Individual Differences in Learning Disabled Students' Use of Contextual Cuing

1982 ◽  
Vol 5 (2) ◽  
pp. 91-99 ◽  
Author(s):  
L.E. Reisberg
Keyword(s):  
Individual Differences ◽  
Word Identification ◽  
Learning Disabled ◽  
The Other ◽  
Disabled Students ◽  
Contextual Cuing ◽  
Connected Text ◽  
Opposite Order ◽  
The Subject ◽  
Reversal Design

This study was designed to examine individual differences among learning disabled poor readers in their use of contextual cuing to aid word identification. Words were presented to the subjects in both connected text and in isolation. The study employed a reversal design in which half the subjects read the words in the following order: context, isolation, context, isolation (ABAB). The other half of the subjects were presented with the conditions in the opposite order. Subject errors in each of the four conditions were recorded. Group statistical analysis found a significant effect favoring context over isolation. Subjects made fewer errors in the context than in the isolation conditions. An individual analysis of the subject errors using the reversal design, however, revealed that three of the subjects made consistently fewer errors in isolation than in context. This effect indicates that for some students, at least, context does not facilitate word identification.

Function of Color in Learning an Assembly Task by Learning Disabled Adolescents

1979 ◽  
Vol 48 (3_suppl) ◽  
pp. 1195-1198 ◽  
Author(s):  
Robert B. Rutherford ◽  
Gerald S. Hasterok ◽  
Robert J. Casey ◽  
Kenneth Howell
Keyword(s):  
Learning Disabled ◽  
The Other ◽  
Color Analysis ◽  
Disabled Students ◽  
Assembly Task ◽  
Black And White ◽  
White Film

This study examined the effect of color on responses by 20 14- to 17-yr.-oId learning disabled students in a probation facility to a puzzle assembly task. Prior to the task, one of two randomly constituted groups of 10 viewed a black and white film illustrating a puzzle assembly, the other group viewed an identical film of the puzzle being assembled in color. Analysis indicated that color does not enhance performance in some cases and may inhibit performance.

The prefix un- and the metrical grammar of Beowulf

1981 ◽  
Vol 10 ◽  
pp. 39-52 ◽  
Author(s):  
Calvin B. Kendall
Keyword(s):  
Individual Differences ◽  
Old English ◽  
The Other ◽  
Wide Area ◽  
Anglo Saxon ◽  
Poetic Tradition ◽  
English Poem ◽  
The Battle Of Maldon ◽  
The Subject ◽  
Considerable Period

Two rules of the metrical grammar of the Beowulf poet are the subject of this paper. One concerns the variation of stress on the prefix un-; the other pertains to the alliteration of compounds. The two are correlated. The paper rests on the premise that the ‘metre’ of an Old English poem is only one function of a set of regularities that make it something we call verse rather than prose. Separately these regularities may be described as ‘rules’; taken as a group, the rules comprise a metrical grammar. Each Anglo-Saxon scop absorbed such a grammar during the course of long immersion in the poetic tradition of his culture. No two scops' metrical grammars could have been exactly alike; in addition to individual differences, there must have been regional and dialectal variations, although the poetic tradition ensured remarkable uniformity over a wide area and a considerable period of time, and only at the end of the Old English period, with let us say The Battle of Maldon, are significant changes manifest. Further investigation would therefore be needed to determine to what extent the rules here described apply to other grammars.

Attributional Retraining and the Teaching of Strategies

1986 ◽  
Vol 53 (2) ◽  
pp. 130-137 ◽  
Author(s):  
John G. Borkowski ◽  
Robert S. Weyhing ◽  
Lisa A. Turner
Keyword(s):  
Individual Differences ◽  
Educational Practice ◽  
Learning Disabled ◽  
Strategy Use ◽  
General Strategy ◽  
Successful Performance ◽  
Disabled Students ◽  
Specific Strategy ◽  
Attributional Retraining ◽  
Strategy Acquisition

This article reviews the literature on strategy acquisition, use, and transfer with mentally retarded and learning disabled students. A model of metacognition is presented that integrates three components—Specific Strategy Knowledge, Metamemory Acquisition Procedures, and General Strategy Knowledge (including beliefs about the causes of successful performance)—in an attempt to explain some of the causes of individual differences in strategy use among educationally handicapped students. Two recent studies are presented that show how the retraining of attributional beliefs can be combined with other aspects of metacognitive instruction to enhance strategy transfer. Finally, implications of reshaping self-attributions for educational practice are discussed.

