Children's Ability to Write Stories as a Function of Variation in Task, Age, and Developmental Level

1987 ◽  
Vol 10 (3) ◽  
pp. 175-188 ◽  
Author(s):  
Edna Barenbaum ◽  
Phyllis Newcomer ◽  
Barbara Nodine
Keyword(s):  
Learning Disabled ◽  
Low Achievers ◽  
Developmental Level ◽  
Action Sequence ◽  
Writing Ability ◽  
Learning Capacity ◽  
Ability Groups ◽  
Written Compositions ◽  
The Relationship ◽  
The Continuum

In this study of children's ability to write stories, written compositions were classified by means of a system consisting of the following categories: story, primitive story, action sequence, descriptive, and expressive. Three groups of children served as subjects: learning disabled, low achievers, and normal achievers in grades 3, 5 and 7. Findings permit conclusions pertaining to (a) the performance of the three ability groups; (b) the relationship between age / grade and writing ability; (c) the continuum of composition categories used; (d) composition consistency; and (e) effect of task on performance. Specifically, the percentages of the various composition categories varied according to subjects' age and learning capacity. Also, the structure of the writing tasks and the length of compositions produced by the subjects were found to relate to story category.

scholarly journals On the nature of “laughables”

Pragmatics ◽  
2011 ◽  
Vol 21 (3) ◽  
pp. 393-410 ◽  
Author(s):  
Elizabeth Holt
Keyword(s):  
Action Sequence ◽  
Sequential Position ◽  
Telephone Calls ◽  
The Right ◽  
The Relationship

In this article I explore the relationship between laugh responses and the turns which they orient to. I consider whether it is possible to identify properties of the prior turns that the recipient may be orienting to in laughing. Thus, I begin by briefly exploring the relationship between laughter and humour in interaction. But I point to some of the difficulties in identifying what it is that makes some discourse humorous, and I argue that laughter is not simply a reaction to the perception of humour. Laughter should be considered as an action in its own right, the occurrence of which may have nothing to do with the presence of humour. Consequently, I consider the notion of the “laughable” and whilst I agree that “(v)irtually any utterance or action could draw laughter, under the right (or wrong) circumstances” (Glenn 2003: 49), I argue it is often possible to identify recurrent properties of turns treated as laughables. These properties concern the design, action and the sequential position of the turns. Thus, it seems that speakers draw from a range of resources in constructing laughables. I illustrate this by exploring a collection of instances of figurative phrases followed by laugh responses from telephone calls. I argue that in responding with laughter, recipients may orient to a cluster of properties in the prior turn. However, because laughter is an action with its own sequential implications, rather than simply a response to a prior turn, whether a recipient orients to a prior candidate laughable by laughing will depend on the nature of his or her contribution to the action sequence.

Automatization and Basic Fact Performance of Normal and Learning Disabled Children

1983 ◽  
Vol 6 (2) ◽  
pp. 223-230 ◽  
Author(s):  
Katherine Garnett ◽  
Jeannette E. Fleischner
Keyword(s):  
Learning Disabled ◽  
Academic Skills ◽  
Older Age ◽  
Basic Fact ◽  
Disabled Children ◽  
Rapid Automatic Naming ◽  
The Relationship ◽  
Naming Test

The relationship between automatization ability, as measured by the Rapid Automatic Naming Test (RAN), and proficiency in arithmetic basic fact computation was investigated. Subjects included 120 learning disabled and 120 nondisabled children between 8 and 13 years of age; 60 subjects in each group were designated as either younger or older. Significant correlations were obtained between RAN performance and basic fact proficiency for both the learning disabled and nondisabled groups. In addition, learning disabled subjects were found to be less proficient in basic fact computation and slower on RAN than their nondisabled peers at both younger and older age levels. Correlations were substantial enough to further inquire whether LD youngsters' lack of proficient basic fact skills may be due, in part at least, to weak automatization. The construct of automatization, or automaticity, has applicability to academic skills beyond those previously investigated.

scholarly journals Cross Modal Functioning and Reading Achievement

1977 ◽  
Vol 9 (3) ◽  
pp. 233-251 ◽  
Author(s):  
Jeffrey L. Derevensky
Keyword(s):  
Reading Achievement ◽  
Sensory Integration ◽  
Developmental Level ◽  
Review Of The Literature ◽  
Task Requirements ◽  
Economic Background ◽  
Educational Implications ◽  
The Relationship

The relationship between cross modal functioning and reading achievement was examined. A review of the literature supports the contention that sensory integration and cross modal functioning appears to be related to reading achievement. The degree of this relationship was found to be highly dependent upon the child's developmental level, sex, socio-economic background, and the task requirements. Inconsistencies in results were often a function of differences in methodology and instrumentation. The available hypotheses concerning intersensory functioning and their concomitant educational implications are discussed.

