell. at different developmental phases (petal-fall to maturity). We found lignin in pericarp and ovary wall tissues in the earliest stages of development. In contrast, endosperm rumination occurs only after fruits have fully expanded, and becomes more pronounced as fruits ripen. Its phylogenetic distribution suggests that ruminate endosperm is a derived, albeit homoplasious character in Elaeocarpus. Comparative studies on related species will be instructive in determining the utility of ruminate endosperm for informing infra-generic taxonomy of the genus, and gaining insight into its adaptive significance.

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