A Systems Framework for Assessing Attitudes toward the Learning Disabled

1981 ◽  
Vol 4 (2) ◽  
pp. 217-223 ◽  
Author(s):  
Richard S. Podemski ◽  
George E. Marsh
Keyword(s):  
Organizational Structure ◽  
Learning Disabled ◽  
The Other ◽  
Disabled Students ◽  
Level Ii ◽  
Research Questions ◽  
Level I ◽  
Systems Framework ◽  
Attitude Development ◽  
School Practitioners

This article describes a systems framework for assessing attitudes towards learning disabled students. The framework consists of three levels, each being the locus of attitude development, and each affecting attitude development at the other levels. Level I describes attitudes which affect the goals of the system. Attitudes which pervade the organizational structure of the school are described in Level II. Attitudes within the student environment are described in Level III. Generalizations concerning the framework are drawn to assist researchers, school practitioners, and project directors in formulating research questions and analyzing data regarding the nature and effects of attitudes toward the learning disabled.

scholarly journals Tecnologia per il web learning

2008 ◽  
Keyword(s):  
Digital Divide ◽  
Social Process ◽  
Social Groups ◽  
The Other ◽  
Technological Innovations ◽  
Disabled Students ◽  
The Social ◽  
The Subject ◽  
The One ◽  
Web Learning

This book maps out a course through the methodological and technological innovations of internet-based training, setting the emphasis on the collaborative character of experiences of learning and on the interactivity of the virtual workshops. On the one hand, this underscores the possibilities offered by the net to make available educational modes centred on the social process that enables learning in an active manner, rather than on the centrality of contents to be passively transferred to the students. On the other hand, it also shows how in the virtual workshops it is possible to develop one's understanding of the phenomena that are the subject of learning as a result of the interaction with the phenomena themselves, reproduced in the computer, acting upon them and observing the consequences of one's own actions. The effect is to underline how this type of model of learning can help to overcome the technology gap between different countries and social groups (the digital divide) and also to make learning more accessible even to disabled students.

Golgi Apparatus and Melanogenesis: Ultrastructural Study of a Human Cellular Blue Nevus (Melanocytoma)

1973 ◽  
Vol 31 ◽  
pp. 380-381
Author(s):  
S.R. Allegra
Keyword(s):  
Endoplasmic Reticulum ◽  
Golgi Apparatus ◽  
Ultrastructural Study ◽  
The Other ◽  
Blue Nevus ◽  
Normal Complement ◽  
Golgi Vesicles ◽  
Golgi System ◽  
The Subject ◽  
Cellular Blue Nevus

The respective roles of the ribo somes, endoplasmic reticulum, Golgi apparatus and perhaps nucleus in the synthesis and maturation of melanosomes is still the subject of some controversy. While the early melanosomes (premelanosomes) have been frequently demonstrated to originate as Golgi vesicles, it is undeniable that these structures can be formed in cells in which Golgi system is not found. This report was prompted by the findings in an essentially amelanotic human cellular blue nevus (melanocytoma) of two distinct lines of melanocytes one of which was devoid of any trace of Golgi apparatus while the other had normal complement of this organelle.

The Reliability of Retrieval-Induced Forgetting

2012 ◽  
Vol 17 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Rosalind Potts ◽  
Robin Law ◽  
John F. Golding ◽  
David Groome
Keyword(s):  
Individual Differences ◽  
Recognition Test ◽  
Laboratory Tests ◽  
The Other ◽  
Clinical Factors ◽  
Test Items ◽  
T1 And T2 ◽  
Test Materials ◽  
Induced Forgetting