How specific is the connection between morphological awareness and spelling? A study of French children

2011 ◽  
Vol 32 (3) ◽  
pp. 499-511 ◽  
Author(s):  
S. CASALIS ◽  
S. H. DEACON ◽  
S. PACTON
Keyword(s):  
Morphological Awareness ◽  
Developmental Level ◽  
Phonological Structure ◽  
The Relationship

ABSTRACTThis study examined the relationship between morphological awareness and spelling. We show that French children in Grades 3 and 4 appear to use morphological information in spelling; spelling of sounds for which there are several alternatives was more accurate in derived than in nonderived words. The link between morphological awareness and spelling seems to be general, given that morphological awareness correlated with multiple spelling scores, including those that did not involve morphology. Further, the relationship between spelling and morphological awareness seems to be affected by both the developmental level of the child and the phonological structure of the items in the morphological awareness task. We discuss the implications of this research for clarifying the relationship between morphological awareness and spelling.

scholarly journals Emotional Intelligence (EI) Impact on Organizational Learning Capacity (OLC): A Case of Moderating Role of Individual Innovation and Education Sector of Pakistan

2019 ◽  
Vol IV (I) ◽  
pp. 255-263
Author(s):  
Saqib Anwar Siddiqui ◽  
Muhammad Zia -ur-Rehman
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Emotional Intelligence ◽  
Organizational Learning ◽  
Significant Contribution ◽  
Learning Capacity ◽  
Organizational Learning Capacity ◽  
The Relationship ◽  
Moderating Role

The study was based on the investigation and validation of the association between the most emerging traits of human capital in the organizations i.e. Emotional Intelligence (EI) and Organizational Learning Capacity (OLC) and further testing the moderating role of Individual Innovation among the faculty and staff of Higher Education Institutions (HEI’s) in Pakistan. The results show that EI has a significant contribution towards the OLC and when measured together with the trait of Individual Innovation the results significantly improved which suggest that individual innovation positively and significantly affect the relationship between EI and OLC. The study has implication for policymakers for the enhancement of EI traits in their employees and also for the individuals to focus and improve the value of EI in their personality to gain the benefits of their innovation and organizational learning capacity.

The Relationship between Creativity and Selective Attention in LD Boys

1979 ◽  
Vol 2 (1) ◽  
pp. 53-59 ◽  
Author(s):  
Sara G. Tarver ◽  
Barbara R. Buss ◽  
Ronald P. Maggiore
Keyword(s):  
Learning Disabilities ◽  
Selective Attention ◽  
Learning Disabled ◽  
Children And Youth ◽  
Disabled Children ◽  
Special Significance ◽  
The Relationship

Historically, most programming and research efforts in the field of learning disabilities have focused on the disabilities evidenced by LD children and youth. By representing an attempt to consider the positive attributes of LD individuals, the study of creativity in the learning disabled population takes on special significance. The results of this investigation support the relationship between selective attention and creativity in LD boys. However, it was found that the relationship changed as a function of age and the type of creativity measured. The issues raised by this line of inquiry should provide impetus for other investigations designed to explore such attributes as creativity in learning disabled children and youth.

Satisfaction with democracy and social capital in Greece

2018 ◽  
Vol 45 (4) ◽  
pp. 614-628 ◽  
Author(s):  
Irene Daskalopoulou
Keyword(s):  
Social Capital ◽  
Multivariate Regression Analysis ◽  
Political Organization ◽  
Content Type ◽  
Satisfaction With Democracy ◽  
The Social ◽  
Different Types ◽  
European Values ◽  
The Relationship ◽  
The Continuum

Purpose The purpose of this paper is to investigate how different types of social capital contribute to the satisfaction with democracy (SWD) in Greece. Understanding the relationship between different variants of social capital and SWD allows one to situate the Greek democracy in the continuum of democracy types, from primary to modern. Design/methodology/approach The study uses microdata extracted from the European Values Surveys of 2002-2010 and multivariate regression analysis. Findings The results are compatible with a conception of the Greek political organization as a civil virtue democracy. A change in the nature of the relationship is observed after the recent economic crisis in the country. Research limitations/implications The study contributes to the empirical knowledge regarding the relationship between different variants of social capital and SWD. Originality/value Using a typology approach, the micro-relationship between democracy and social capital is analyzed as embedded in a continuum of different democracy types. In addition, this is the first study that uses microdata to analyze the effect of social capital upon SWD in Greece. The results of the study provide valuable understanding of the social and institutional arrangements that might sustain Greece’s efforts to meet its overall developmental challenges.