Retrieval-induced forgetting (RIF) refers to the finding that the retrieval of an item from memory impairs the retrieval of related items. The extent to which this impairment is found in laboratory tests varies between individuals, and recent studies have reported an association between individual differences in the strength of the RIF effect and other cognitive and clinical factors. The present study investigated the reliability of these individual differences in the RIF effect. A RIF task was administered to the same individuals on two occasions (sessions T1 and T2), one week apart. For Experiments 1 and 2 the final retrieval test at each session made use of a category-cue procedure, whereas Experiment 3 employed category-plus-letter cues, and Experiment 4 used a recognition test. In Experiment 2 the same test items that were studied, practiced, and tested at T1 were also studied, practiced, and tested at T2, but for the remaining three experiments two different item sets were used at T1 and T2. A significant RIF effect was found in all four experiments. A significant correlation was found between RIF scores at T1 and T2 in Experiment 2, but for the other three experiments the correlations between RIF scores at T1 and T2 failed to reach significance. This study therefore failed to find clear evidence for reliable individual differences in RIF performance, except where the same test materials were used for both test sessions. These findings have important implications for studies involving individual differences in RIF performance.

“Channeling” the powers of God’s Word

2010 ◽  
Vol 4 (2) ◽  
pp. 135-156 ◽  
Author(s):  
Dorothea E. Schulz
Keyword(s):  
The Other ◽  
Border Zone ◽  
Focus Attention ◽  
Spiritual Power ◽  
New Materials ◽  
God's Word ◽  
Audio Recordings ◽  
Heated Debate ◽  
The Subject ◽  
The One

Starting with the controversial esoteric employment of audio recordings by followers of the charismatic Muslim preacher Sharif Haidara in Mali, the article explores the dynamics emerging at the interface of different technologies and techniques employed by those engaging the realm of the Divine. I focus attention on the “border zone” between, on the one hand, techniques for appropriating scriptures based on long-standing religious conventions, and, on the other, audio recording technologies, whose adoption not yet established authoritative and standardized forms of practice, thereby generating insecurities and becoming the subject of heated debate. I argue that “recyclage” aptly describes the dynamics of this “border zone” because it captures the ways conventional techniques of accessing the Divine are reassessed and reemployed, by integrating new materials and rituals. Historically, appropriations of the Qur’an for esoteric purposes have been widespread in Muslim West Africa. These esoteric appropriations are at the basis of the considerable continuities, overlaps and crossovers, between scripture-related esoteric practices on one side, and the treatment by Sharif Haidara’s followers of audio taped sermons as vessels of his spiritual power, on the other.

The problem of woman’s emansipation in the feuilleton “Amazonia: a very inept story” by Mykola Chirsky

2020 ◽  
pp. 71-76
Author(s):  
Iryna Rusnak
Keyword(s):  
Scientific Understanding ◽  
The Other ◽  
Literary Studies ◽  
Ethical Guidelines ◽  
Compositional Structure ◽  
Urgent Task ◽  
The Subject ◽  
The One ◽  
Artistic Heritage

The author of the article analyses the problem of the female emancipation in the little-known feuilleton “Amazonia: A Very Inept Story” (1924) by Mykola Chirsky. The author determines the genre affiliation of the work and examines its compositional structure. Three parts are distinguished in the architectonics of associative feuilleton: associative conception; deployment of a “small” topic; conclusion. The author of the article clarifies the role of intertextual elements and the method of constantly switching the tone from serious to comic to reveal the thematic direction of the work. Mykola Chirsky’s interest in the problem of female emancipation is corresponded to the general mood of the era. The subject of ridicule in provocative feuilleton is the woman’s radical metamorphoses, since repulsive manifestations of emancipation becomes commonplace. At the same time, the writer shows respect for the woman, appreciates her femininity, internal and external beauty, personality. He associates the positive in women with the functions of a faithful wife, a caring mother, and a skilled housewife. In feuilleton, the writer does not bypass the problem of the modern man role in a family, but analyses the value and moral and ethical guidelines of his character. The husband’s bad habits receive a caricatured interpretation in the strange behaviour of relatives. On the one hand, the writer does not perceive the extremes brought by female emancipation, and on the other, he mercilessly criticises the male “virtues” of contemporaries far from the standard. The artistic heritage of Mykola Chirsky remains little studied. The urgent task of modern literary studies is the introduction of Mykola Chirsky’s unknown works into the scientific circulation and their thorough scientific understanding.

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