Yemeni EFL Student Teachers’ Moral Intelligence and its Relationship to their Academic Achievement: الذكاء الأخلاقي للطلاب اليمنيين الدارسين للغة الإنجليزية كلغة أجنبية وعلاقته بأدائهم الأكاديمي

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Mohammad Abdu Ahmed Al-Mekhlafi
Keyword(s):  
Academic Achievement ◽  
Student Teachers ◽  
Male Student ◽  
College Of Education ◽  
Low Achievers ◽  
Teacher Preparation Program ◽  
The Mean ◽  
Moral Intelligence ◽  
High Degree ◽  
The Relationship

This corelational study aimed at investigating the relationship between the moral intelligence of a group of Yemeni EFL student teachers and their academic achievement. It also aimed at finding out any statistically significant differences between the moral intelligence of the student teachers who are categorized into high and low achievers. One hundred and twelve Yemeni EFL student teachers of a third level in the teacher preparation program at the Department of English in the College of Education at Sana’a University in Yemen participated in this study. Their ages ranged between 21 and 25 years. Data were collected using a literature-based questionnaire. The results of this study show that the mean of the ten categories of the moral intelligence is 4.02 (80.4%) indicating a high degree of moral intelligence. The results show that there is no statistically significant differencesat the 0.05 level between the moral intelligence and academic achievement in the Morphology and Syntax course. The results also indicate that there are no statistically significant differences at the level of 0.05 between high and low achievers on nine categories of the moral intelligence. Furthermore, the results indicate that there are no statistically significant differences at the level of 0.05 between female and male student teachers on nine categories of the moral intelligence, namely: Faith, Honesty, Integrity, Courage, Discipline, Responsibility, Service, Kindness and Courtesy. The study findings confirm the previous studies and present some suggestions for further research.

Defining Man as Animal Religiosum in English Religious Writing ca. 1650–ca. 1700

2019 ◽  
Vol 88 (4) ◽  
pp. 925-952 ◽  
Author(s):  
R. J. W. Mills
Keyword(s):  
Eighteenth Century ◽  
Early Modern ◽  
Human Nature ◽  
Relationship With God ◽  
Rational Animal ◽  
Cambridge Platonism ◽  
Definition Of ◽  
The Relationship ◽  
Subsequent Incorporation ◽  
The Continuum

This article surveys the emergence and usage of the redefinition of man not as animal rationale (rational animal) but as animal religiosum (religious animal) by numerous English theologians between 1650 and 1700. Across the continuum of English Protestant thought, human nature was being redescribed as unique due to its religious, not primarily its rational, capabilities. This article charts said appearance as a contribution to debates over man's relationship with God; then its subsequent incorporation into the discussion over the theological consequences of arguments in favor of animal rationality, as well as its uses in anti-atheist apologetics; and then the sudden disappearance of the definition of man as animal religiosum at the beginning of the eighteenth century. In doing so, the article hopes to make a useful contribution to our understanding of changing early modern understandings of human nature by reasserting the significance of theological writing in the dispute over the relationship between humans and beasts. As a consequence, it offers a more wide-ranging account of man as animal religiosum than the current focus on “Cambridge Platonism” and “Latitudinarianism” allows.

scholarly journals The Research-Teaching Nexus and Its Influence on Student Learning

2020 ◽  
Vol 9 (3) ◽  
pp. 109
Author(s):  
Begoña Gros ◽  
Manel Viader ◽  
Albert Cornet ◽  
Miquel Martínez ◽  
Jordi Palés ◽  
...  
Keyword(s):  
Evaluation Systems ◽  
Learning Capacity ◽  
Shared Spaces ◽  
Research And Teaching ◽  
New Knowledge ◽  
Teachers And Students ◽  
Research Competences ◽  
The University ◽  
The Relationship ◽  
Academic Year

The relationship between teaching and research in universities has been widely studied in the higher education literature, but no clear relationship between the two has been identified. Nevertheless, in recent years, research has been linked to a form of teaching that is more focused on the development of competences and learning capacity through enquiry and the generation of new knowledge. In this context, it is important for teachers and students to work together on the design of shared spaces for research and learning. This work examines the case of the University of Barcelona to analyse whether there is enough connection between research and teaching to allow students to experience this link and to successfully develop research competences. Teaching plans of the academic year 2018-19 were screened to identify research-related competences, the modules they appear in, and the descriptions of the evaluation systems. This information was compared to the students’ perceptions of the actual training they had received on these research competences. Results showed that teaching plans establish numerous competences related to research and generating new knowledge. However, students consider that this knowledge is not developed until the final year project.

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